7.

When planning a lesson, the first step is to set lesson objectives that contribute to your overall
achievement goal. Your achievement goal is the ultimate aim, indicating that learners have understood
what you planned to teach. This goal is set for a specific time in the future, depending on how much
content needs to be covered.

Objectives serve as the steps to reach that goal. For example, if your goal is to run the Tokyo Marathon
on March 1, you would need to establish several objectives to prepare for this, such as seeking advice
from experienced marathon runners, reading a good running book, researching and buying the right
equipment, setting a realistic training timeline, and creating a training plan.

In a classroom example, if your achievement goal is to ensure that beginner learners can use a variety of
comparatives and superlatives in speech and writing by December 20, your first lesson objective would
be to introduce two adjectives in the comparative form. This step ensures that learners master
comparatives before moving on to superlatives, with further objectives set for future lessons.

To ensure that objectives are focused, they should be evaluated using the SMART criteria: Specific,
Measurable, Achievable, Realistic, and Time-based. A syllabus or course textbook can provide direction
in planning, but if these are not available, practical advice within the module will still guide you.

When determining specific objectives, consider the learning needs of your students and their current
stage. Ask yourself what you want learners to achieve by the end of the lesson. The objective could be
stated as: "By the end of this lesson, learners will be able to use 3 prepositions of place (at, in, on) in
speech and writing. "

Alternatively, it could be phrased as enabling learners to use these prepositions by the end of the lesson.
The wording should be clear, concise, and follow the SMART principles. The objective should state what
learners will accomplish with the language, and its effectiveness can be confirmed by assessing their
ability to use the prepositions correctly in forming questions or answers. Reflecting on these points will
guide you well.

============================

7.2

Various Lesson Objectives

· • A function (e.g. refusing a request)

· • A grammatical structure (e.g. the comparative)

· • A specific topic or theme (e.g. ordering a meal)

 · • Developing a language skill (listening, speaking, writing, reading, pronunciation)

· • Listening to a story for enjoyment

· • Identifying various English accents or dialects

· • Fostering a positive attitude towards learning a foreign language

· • Multiple objectives can be included in a lesson plan, but focus on one main objective to avoid
confusion.

Lesson set in a train station focusing on making requests.

· "I would like a timetable for trains going to…", "Please can I have…?", "Do you have…?"

· • All four language skills may be practiced.

Learners will be able to request a train timetable at the station using the proper language structures.

· • Secondary objectives may include personal goals such as reducing Teacher Talking Time (TTT)
through gestures.

Introductory, continuation, skill practice, enrichment, unit completion, or diagnostic assessment.

Objectives will change frequently.

====================================

1. Keep It Simple

· Don’t overcomplicate your lesson plans. Start with a clear goal and focus on key concepts.

· Use a basic structure: Introduction → Guided Practice → Independent Practice → Review.

2. Plan More Than You Need

· Always have extra activities or questions in case students finish early.

· Be flexible—sometimes lessons take longer than expected.

3. Engage Your Students

· Start with a hook: a question, story, real-world connection, or video to grab attention.
 · Use interactive elements like discussions, group work, or hands-on activities.

4. Check for Understanding Often

· Ask questions throughout the lesson, not just at the end.

· Use quick assessments like thumbs up/down, exit tickets, or small quizzes.

5. Manage Your Classroom Effectively

· Set clear expectations from day one (rules, routines, participation guidelines).

· Use positive reinforcement and address disruptions calmly.

6. Be Adaptable

· If students struggle, slow down and reteach concepts differently.

· If they grasp the material quickly, provide challenge activities.

7. Build Relationships

· Learn students’ names and show interest in their lives.

· Create a positive and supportive learning environment.

8. Reflect and Improve

· After each lesson, ask yourself: What worked? What didn’t? How can I improve?

· Don’t be afraid to ask for advice from experienced teachers.

9. Use Technology Wisely

· Incorporate digital tools like interactive whiteboards, videos, or online quizzes.

· But don’t rely too much on tech—balance it with hands-on learning.

10. Have Fun & Be Patient

· Teaching is a learning process for you too! Mistakes will happen, and that’s okay.

