Module 12.2 Assignment submission : Lesson
Planning and its Alternatives
"If you don't take notes on what you teach, your lesson won't make it to your students' heads;
yet, if you note down what you teach, you'll perhaps be lost and may be influenced by what
happens afterward; you may not realize it, but it's evident when you froze during your course."
That was something my lecturer told me two years ago.I haven't taught in a long time, and I've
only taught beginners, so I've developed a habit of planning my lessons. Your confidence in the
classroom affects your students; if you don't know how to prepare or transition from one item to
the next, your students will lose focus and become bored with your lesson because they don't
understand; this is why I believe that having a lesson plan can help you:
a- To be more structured; to determine where to start, how to progress, and how to end your
lesson.
b- to be highly detailed when delivering information and to recall specifics from your class
c- Organize your lesson such that it runs smoothly and covers all of the tasks necessary to
achieve the goal.
d- Aids in remembering what you aim to do.
d- Aids in remembering what you aim to do.
f- A teaching plan provides structure and organization to your lessons.
There are alternatives to writing full lesson plans. Review these possibilities listed below. Decide
which of them you would use and under what circumstances. Are some better than others? Are
there some that you would avoid? Explain
I would use are number 3 and 4 as an alternative:
a. Number 3:
“Writing down the issues or challenges (for example, "Students are having difficulty with
irregular past participles.") and putting in some literature on the subject."
When I consider the conditions in which I would choose this alternative, I have two options:
1- A review once the program is completed, and it appears that it is time to start making your
pupils masters of their difficulty.
2- After examining the exam papers, particularly if the exam includes questions regarding
certain issues.
b. Number 4:
"Inviting pupils to react to anything, such as images or discussion topics, and then
listening for and reacting to language difficulties"
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Planning and its Alternatives
"If you don't take notes on what you teach, your lesson won't make it to your students' heads;
yet, if you note down what you teach, you'll perhaps be lost and may be influenced by what
happens afterward; you may not realize it, but it's evident when you froze during your course."
That was something my lecturer told me two years ago.I haven't taught in a long time, and I've
only taught beginners, so I've developed a habit of planning my lessons. Your confidence in the
classroom affects your students; if you don't know how to prepare or transition from one item to
the next, your students will lose focus and become bored with your lesson because they don't
understand; this is why I believe that having a lesson plan can help you:
a- To be more structured; to determine where to start, how to progress, and how to end your
lesson.
b- to be highly detailed when delivering information and to recall specifics from your class
c- Organize your lesson such that it runs smoothly and covers all of the tasks necessary to
achieve the goal.
d- Aids in remembering what you aim to do.
d- Aids in remembering what you aim to do.
f- A teaching plan provides structure and organization to your lessons.
There are alternatives to writing full lesson plans. Review these possibilities listed below. Decide
which of them you would use and under what circumstances. Are some better than others? Are
there some that you would avoid? Explain
I would use are number 3 and 4 as an alternative:
a. Number 3:
“Writing down the issues or challenges (for example, "Students are having difficulty with
irregular past participles.") and putting in some literature on the subject."
When I consider the conditions in which I would choose this alternative, I have two options:
1- A review once the program is completed, and it appears that it is time to start making your
pupils masters of their difficulty.
2- After examining the exam papers, particularly if the exam includes questions regarding
certain issues.
b. Number 4:
"Inviting pupils to react to anything, such as images or discussion topics, and then
listening for and reacting to language difficulties"
1
