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Lesson planning creates a logical sequence for the lesson. Lesson plans are called 'working documents', which allows for improvement through addition, subtraction, and refinement of the different elements over time.
A lesson plan forms a historical record of what has been taught, which provides a potential substitute with guidance should one be needed.
The first section of the plan general class information, including teacher, date, time, expected numbers, class, level, context. Teaching aids should be noted and prepared, including pictures, worksheets, objects for demonstration, whatever it may be. Next, are the learner objectives, and the teacher aims. Learner objectives are what one would like the students to accomplish by the end of the lesson. Teacher aims are the goals you as the teacher want to reach for yourself. The next sections identify anticipated problems for both teacher and student, including solutions. As one wants to have the lesson to go off without a hitch, it is important to have the solutions ready so the flow of the class is impacted as little as possible. Consider using a timing part of the lesson is where the steps of the class are thought out (Procedure>Phase>Timing>Interaction). This is the process of how the activity is supposed to work. One should use the D.E. GO in the study phase. The teacher should demonstrate the process of the activity, or, quite simply, how it works and what the students are going to do. Next, to make sure the demonstration process was effective, the teacher should elicit the correct answer from the students. Finally, if the teacher is satisfied that the students understand, it is time to give out the material, the GO (give out) phase.
The teacher is then free to monitor, but do not stop the students. Do take notes as to their progress, as it provides specifics as to who worked on what and the teacher can provide proper feedback. The teacher needs to be aware of and listen for common errors, which can be corrected and discussed in the feedback. Methods that one should use start with self-correction, followed by peer correction, and finally, if required, the teacher makes the correction but only as a last resort.
Finally, when planning lessons, be aware of the particular requirements of the program, and use this material in order to plan a sequence of lessons. The goals as to what is expected when a particular sequence is complete need to be communicated in an understandable manner. In addition, one must remember to be flexible and able to adjust the sequence to the needs of the class. Finally, speaking, writing, reading, and listening needs to be included as they are the skills that are required when one is both learning and expressing the language.
Lesson plans are integral to the completion of successful classes. In addition, the availability of a lesson plan for a substitute is important, as without knowing what is being covered it can be challenging to teach the relevant skills for that particular class.