· Bring enthusiasm—students will mirror your energy and attitude.

===================================

7.3

Here are some practical lesson planning tips that can help you become a better teacher:

1. Plan carefully. To teach well, you need to plan your lessons thoroughly. Planning is essential for both
you and your learners.

2. Don’t wing it. Some teachers try to teach without a lesson plan, thinking they can just improvise. This
approach often leads to failure. Always respect your learners and ensure you are prepared. Spending
time planning your lessons will make it easier for you to teach and help you focus more on your learners.

3. Keep your lesson plan tight. Avoid writing detailed plans that are hard to use in the classroom. Don't
describe every small step; focus on the main points to keep your attention on the learners instead of just
on the plan.

4. Keep it clear and simple. Make your lesson plan straightforward and easy to follow. Number the steps
clearly and avoid breaking them down into too many sub-steps, as this might confuse you. Use colors,
boxes, and underlining to make it easier to read at a glance. Ensure that if someone else needs to teach
from your plan, they can understand it easily.

5. Don’t depend on your memory. Include examples of the language you are teaching in your lesson
plan to help you remember what to cover. It’s easy to forget details while teaching.

6. Add variety. Recognize that learners have different strengths and learning styles. Some might learn
better by speaking, while others prefer reading or using visuals. Mixing different activities will keep
learners engaged. Changing activities during a lesson can re-energize them. For example, after a speaking
activity, switch to writing to keep their interest alive. You can use a single activity in various ways, like
starting with questions, then discussing visual aids, followed by listening exercises, and finishing with
writing tasks. This approach helps create a more engaging lesson.
7. Supplement your coursebook. If your coursebook focuses heavily on one skill, like speaking, it’s
important to add in different activities that address all language skills. Using diverse activities helps
reinforce learning, as all skills work together.

8. Plan for variety in your lessons. Regardless of the lesson length, ensure that there are multiple
activities. It’s tough to focus on learning a new language with just one activity for an extended period.
Breaking your lesson into segments where learners practice the language in different ways is a more
effective strategy.

9. Don’t attempt too much. Be cautious not to cover too many points in one lesson, as this can
overwhelm your learners. Keep your focus on the essential points and leave additional topics for future
lessons.

10. It usually turns out fine. If you are new to teaching, lesson planning can feel daunting, but many
things will go well. With practice and experience, the lesson planning process will become clearer to you.

===================================

7.4

How do you decide what to present? This depends on the teaching situation. Three main factors
influence your choices:

First, the needs of the learners. While these needs may not be obvious at first, involving students in
different skills will help you understand them better.

Second, the syllabus, which can guide your decisions if it exists; otherwise, you may rely on a coursebook
or colleagues for direction.

Lastly, the coursebook serves as a practical guide, even if it doesn’t present new structures in a standard
order. You can enhance lessons with supplementary materials, but be cautious about solely relying on
intuition, as it lacks reasoning and could negatively affect learners' progress.

=======================================

1. Define Your Objective

· What should students learn by the end of the lesson?

· Use SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).

· Example: “By the end of the lesson, students will be able to solve two-step algebraic
equations.”

2. Know Your Audience

 · Consider students’ grade level, prior knowledge, and learning styles.

· Adapt the lesson for different abilities and needs.

3. Choose Materials & Resources

· Textbooks, worksheets, digital tools, videos, real-world examples.

· Ensure materials are age-appropriate and engaging.

4. Plan the Lesson Structure

· A typical lesson follows this format:

· Warm-Up (5–10 min): Hook students with a question, story, or quick activity.

· Introduction (10–15 min): Explain the key concept, give context, and model examples.

· Guided Practice (15–20 min): Students practice with teacher support.

· Independent Practice (10–15 min): Let students apply skills on their own.

· Closure (5–10 min): Summarize key points, reflect, and check understanding.

5. Include Assessments

· Formative: Quick checks during the lesson (e.g., questioning, exit tickets).

· Summative: A quiz, project, or assignment to evaluate understanding.

6. Plan for Differentiation

· Adjust difficulty, provide extra support, or offer challenge activities for advanced learners.

7. Prepare for Classroom Management

· Establish rules, routines, and expectations.

