Structure The Lesson By Teaching office

An effective lesson has five parts: Preparation Presentation Practice Evaluation Expansion The time allotted for preparation, presentation, and evaluation activities should be no more than minutes each. Communication practice activities may run a little longer.

ActivitiesTime Starter- Preparation This can be a recap of the previous lesson. Use discussion or homework review to elicit knowledge related to the useful points to be covered. Find a method of how each lesson should begin. What are your lesson objectives( the focal point of a lesson plan.) ? Here you should plan an activity that will engage them. Make this fun and interactive. 10 mins

ActivitiesTime Main- Present ation/Mo deling Present ationMo deling Practice This is the main content of what you will be teaching them. You should split up the activities into ‘episodes’ to keep the children engaged. Repetition works well but this is not all that you should do. Pictures, sounds, songs, actions all help them learn. Try to have the children involved as much as possible in the teaching. 20 mins

End ActivitiesTime Evaluation Here you will go over the work that you have taught in the lesson and ensure that they have understood what you are teaching them. You should test their knowledge from the lesson and other lessons. 10 mins Expansion Allow students to apply the knowledge they have gained in the classroom to situations outside it. Include out-of-class observation assignments, in which the instructor asks students to find examples of something or to use a strategy and then report back.

Time allocation of teaching 课堂教学时间设计 1. Time allocation and the link between segments are reasonable. Whether it is too loose at the beginning and too intensive at the end and vice versa. Whether the time arrangement for lecturing and practice is reasonable.

2. Time the allocation for the teacher’s activities and students’ activities. whether the class activities can match the goal of teaching. whether teachers take up most of the time and leave very little time for students’ activities.

3. Time individual and group activities. The time allocation of individual, group and whole-class activities is reasonable Whether able-students take up too much time in activities and less-able-students take up little time. Student who complete the task quickly can offer help to those who have difficulties in dealing with the task. 4. Count time of non-learning. Whether students don’t learn effectively due to the teacher waster time doing things unrelated to teaching content.