1. Chapter.10 HOW TO PLAN A LESSON

2. FORMAT OF A LESSON PLAN 1. Goal(s)-general An overall purpose or goal that you will attempt to accomplish by the end of the class 2. Objectives-concrete Try to avoid vague, unverifiable statements

3. FORMAT OF A LESSON PLAN Terminal objectives( 본시목표 ) : final learning outcomes that you will need to measure and evaluate Enabling objectives( 활동목표 ) : interim steps that build upon each other and lead to a terminal objective 3. Materials and Equipment 4. Procedures

4. FORMAT OF A LESSON PLAN 5. Evaluation Assessing the success of your students Making adjustments in your lesson plan for the next day 6. Extra-Class Work Applications or extensions of classroom Activity: Expanding learning through real use of TL

5. GUIDELINES FOR LESSON PLAN 1. How to Begin Planning a. Assuming that you are already familiar with curriculum, the overall plan and “tone” of the textbook b. Determine what the topic and purpose of the lesson will be and write that down as the overall goal

6. GUIDELINES FOR LESSON PLAN c. Draft out explicitly stated terminal objectives for the lesson d. Of the exercises that are in the textbook, decide which ones you will do, change, delete, and add. e. Draft out a skeletal outline f. Carefully plan step by step procedures for carrying out all techniques

7. GUIDELINES FOR LESSON PLAN 2. Variety, Sequencing, Pacing, & Timing a. Is there sufficient variety in techniques to keep the lesson lively & interesting? b. Are your techniques or activities sequenced logically? c. Is the lesson as a whole paced adequately?

8. GUIDELINES FOR LESSON PLAN Neither too long or short How well your various techniques “flow” together Good pacing is a factor of how well you provide a transaction from one activity to the next d. Is the lesson appropriately timed? Have some backup activity ready to insert Be ready to gracefully end a class on time and pick up where you left off

9. GUIDELINES FOR LESSON PLAN 3. Gauging Difficulty The main problem is the heterogeneity of a classroom Individual attention, feedback, and small- group work can bring balance into the classroom

10. GUIDELINES FOR LESSON PLAN 4. Individual Differences a. Design techniques that have easy and difficult aspects or items b. Solicit responses to easier items from students who are below the norm and to harder items from those above the norm c. Try to design techniques that will involve all students actively

11. GUIDELINES FOR LESSON PLAN d. Use judicious selection to assign members of small groups: deliberately heterogeneous range of ability or a homogeneous range e. Use small-group and pair work time to circulate and give extra attention to those below or above the norm

12. GUIDELINES FOR LESSON PLAN 5. Student Talk and Teacher Talk Teachers talk too much 6. Adapting to an Established Curriculum Learner factors a. Who are the students? b. What are their specific language needs?

13. GUIDELINES FOR LESSON PLAN Institutional factors c. What are the practical constraints of the institution? d. What is available? Every educational supporting material is limited in some way in its capacity to deliver the very best!

14. GUIDELINES FOR LESSON PLAN 7. Classroom Lesson “Notes” Most experienced teachers operate well with no more than one page of a lesson outline and notes * See Celce-Murcia’s Examples