· Plan how to handle potential disruptions.

8. Reflect & Adjust

· After the lesson, evaluate what worked and what didn’t.

· Get student feedback and modify for future lessons.

=======================================

7.5

Logical and Sequenced Planning

Importance of logical and sequenced planning in teaching.

Example – Introductory Lesson on the Second World War

· • Historical context is essential; do not start with 1939.

· • Need to discuss the failure of the League of Nations and Hitler's actions prior to the war.

· • Germany was prepared for war, while other European nations were not.

· • Logical sequencing enhances learners’ understanding.

· • Incorrect sequencing leads to confusion and requires additional effort to realign learners.

Critical Components of Lesson Steps

· • Each lesson step must be carefully planned for success.

· • Omitting steps is not acceptable; complete necessary steps even if time is short.

· • Unfinished steps can be carried forward to the next lesson.

· • Careful, logical planning allows learners to improve their language skills continuously.

Lesson Activities

· • Steps should include defined and logically progressive lesson activities.

· Small groups rank items in order of importance.

 · • Include notes on games or additional activities next to your lesson plan.

Aim of the Lesson Plan

· • Strive for a lesson plan with logical steps and a clear outcome.

Family

· • Learners list words/phrases that represent what Family means to them.

· • Compare lists with a partner.

· • Write "Family" on the board and add individual words/phrases around it.

· • Agree on five most important points as a group.

· • Listen to a recorded dialogue about Family.

· • Complete a writing task based on the dialogue.

· • Read a passage on Family.

· • Answer factual and reflective questions about the passage.

Benefits of Varied Activities

· • Engages learners and enhances successful learning.

· • Sequence of activities develops listening, speaking, reading, and writing skills.

· • All language skills focus on the same theme (family) for reinforcement.

· • Involves learners working individually, in pairs, and as a whole class.

· • Variety maintains learners’ attention and engagement throughout the lesson.

===============================

7.6

A lesson plan is like a blueprint that helps guide you during a lesson. At its core, it serves as a set of notes
to organize what and how you will teach. A good lesson plan should be clear and easy to read, using
colors, boxes, and underlining for emphasis. Keep your notes concise with bullet points and
abbreviations, avoiding overly detailed descriptions of every step.
The plan should be coherent, learner-centered, varied, and flexible. There is no single format for lesson
plans, and while some schools provide templates, this is not common. A specific lesson plan template
has been created, based on a well-established format used in previous years. Although it may seem
complicated at first, you will find it adaptable to any lesson, saving you time from creating new
templates.

This 5 Step Lesson Plan Template offers reliable guidance for what to aim for at each step. When
developing your lesson plan, you will need to expand the sections of the template. Take your time to
explore this template and reflect on the questions provided.

===================================

7.7

Template Preparation

· • Print the template below for reference.

· • Review summaries of all steps below the template.

5 Step Template

PRE• PLANNING

· Define what learners will achieve by the end of the lesson(s).

· Explain how the objective relates to long• term goals.

PRE• PLANNING

· Describe how to measure learner progress toward the objective. Identify when and how
mastery will be assessed.

LESSON CYCLE

· • Specify how to engage learners and capture interest.

· • Outline what will happen during the lesson.

· • Describe the importance of the lesson.

 · • Connect to previous lessons.

· List materials needed for the lesson.

LESSON CYCLE

· • Highlight key points to emphasize and repeat.

· • Ensure learners actively absorb information.

· • Vary the teaching approach for accessibility.

· • Anticipate potential misunderstandings.

· • Explain why learners will find it engaging.

LESSON CYCLE

· • Clearly state and model expectations.

· • Provide multiple practice opportunities for all learners.

· • Scaffold exercises from simple to complex.

· • Monitor and correct learner performance.

· • Explain engagement strategies for learners.

LESSON CYCLE

· • Restate and model expectations clearly.

· • Allow learners to demonstrate independent mastery.

· • Offer opportunities for further practice.

· • Address why the activity will interest learners.

LESSON CYCLE

· • Facilitate a summary of learned material by the learners.

 · • Ask learners to explain the significance of what they learned.

· • Ensure all have the chance to demonstrate mastery or progress.

