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Unit 4 Module 2 Assignment

The document discusses various aspects of lesson planning and structure. It addresses questions about how teachers may present language points differently, whether textbooks must be used, what objectives should be achieved by the end of a lesson, and when the teacher sets the scene. It notes that the introduction stage is when the teacher sets the tone and captures student interest. Finally, it lists three appropriate ways to end a lesson: an interactive game with student feedback questions, a "3-2-1" activity where students share what they learned and questions, and a review of objectives and brief recap of the lesson.

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Ivana Mucalov
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2K views2 pages

Unit 4 Module 2 Assignment

The document discusses various aspects of lesson planning and structure. It addresses questions about how teachers may present language points differently, whether textbooks must be used, what objectives should be achieved by the end of a lesson, and when the teacher sets the scene. It notes that the introduction stage is when the teacher sets the tone and captures student interest. Finally, it lists three appropriate ways to end a lesson: an interactive game with student feedback questions, a "3-2-1" activity where students share what they learned and questions, and a review of objectives and brief recap of the lesson.

Uploaded by

Ivana Mucalov
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Unit 4 Lesson Planning

Module 2 Lesson Stages and Plans


TASK

 Do all language teachers present a language point in the same


way?

No, each teacher may present a language point in a different way, their own
unique way. Each teacher has his/her own distinctive way of presenting a
language teaching point.

 Must the textbook be used?

As mentioned earlier, each teacher/educator has his/her own way of


conducting a lesson using various resources. The textbook material can be
used as a last resort or some might include it throughout the entire delivery
of the lesson. I would personally make use of the textbook, but also resort
to other, possibly more creative (materials, activities, games) and student
led initiatives. A combination of both.

 By the end of your lesson what must you have achieved?

Aims and objectives for a lesson may be to introduce a grammatical point,


to develop reading skills or raise awareness of some grammatical rule. At
the start, clear objectives (the whys and hows) should be set out. By the
end of the lesson, the clear set out objectives should be achieved and the
students should leave a lesson feeling they have learnt something new.
Each student must always be encouraged to reflect, to ask questions, as
well as feel the inspiration and praise from the teacher.

 During which stage of the lesson does the teacher set the scene?

During the introduction stage, the teacher should work on setting the
scene. It is the first stage of a lesson and it is the teacher’s responsibility to
set the right tone to the class and capture student’s interest.
 What serves as an occasional point of reference during the
lesson?

The pre-planned lesson plan should serve as a point of reference during


class. The teacher should fully familiarize him/herself with the plan before
executing it in class.

 List 3 appropriate ways to end a lesson.

1. Interactive game played at the end of a lesson: each student picks


two/three statements/questions from the generic list in response to the
topic. It can help improve public speaking skills and over time develop self-
confidence. Question examples:
a) The thing that made most sense to me today….
b) One thing I am not fully sure about….
c) This specific idea I would like more information about…
d) Today’s class would have been much better if we….
e) The one thing the teacher did today that best fits my learning style was…
There could be a set of about 10 different types of statements/questions.
Some will allow and encourage the student to comfortably express their
thoughts and a set that will allow the teacher to understand what method
works best and what method needs to be changed for a specific class group.
It can be beneficial for both.
2. 3-2-1 fun activity. Each student will talk about- three things they have
learnt, two things they have a question about and one thing they would like
the teacher to know about.
3. Review the objectives and a quick recap of the entire lesson. Students can
add their own thoughts of what they have learnt too. Brief update of the
upcoming lesson.

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