How To Plan A Lesson Plan
- 1. HOW TO PLAN A LESSON SAVIRA CESARANDARI 16070835064 S2 PENDIDIKAN BAHASA DAN SASTRA INGGRIS
- 2. Format of Lesson Plan 1. Goal(s) 2. Objectives terminal objectives are final learning outcomes enabling objectives are interim steps that build upon each other and lead to a terminal objectives
- 3. 3. Materials and equipment 4. Procedures ◦ a. An opening or warm up activity ◦ b. A set of activities and techniques that need an approriate time for : ◦ 1. whole-class work ◦ 2. small group and pair group ◦ 3. teacher talk ◦ 4. student talk c. Closure 5. Evaluation = to determine whether your objectives is complished or not. Evaluation is an assesment, formal or informal that teacher make after students have sufficient opportunities for learning. Without this componenets, you have no means for (a) assessing the succes of your students (b) making adjustment in your leson plan for the next day. 6. Extra class work
- 4. Guidelines for Lesson Plan 1. How to begin planning A. make sure that you are familiar with the overall plan in curriculum B. Determine the topic and the goal of the lesson, write down that as the overall goal C. Considering students’ needs, write down one to three explicitly stated terminal onjectives for the lesson D. Revise the exercise by changing or adding the textbook based on the objectives plan E. Make an outline what your lesson plan look like F. Plan step by step procedures that supported the techniques
- 5. Example script of lesson plan
- 6. 2. variety, sequencing, pacing and timing 1. succesfull lesson with variety of technique will influence the number of students who are enthusiasim and interested 2. Ensure each exercise or task is placed in the correct order beginning with easier task to progressing to more challenging ones 3. Activities should neither be too long nor too short, nor should you have your students paired up throughout the lesson. Allow some exercises for individual, pair and group work 4. The entire lesson should be timed accordingly
- 7. 3. Gauging Difficulty To anticipate the problem, the teacher should give a clear explanation by writing down in the scripting lesson. Write down the planning to get everything clear. Managing the class like giving attention, feedback, and small group work will be balance into the classroom. Be aware of the level of your students when designing lessons and activities. Make sure material is appropriate to your students’ proficiency levels. 4. Individual differences several steps to account for individual differences: 1. Designing easy and difficult techniques 2. Give the lower/below students with the easier question, and the higher/above stduents with difficult question 3. Design techniques that rise students being active 4. Arranging the small group which consist of heterogeneous abilty or homogenous abilty to encourage equal participants 5. Small group or pair work time to circulate and give attention to those below and above norm
- 8. 5. Student talk and Teacher talk The teacher and students’ talk should be balance 6. Adapting to an Established Curriculum ◦ This book is not focused on write a new curriculum or revise an existing one, but at teachers training. Teacher supposed to follow an established curriculum and adapt to particular group of students, students’ need, and their goals. There are some factors that must be consider im contributing curriculum planning: ◦ 1. learner factors = who are the students (age, educationn, general purpose in taking english, entering proficiency level), their specific language (to read english scientific texts, to serve as tour guide) ◦ 2. instituional factors = practical constarints (budget, equipments, classroom space and size), materials (textbooks, audiovisual aids)
- 9. Example of the goals for acdvance pre-university in listening comprehension
- 10. 7. Classroom lesson “Notes” ◦ Weather the lesson was successful or needed some improvement, it is important that the teacher takes notes of things that did not go as planned or were not as successful in order to modify or adjust for the next time you teach the lesson.
- 14. THANK YOU