· • Discuss reasons for learner engagement in this closing.

Summary of the 5 Step Lesson Plan Template

ACHIEVEMENT GOAL SUMMARY

· • Start with the long• term instructional achievement goal.

· • This goal may take varying amounts of time to accomplish.

· • Complete a range of objectives through several lessons.

· • Write down the achievement goal as described.

OBJECTIVE SUMMARY

· • Specify what learners are expected to achieve in the lesson.

· • Note that some learning items require multiple lessons.

· • Visualize what mastery looks like for the objective.

· • Write down the objective(s).

ASSESSMENT SUMMARY

· • Consider how and when to measure learner progress.

· • Think about assessment during planning stages.

· • Written assessments may not be needed for every lesson.

· • Define assessment instruments once the objective is clear.

=====================================

Lesson Plan Template

1. Lesson Title:

(e.g., "Introduction to Fractions")

2. Grade Level:

(e.g., 4th Grade)

3. Learning Objective:

(What should students learn by the end of the lesson?)

Example: "Students will be able to identify and compare fractions."

4. Materials Needed:

(List resources: textbooks, worksheets, videos, manipulatives, etc.)

Example: Whiteboard, markers, fraction strips, worksheets.

5. Lesson Structure:

A. Warm-Up (5–10 min)

Hook: A question, video, or quick activity to introduce the topic.

Example: “Who likes pizza? What if I told you we are learning how to share it fairly?”

B. Introduction (10–15 min)

Explain the key concept using simple terms and examples.

Demonstrate the topic step by step.

C. Guided Practice (15–20 min)

 Work through examples together as a class.

Ask students to help solve problems with your guidance.

D. Independent Practice (10–15 min)

Students work on exercises individually or in pairs.

Example: Solve fraction problems on a worksheet.

E. Closure (5–10 min)

Review key points by asking students to summarize.

Quick exit ticket: “Write one thing you learned about fractions today.”

6. Assessment:

(How will you check if students understand?)

Formative: Thumbs up/down, class discussion, exit ticket.

Summative: A quiz or assignment after the lesson.

7. Differentiation Strategies:

(How will you support different learning needs?)

Struggling students: Use visuals or manipulatives.

Advanced students: Challenge them with real-world problems.

8. Reflection (After the Lesson):

(What worked? What needs improvement?)

========================================================

STEP 1: SUMMARY OF OPENING STEP

 · • Importance of direction in learning

· • Learners need to know the learning objectives and their significance.

· • Must relate new learning to previous knowledge.

· • Engaging learners

· • Use a 'warmer' to pique interest.

· • A warmer gets learners into 'English mode' and prepares them for participation.

· • Examples of warmers

· • First session warmers should ensure fun and engagement with relatable topics like favorite
food or dream trips.

· • Use everyday objects creatively for warmers, e.g. paperclip uses.

· • Warmers with a purpose

· • Reinforce previously learned structures like asking preferences.

· • Use word searches to encourage descriptive language learning.

· • Check understanding

· • Ask clarifying questions.

· • Have learners summarize expected outcomes for the lesson.

SUMMARY OF INTRODUCTION OF NEW MATERIAL STEP

· • Planning new learning

· • Introduce new skills or concepts clearly and succinctly.

· • Engagement and accessibility

· • Use varied approaches (visuals, models, demonstrations) to cater to all learners.

 · • Focus and simplicity

· • Avoid overwhelming learners with too much information.

· • Keep teachings logical and sequential.

· • Importance of new learning

· • Continually emphasize the benefits of the new material.

· • Monitoring understanding

· • Check for comprehension through questioning and summarizing key points.

SUMMARY OF GUIDED PRACTICE STEP

· • Importance of practice

· • Learners need guided practice to internalize new learning.

· • Clear instructions

· • Provide straightforward tasks and check understanding.

· • Classroom management

· • Have plans for early finishers to prevent distractions.

· • Differentiation in practice

· • Engage all learners, ensuring varied opportunities to practice together.

· • Scaffolded activities

· • Progress from easy to challenging tasks.

· • Continuous support

· • Monitor and assist learners, addressing any confusion before moving on.

