for questions 1–6, match the information from a lesson plan with the lesson plan headings listed a–d. there is no single correct format for writing a lesson plan, and teachers do them in many different ways. however, when teachers are required to write a formal lesson plan – for example, prior to an observed lesson – there is some information that typically needs to be included. the introductory section can give background information about the lesson, for example introducing the context of the lesson (i.e. it will usually also include details of lesson aims and the teacher’s personal aims, as well as information about aids and resources needed, and may predict possible problems that might occur in the lesson. many trainers would argue that the most important thing to include in the introductory section of a plan is a statement of the main lesson aims (sometimes also called objectives). these are the things that you hope the students will learn or get better at as a result of your lesson.
in comparison, the personal aims of the teacher are the things that you want to get better at yourself as a result of teaching the lesson. the procedure is a description of what the teacher expects will actually happen in the lesson. some teachers may write in great detail (for example, including the actual words they plan to use for explanations or instructions). you also need to know other sections that might feature in a formal plan: assumptions, class profile, timing, interaction, anticipated language problems, solutions to anticipated problems, timetable fit. they are reproduced with the kind permission of university of cambridge esol examinations. these practice materials by russell whitehead are designed to help with the module 3 exam, in particular with the ‘classroom management’ section. these practice materials by russell whitehead are designed to help with the module 2 exam, in particular with the ‘selection and use of resources’ section.
it is possible to identify the most important components of a lesson plan. other parts of the lesson are there to aid us to think about issues that would arise during the lesson. during the lessonthe plan can also help the teacher to check timing – the amount of time we plan for each stage – and to check that the lesson is following the sequence we decided on.after the lessonwe can keep the plan as a record of what happened, making any changes necessary to show how the lesson was different from the plan. level and number of learnerswho are we planning the lesson for — elementary, intermediate or advanced learners? sometimes, the teacher may not have personal aims for each and every lesson and may not always give homework to the students. focus on achieving the lesson aimswhen making a lesson plan, it is important for us to ask of ourselves how the procedures that we have planned will help us to achieve our aims.
if the plan is a clear one, the teacher will be more aware of what he/she is altering in the plan and why he/she is altering it. for example, he/she can add an extra activity if the students are faster than expected and take lesson time to finish a task. go back to the last lesson you did and check the vocabulary. 4. students match the most probable meanings to the words in the text. go back and revise language which has been learnt f. check the awareness of the student of text organisation (pronouns, linking, etc…)g. correction of peersh. carefully controlled practice of the structure of the target tkt cambridge is a privately owned educational website that provides free and paid exam preparation material, courses and practice tests for all the three core modules of cambridge teaching knowledge test (tkt).
the procedure is a description of what the teacher expects will actually happen in the lesson. it is often set out as a step-by-step description of the description. participants review the different components of a lesson plan before working with a sample plan to identify and complete missing stages. as we know, a lesson plan is a set of notes which we use to think and decide what we are going to teach to our students and how we plan to teach it., tkt lesson plan example, tkt lesson plan example, how to prepare lesson plan, cambridge lesson plan sample pdf, daily lesson plan.
tkt: practical lesson plan main aim: to help students accurately use comparative and superlative forms of adjectives. subsidiary aim: students will learn tkt practical lesson plan template lesson l length: lesson type: date: information about the class: main aim: this lesson plan is my own work … tkt core module 2: lesson planning and use of resources for language teaching very few teachers have the time to write full lesson plans for every, cambridge lesson plans, asei lesson plan, lesson plans for teachers, tkt module 2 lesson planning, time table fit in lesson plan, cambridge lesson plan template, types of lesson plan, lesson plan topics, components of lesson plan, english lesson plan. what is tkt lesson plan? what are the 3 types of lesson plan? what is herbartian lesson plan? how do you prepare a lesson plan?
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