lesson plan

5-Documents the teacher needs to check before planning a lesson 1) The teacher's guide 1- It contains the distribution of the unit's activities into lessons. 2- It helps the teacher to presents the activity. 3- It is a source of key answers and listening texts

2 ) The student's book. While checking the student's book the teacher needs to make sure that: If the student's book is based on the approach you prefer? Is it visually alive and well-presented Does it have good pictures? Is the vocabulary useful and in current use? Is the structure grading? Are all the students having the book ?

3) The workbook : The teacher becomes aware of the workbook activity distribution onto the different lessons of the unit. - It helps in dealing with the students book. 4) The CD or Flash : - It helps in listening to native speakers. 5) Other materials : - Is there a story book, supplementary materials, dictionary or laptop, video, etc

6-Daily lesson Plan The table of content: 1-Learning Objectives: 2- New language: 3- Resources: 4-Pre-requisite: 5-Warming up: 6-Presentation 7-Summative evaluation: 8-Homework : 9-Rounding up:

lesson plan

6-Daily lesson Plan The daily plan usually begins with the table of content that includes: 1-Learning Objectives: What is meant by " learning objectives"? The expected outcomes in students' behaviors after having a certain experience. They have to be SMART.

What's meant by SMART? SMART Specific Achievable Realistic Timing Measurable

2- New language: It is the new language to be taught. It includes : -New vocabulary. -New structures. -New functions. -New sounds

3- Resources: It is the teaching aids, the audio visual materials the teacher is going to use to facilitate his/her job and achieve his/her objectives. The time the teacher decides to use certain aids, he/she should 1-Try the material before using it in the classroom. 2-Choose easy made, safe, cheap and clear materials. 3-Use the audio-visual material for purpose not as time fillers. 4-Decide when and how to use the teaching aid.

There are variety of these materials; the teacher should be clever in choosing the appropriate materials that facilitate not hinder the teaching learning process. Teachers can use pictures – realia – flash cards –drawing– video films – handouts – miming – acting – gestures, etc.]

4-Pre-requisite: It's the previous experience that relates to the objectives the teacher is going to achieve. It's previous words or structures that pave the way for the new lesson. The teacher should be very careful in choosing the appropriate pre-requisite materials. Advice for using a Pre-requisite: 1-It's important to know that each activity should have its own pre-requisite especially if it includes new language. 2-The teacher should employ different techniques to present this phase. Variety is required. 3-The teacher should revise active words and structure and never revise every thing.

5-Warming up: It is the phase that aims at tuning students' ears to the English lesson to create a friendly atmosphere between the teacher and the students. It can be defined as a switch on of the English mood and a switch off of the Arabic mood. It is a transition period where teachers try to melt the ice and build familiarity.

Warming up,... Why? 1- It plays an important role in breaking ice. 2- It motivates students to participate. 3-It creates a pleasant atmosphere to acquire language. 4-It helps engaging the students' feelings and minds. Warming up, How... ? Different techniques can be used to warm students up in this phase, variety is required. The teacher should vary between using jokes, riddles that can motivate students towards positive participation in the new lesson.

6-Presentation It is the process of presenting the new language ( vocabulary – structure – functions - sounds) using different techniques that help students to acquire language. This process includes: 1-Revising related language items. 2-Presenting the new language ( using different techniques ) 3-Mechanical practice for drilling the new language. 4-Controlled practice where the teacher controls the students' performance through certain prepared activities. ( SB – WB activities ). 5-Free practice where the teacher guides the students' performance through certain prompts.

7-Summative evaluation: What is meant by Summative evaluation? It is an overall evaluation process. The teacher use summative evaluation at the end of the period to make sure that students have acquired the new language presented throughout the lesson. It is advisable to use authentic summative evaluation to give the students the opportunity to use new language for real personal purposes in a communicative way.

8-Homework : What is homework? It is considered an integrated part of the lesson to reinforce the learnt language and to increase the students' time of practicing the new learnt language. How should homework be? The characteristics of the homework activity : 1-It should be demonstrated in advance. 2-It should be easy, authentic, short and within students' abilities. 3-It should stimulate students' towards research. 4- It should reinforce the learnt language.

9-Rounding up: What is rounding up? It is a conclusion phase that summarize the lesson. It's essential to help students organize their thoughts and what they have learnt. The teacher should vary his techniques for rounding up his lesson, from eliciting the meaning of the learnt vocabulary, drilling the words, summarizing the reading passage to singing the words, matching the words with pictures or stimulating students to use the new structure to express themselves.

1-What are lesson aims? Lesson aims are: -Statements which describe what learners will know or be able to do at the end of the lesson. -A focus on what learners will learn rather than what teachers will teach. -“A statement of what students ought to be able to do as a consequence of instruction”. - Learning objectives should be defined with “action verbs,” to describe knowledge, skills, and values that students should acquire.

2-Why setting lesson aims is important? Lesson aims are important because they 1- provide a purpose and direction for teaching and learning 2- enable teachers to focus on what their learners need to achieve 3- provide a framework for the lesson 4- help teachers to select appropriate materials and activities 5- help teachers to anticipate possible problems and build in solutions

3-Nonfunctional verbs -The following verbs cannot be measured. They should be avoided when writing objectives. Nonfunctional verbs shows interest in knowhave knowledge of will be able to memorizeunderstand

4-Bloom Taxonomy Classification

5-Learning Objectives for Listening, speaking and writing skills A-Learning Objectives for Listening skills 1. show interest in what is said 2. anticipate and predict the speaker's message and meaning 3. follow the sequence of ideas expressed by identifying the speaker's key idea 4. Create visual images 5. Draw conclusions based on evidence in presentation 6. Identify ideas expressed as true or false, real or imaginary

B-Learning Objectives for speaking skills 1. Use talk to explore ideas and understanding 2. Use talk to express feelings, ideas, and opinions 3. Use talk to share ideas and information in one-to-one, small group, and large group discussions 4. Speak to describe a person or place 5. Speak to narrate incident from experience 6. Speak to support a viewpoint

C-Learning Objectives for writing skills 1. record understanding by creating pictures. 2. use the vocabulary of _____ (shapes, colors, etc.) to describe _____ (flowers, etc.) 3. explain the meaning of the word(s): _____. 4. re-tell in his/her own words _____. 5. re-tell in his/her own words _____.

6-Objectives for reading comprehension lessons Reading comprehension can be classified into four levels The literal level 1. identify direct ideas from the reading text. 2. identify numbers, names, places or times in the reading text. 3. locate specific information in the reading text. 4. give facts or details directly from the passage as they read. The interpretive level 1. interpret the meaning of words and concepts. 2. use the context to help guess the meanings of unfamiliar words. 3. select the topic sentence of a paragraph. 4. identify the main idea or the essential message of a passage.

The critical level 1. judge things. "Do you think that … is suitable? Why? Why not? 2. determine whether the ideas are true or false according to guided standard. 3. decide that the statement is fact or opinion. 4. say his point of view towards the text. The creative level 1. draw a new titles for the text. 2. reformulation of ideas in a new way. 3. Derive the meaning from the language. 4. Discuss why he/she thinks certain events happen.

References: - The British Council, TeachingEnglish-TKT. Essentials Module 2 –Aims - Anderson, L. W. 1994, Bloom's Taxonomy: A forty-year retrospective. - Harmer, J. (2001). The Practice of English Language Teaching. Reading Process (3rd ed.). Essex: Pearson Education Limited.