· • Check understanding again

· • Use clarifying questions and summarization.

SUMMARY OF INDEPENDENT PRACTICE STEP

· • Independent refinement

· • Learners work on their own, demonstrating progress toward mastery of objectives.

· • Assessment strategies

· • Determine how to assess learners’ understanding through various activities.

· • Clarity and modeling

· • Ensure learners know what to do and demonstrate required behaviors.

· • Proof of achievement

· • Design activities that show individual progress in both speaking and writing.

· • Tailored extensions

· • Offer additional exercises for stronger or weaker learners separately.

· • Support during activities

· • Monitor tasks without hovering, providing help as needed.

SUMMARY OF CLOSING STEP

· • Short duration

· • The closing should take 5• 7 minutes of a one• hour lesson.

· • Engagement check

· • Ask learners what they have learned and discuss its significance.
 · • Homework assignments

· • Issue necessary tasks for further practice.

· • Participate until the end

· • Allow learners to demonstrate mastery and ask rapid• fire questions for engagement.

· • Praise their efforts

· • Acknowledge attention and hard work throughout the lesson.

==========================================================

Remember the gist of Alice in Wonderland: If you don’t know where you are going, then any road will
get you there. Your learners need to know the purpose of their learning journey and how it connects to
what they already know. They should understand how the learning will take place.

For example, after teaching one-syllable describing words (adjectives), it's logical to progress to
comparatives, allowing them to describe things in more detail, such as a bigger dog or a smaller pencil.
This builds on their previous knowledge.

However, a good opening should also capture their interest. Engage them with something different, like a
related trick, a puzzle, or grouping them in pairs to introduce comparatives. This engaging activity, known
as a ‘warmer’, should last only a few minutes to grab their attention, especially since they might come
from using their native language.

Making sure the warmer relates to their previous learning is important.

Examples of warmers include:

First session warmers: Fun activities that apply to everyone, such as talking about their favorite food or
dream trip, or creating sentences with random words. You can show them how to use a paperclip in silly
ways, giving them time to think of ideas and share them.

Warmers with purpose involve building on prior lessons. For instance, if they learned “Would you prefer
to…? ” use that structure to create fun choices like whether they would prefer to be a tiger or a python.

Another example could be a word search for alternatives to the word ‘nice’, encouraging teamwork and
timed competition. Before moving on, confirm their understanding by asking questions.

This is an essential moment. You should present the new material clearly and concisely. This could be a
new language form or skill, which you will explain, model, or demonstrate. Ensure the new learning is
accessible and engaging by varying your approach and language.
Keep your focus on key points, avoiding overload of information. Utilize different methods like visual
cues, vocal cues, demonstrations, and summarizing. Engage learners through participation by asking
questions and prompting them for examples to maintain their interest. Remind them of the benefits of
their new learning and check for understanding through clarifying questions.

In the guided practice step, your learners should have time to practice the new learning with your
support. This practice is aimed at moving knowledge from short-term memory to long-term memory.

Guided practice can take many forms beyond written work, such as role-playing, drills, or pronunciation
exercises. Clear instructions are crucial, and you should provide ways for early finishers to stay engaged.

Your planning should include different practice opportunities for all learners, maintaining a good pace
and engagement. Activities should progress from simple to more challenging tasks, allowing learners to
help each other if others complete tasks quickly.

While learners practice, offer help, encourage, and monitor their understanding. Address confusion
promptly before they move to independent practice.

In the independent practice step, learners work on their own without direct assistance but can ask for
help if needed. This is an opportunity to assess whether they have met learning objectives through
different assessment methods like written exercises, speaking activities, or group work.

Ensure activities demonstrate mastery or progress toward mastery of the objectives. Provide ways to
assess all learners even in group settings. You can follow up with additional homework for both stronger
and weaker students that ties into the lesson.

In the closing step, which should last about 5-7 minutes, keep learners engaged by asking about what
they learned and its significance. This could involve issuing homework if necessary and allowing them to
demonstrate mastery through rapid questions. Thank them for their attention and effort to conclude the
lesson positively.

