A Good Lesson Plan
Páginas: 2 (416 palabras)
Publicado: 21 de febrero de 2013
A GOOD LESSON PLAN…
Lesson planning involves much more than making arbitrary decisions about "what I'm going to teach today." Many activities precede the process of designing and implementing alesson plan. Similarly, the job of systematic lesson planning is not complete until after the instructor has assessed both the learner's attainment of the anticipated outcomes and effectiveness of thelesson in leading learners to these outcomes. (Retrieved on July 25 / 08, from:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.htm)
PRE PLANNING
“Lessonplanning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within, and react to…” (From: The practice ofEnglish Grammar; Jeremy Harper, Pearson Education Limited, 2001.)
Making a lesson plan involves many things, among which we can include:
Activities: teachers have to know in advanced what kindof learners they have, so they aim their activities toward the learning styles of their students. They should also know what activities they will be doing, the kind of grouping technique and the mosteffective way to reach all learners. Such activities have to be independent from what language skills they are to teach, and must provide motivation in the learners. Facing the current situation ofteaching, teachers must plan their classes to meet the communicative requirements established by the Common European Framework of Reference.
Once we have established this part, we needsomething to follow, and there’s when the Curriculum plays an important role, especially in times when we have to follow the Common European Framework of Reference – Guidelines given by the ColombianMinistry of Education, and nowadays used throughout most of the world.
Here’s little hint on what to bear in mind for planning a lesson.
Stage 1: Pre-Lesson Preparation
Goals
Content
Student...
Lesson planning involves much more than making arbitrary decisions about "what I'm going to teach today." Many activities precede the process of designing and implementing alesson plan. Similarly, the job of systematic lesson planning is not complete until after the instructor has assessed both the learner's attainment of the anticipated outcomes and effectiveness of thelesson in leading learners to these outcomes. (Retrieved on July 25 / 08, from:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/lesspln1.htm)
PRE PLANNING
“Lessonplanning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within, and react to…” (From: The practice ofEnglish Grammar; Jeremy Harper, Pearson Education Limited, 2001.)
Making a lesson plan involves many things, among which we can include:
Activities: teachers have to know in advanced what kindof learners they have, so they aim their activities toward the learning styles of their students. They should also know what activities they will be doing, the kind of grouping technique and the mosteffective way to reach all learners. Such activities have to be independent from what language skills they are to teach, and must provide motivation in the learners. Facing the current situation ofteaching, teachers must plan their classes to meet the communicative requirements established by the Common European Framework of Reference.
Once we have established this part, we needsomething to follow, and there’s when the Curriculum plays an important role, especially in times when we have to follow the Common European Framework of Reference – Guidelines given by the ColombianMinistry of Education, and nowadays used throughout most of the world.
Here’s little hint on what to bear in mind for planning a lesson.
Stage 1: Pre-Lesson Preparation
Goals
Content
Student...
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