Lesson is a unified set of activities that cover a period of classroom time.

In order to make the lesson well prepared, as teachers, we have to make a good lesson plan. FORMAT OF A LESSON PLAN A good lesson plan at least has: 1. Goal(s) We should be able to identify what goal that we wish our students to accomplish. 2. Objectives We need to state explicitly what we want our students to gain from the lesson, in order to make sure that we indeed know what to accomplish, predetermine whether our efforts too much or not, and evaluate students success at the end of, or after, the lesson. There are 2 distinctive objectives: terminal and enabling objectives. Terminal objectives are final learning outcomes that we will need to measure and evaluate. Enabling objectives are interim steps that build upon each other and lead to a terminal objectives. 3. Materials and Equipment Good planning includes knowing what we need to take with us or to arrange to have in our classroom. 4. Procedures In a lesson plan, we should make sure that we have varied procedures. At least, the procedures in lesson plans: a. An opening statement o activity as a warm up. b. A set of activity and techniques in which we have considered appropriate proportions of time for: i. Whole class work ii. Small group and pair work iii. Teacher talk iv. Student talk c. Closure 5. Evaluation Evaluation is an assessment, formal or informal, that we make after students have sufficient opportunities for learning, and without this component, we have no means

for: assessing the success of our students or making adjustments in our lesson plan for the next day. 6. Extra Class Work Extra class works are applications or extentions of classroom activity that will help students do some learning beyond the class hour. We need to plan it carefully and communicate it clearly to the students. GUIDELINES FOR LESSON PLAN 1. How to Begin Planning The first step of lesson planning is we have to choose what to teach. Then, we can follow these sequences: a. Make us familiar with the curriculum. b. Determine what the topic and purpose of the lesson will be and write that down as the overall goal. c. State the terminal objectives for the lesson d. Decide the exercises that we will do, change, delete, and add, based on the objectives. e. Draft out a skeletal outline of what our lesson will look like. f. Carefully plan step by step procedures for carrying out all techniques. State the purposes of each technique and / or activity as enabling objectives. For the new teacher, we can make script to help us to be more specific in our planning and can often prevent classroom pitfalls where we get all tangled up in explaining something or students take us off on a tangent. A script at least covers: a. Introductions to activities. b. Directions for a task c. Statement of rules or generalizations d. Anticipated interchanges e. Oral testing techniques f. Conclusion

2. Variety, Sequencing, Pacing, and Timing In drafting procedures, we need to look at how the lesson holds together as a whole. Four considerations come to play here: a. Variety. Most successful lesson give students a number of different activities during the class hour, keeping minds alert and enthusiasm high. b. Techniques and activities are sequenced logically. c. The whole lesson is paced adequately. d. The lesson is timed appropriately.

3. Gauging Difficulty In applying techniques and activities, we should find out whether those things difficult for the students or not. We have to anticipate the students problems. Therefore, the roles of individual attention, feedback

4. Individual Differences Although a lesson plan is designed for the majority of the students, we should also consider the variation of ability in our students. There are several steps to anticipate it: 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 norms. c. Try to design techniques that will involve all students actively. d. Use judicious selection to assign members of small groups so that each group has either a deliberately heterogeneous range of ability or a homogeneous range (to encourage equal participation. e. Use small group and pair work time to circulate and give extra attention to those below or above the norm.

5. Student Talk and Teacher Talk.

In planning a lesson plan, we should make sure that there is a balance between teacher talk and student talk. At least, students have a chance to talk, to produce language, and even to initiate their own topics and ideas. 6. Adapting to an Established Curriculum We should follow an established curriculum and adapt to it in terms of our students, their needs, their goals, and our own philosophy of teaching, in planning a lesson plan.

7. Classroom Lesson Notes Most experienced teachers operate well with no more than one page of a lesson outline and notes. By reducing our plans to such a physically manageable minimum, you will reduce the chances of getting bogged down in all the details that went into the planning phase.