=========================================

7.8

The text presents a full example of a 5 Step Lesson Plan focused on teaching the comparative of
adjectives. It emphasizes the importance of using a consistent lesson plan format for organizing lessons
across different skills and content areas. The lesson plan is designed for beginner learners, who are
already familiar with basic one-syllable adjectives and specific sentence structures.

Key points include that the lesson plan is detailed to help with clarity; however, teachers should
abbreviate information as they become more familiar with the content. The plan includes suggested
timings for each step, with special attention given to the Guided Practice and Independent Practice
stages, ensuring they take up most of the lesson time. The lesson is structured for a 60-minute
timeframe, but can be adjusted for shorter lessons.

Importantly, the final version of the lesson plan contains specific timings, reminders for materials, and a
color-coded format to make the plan easier to follow. It also adds a scaffolded worksheet in the Guided
Practice Step, an additional activity in the Independent Practice Step, and a homework activity. The goal
is to introduce the comparative form of adjectives without overwhelming students with exceptions or
irregularities.

Throughout the lesson, teachers are encouraged to refer to the 5 Step Template to ensure they include
all necessary components in each stage. Overall, effective lesson planning is highlighted as a crucial skill
for teachers, backing the idea that clear and organized plans lead to better teaching outcomes.

=============================

eg 1:
==============================

eg 2:

=======================================

eg 3:
===================================

eg 4:
===============================

eg 5:
========================
eg 6:

=====================================

Homework Worksheet

Remember: We changed the word in list 1 to the word in list 2.

list 1 list 2

big bigger

small smaller

young younger

old older

Do the same with list 3 and list 4. Write the new word in list 4. I have done the first one for you.
list 3 list 4

fast faster

great

quick

short

tall

fat

sad

thin

This is now a very solid and very engaging lesson plan.

Remember: In reality, you would shorten this considerably by using your abbreviations, bullet points,
symbols, mnemonics, etc.

Note that we only spent a few minutes constructing the worksheets. This was intentional. There are no
prizes for teachers who spend hours making up fancy worksheets. Keep them simple.

So, this lesson would not be too challenging for you in terms of explaining structures, grammar, etc. , but
it would require a good bit of thinking and planning so that there are no cognitive mishaps.

Note that the learners have been involved in speaking, listening, writing, and reading during this lesson,
which is what you should aim to achieve as much as possible. Remember! Follow our process outlined
above when you start teaching. Follow it, and you’ll excel in lesson planning and lesson delivery.

===================================================

7.9

You now understand that during the Guided Practice and Independent Practice Steps, learners
participate in activities and exercises to reinforce their learning.

In the Guided Practice Step, learners practice the target structure based on the model you provided. The
goal here is accuracy.

In the Independent Practice Step, learners strive to show they can independently master the objective,
producing the target structure themselves while usually working in pairs or groups. The focus shifts to
fluency.

It is important to use a range of exercises and activities. Key points to remember include:

Exercises can be controlled (during Guided Practice) or uncontrolled/free (during Independent Practice).
A controlled exercise is structured, with learners’ responses typically being correct or incorrect. These
exercises target specific objectives, like filling in blanks with the right verb forms, to enhance accuracy.

On the other hand, an uncontrolled or free activity aims to engage learners actively. These activities
require specific behaviors from learners, are learner-centered, and focus on promoting fluency. They
often allow multiple possible answers and require learners to create and negotiate their own language.

There can be overlaps between some exercises and activities.

We have prepared a list of possible activities to use. Examples of controlled exercises for Guided Practice
include cloze exercises, where certain words are omitted from a passage, and learners must fill in the
gaps with provided words, along with matching exercises where learners connect related words or
phrases from two groups.

================================================

Dictation and Listening Tasks

· • Dictation for listening or writing tasks

Worksheet Activities

· • Information gap activity

· • Extending sentences with part sentences

· • Forming questions for given answers

· • True/false questions

· • Matching sentence parts

· • Multiple• choice questions

· • Spelling exercises

· • Reconstructing jumbled lists/notes

· • Labelling maps/diagrams

· • Making sentences from given words

· • Putting jumbled sentences in order

· • Matching text parts with pictures

· • Writing headings for text sections

· • Drawing a picture

· • Copying text

· • Question• answer with known answers

· • Ordering pictures

· • Ordering events logically

· • Inferring attitudes/moods

· • Completing charts

· • Following instructions

· • Locating and correcting errors

· • Locating differences between texts

· • Identifying topics or words mentioned

 · • Story chain generation by teacher

· • Reading aloud

Less Controlled Activities

· • Gapped dialogue

· • Pronunciation practice

· • Ranking items

· • Guided discussion

· • Questionnaire

· • Taking notes

· • Writing/answering questions

· • Brainstorming

· • Question• answer without prior knowledge

· • Cued narrative/dialogue

· • Preparation for activities

Independent Practice Activities

· • Role• play/simulation

· • Interviewing partners

· • Class surveying

· • Describing pictures

· • Short drama/skit

· • Presenting arguments

· • Giving speeches/reports

· • Debate
 · • Discussion

· • Problem• solving

· • Creative writing

· • Continuing stories

· • Games

· • Information• gap activities

· • Writing emails, stories, letters, etc.

Guided Practice and Independent Practice Goals

· • Ensure accuracy in form, meaning, and use

· • Ensure fluency

========================================

7.10

Evaluate – Check – Reflect

Evaluate Whether Your Lesson is Robust or Not

· • Ensure the lesson plan is well organized and coherent.

· • Verify if the timing is appropriate for all activities.

· • Plan to include enough variety to keep learners engaged.

· • Confirm that learners will acquire the intended knowledge.

· • Encourage active participation by minimizing excessive teacher talk.

· • Consider how to engage all learners, preventing anyone from being passive.

· • Aim to practice all four language skills during the lesson.

· • Facilitate opportunities for learners to use English creatively and communicatively.

· • Check the suitability of class organization (groups, pairs) at various stages.

 · • Verify that handouts are accurate and relevant.

· • Ensure that teaching aids are appropriate for the lesson context.

· • Balance teacher control with opportunities for free and unrestricted learner activity.

· • Assess if materials are sufficient without being overwhelming.

· • Develop strategies to encourage continuous use of English during the lesson.

· • Move around the classroom to motivate learners to use English.

· • Keep language simple and suitable for learners’ levels to minimize non• English use.

· • Provide extra materials to keep early finishers engaged and minimize distractions.

Check if Everything is in Order

· • After evaluation, confirm that all elements of the lesson plan are in order.

· • Be mindful of potential missed reminders or instructions.

· • Consider what additional input learners might need to flow through the lesson effectively.

Reflect

· • Make reflection on the lesson plan a regular habit for deeper insights.

· • Recognize the satisfaction that comes from well• prepared lessons.

· • In the early stages of teaching, seek feedback from colleagues on your lesson plans.

· • Utilize the Lesson Evaluation Form to assess the lesson post• teaching and to prompt reflection
prior to teaching.

========================================

7.11

You should aim to follow your lesson plan, but sometimes it may need adjustments based on what
happens in the classroom. Inexperienced teachers are advised to stick to their plans unless there are
strong reasons to change them and they know what changes to make.

Consider a situation where students have questions about previous material that need answers. You can
choose to address their questions right away or save them for the next lesson. Both options are valid,
but many teachers prefer to answer immediately to create a more flexible classroom environment.
However, responding immediately might prevent you from covering everything in your original lesson
plan, leading you to make some modifications.

In another scenario, if you notice that students are struggling with an activity because they have
forgotten a concept taught earlier, you may decide to take some time to review that concept. By doing
this, you'll help them succeed in the activity afterwards. Adjusting your lesson plan in this way is
common and often necessary to meet students' needs.

=========================================

Extra Tips!

1. Answering Questions About Previous Material

✅ When to Answer Right Away:

· If the question is directly relevant to today’s lesson, answering immediately can help students
make connections.

· If multiple students seem confused, a quick review can clear misconceptions early.

· Example: If today’s lesson is about multiplying fractions and a student asks, “Wait, how do we
simplify fractions again?”—it's worth a quick review.

⏳ When to Delay Until the Next Lesson:

· If the question derails the current lesson (e.g., a question about next week’s topic).

· If time is tight, tell students: “That’s a great question! Let’s add it to our review for tomorrow.”

· Use a "Parking Lot" method—write questions on a sticky note or board to revisit later.

🔹 Pro Tip: If several students are struggling, a mini-review might be more valuable than rushing ahead.

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2. Students Struggling with a Forgotten Concept

📌 When to Pause and Review:

· If students can’t move forward in the lesson without it.

 · If more than a couple of students are struggling.

· Example: If students are solving word problems but forgot how to set up equations, a quick
refresher will save time later.

🚀 How to Review Efficiently:

· Do a lightning review (2–5 minutes) instead of reteaching the entire concept.

· Use quick examples or student participation: “Who remembers how we did this last time?”

· Pair students for peer teaching—stronger students help struggling ones.

🛑 When to Move Forward Anyway:

· If the forgotten concept is not critical for today’s lesson.

· If only one or two students are struggling, offer extra help after class instead of pausing for
everyone.

🔹 Pro Tip: If students frequently forget past material, consider starting each lesson with a 5-minute
review (e.g., a warm-up question or quick game).

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7.12

Planning lessons is important but should not take over your life. Some teachers plan for the first few days
of the week on Sundays and the rest during the week. Others prefer to plan in the evenings or early
mornings. New teachers should expect to spend about one to one and a half hours preparing for a one-
hour lesson. Occasionally, preparation will take less time, but it may require more time for complex
topics, such as phrasal verbs or coherence.

Some teachers mistakenly think planning is a waste of time and believe that five minutes before a lesson
is enough. They overlook that lesson planning is not only for inspectors; it primarily supports the teacher
in delivering an engaging lesson. Effective planning leads to a successful lesson that benefits learners.

Although it can be hard to come up with creative ideas, a well-planned lesson can provide satisfaction
for both teachers and students. Being well-prepared boosts a teacher's confidence in the classroom,
knowing they can handle questions about the day's material. It is important to consider the implications
if professionals, like trainers for doctors or pilots, did not take planning seriously.
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7.13

After finishing a lesson, take time to evaluate it. Make this a regular habit. Be open-minded and honest
about the lesson's success. There will be times when things go well, and other times they won’t go as
planned.

Evaluation is important for growth. As you gain experience, it will become a natural part of your routine,
but in the beginning, you need to focus on it after each lesson. Learn from what went wrong to prevent
mistakes in the future. Also, recognize what went well and apply those elements to future lessons to
help your growth in your career.

Do not confuse a fun atmosphere with effective learning. While it’s great that students enjoyed the
lesson, the key question is whether they learned what they should have. Fun can sometimes lead to
good learning, but this is not always the case. Ensure your lesson objectives are met.

You can also seek feedback from adult learners about the lesson. Ask experienced colleagues or
supervisors for their input to gain valuable insights.

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Lesson Evaluation Form (1)

· • Objective(s) achieved satisfactorily?

· • Active learners at all times?

· Learners attentive at all times? Equal attention given to learners?

· Any issues or questions that proved a little bit difficult for them or me?

· Was the lesson too controlled by me? Did I allow them enough free and uncontrolled activity?

· Did the learners use English communicatively throughout?

· Immediate feedback given to learners on questions and errors? Knew what to correct and what
to ignore?

· Displayed at all times?

· Engaged learners throughout? Were learners engaged with the L2 throughout the lesson?

· Did learners enjoy the lesson?

· Adapted to new situations that arose?

Lesson Evaluation Form (2)

· No homework assigned, or assigned at the last minute?

· Adequate, meaningful, clearly illustrated and varied?

· Were the four language skills practised during the lesson?

· Relevant, appropriate, well• designed? The right amount or not?

· Was the class organisation appropriate at different points in the lesson? (Groups, pairs, etc.)

· Well• planned structure? 5 Step Plan: Adhered to at all times?

· Minimised?

· Variety, e.g. print materials, drills, roleplays, small group/individual work?

· Started and ended on time? Adequate time for each stage?

· Stuck to topic?

· Clear and appropriate?

· Effective?

• All this should be pretty clear. You can add to this if you feel there is some additional element you
should evaluate.

• Learn from your lesson evaluations!

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