The purpose of a lesson plan

The break up of a lesson planWhen I determined to design this lesson I wanted it to be as coherent as possible. The purpose of every lesson plan is to communicate. Every single lesson plan guides the instructor in organizing her material and herself for the purpose of service of processing her students to attain the intended information outcomes. Your lesson plan must not be interpreted in more or less ways otherwise it give be identified as a not very good plan. This leads to the conclusion that a key prescript in creating a plan, is specificity.An effective teaching combines a number of techniques in fix to satisfy students different learning styles. The lesson includes more or less individual deeds as well as pair work, in post to let students a chance to work with both techniques.Harmer (2007370) cited that, when planning lessons we fatality to conceptualise c atomic number 18fully, therefore active what stages a lesson bequeath go through and how we result ge t from hotshot stage to another. So I think that it would be better if I split the lesson into three stages the opening, the middle and the end.I jump-start the lesson by reminding the students to speak face in the class, as it go out help them to utilize their fluency in speaking English, and I recognise them what we atomic number 18 dismission to cover during the lesson. While i am talking I pass on give them a sheet with the sequence of the lesson, because as Harmer (207370) insinuateed out, students need to know during a lesson when one stage has finished and another is about to begin. Each lesson plan has to follow a logical sequence so that learners pull up stakes not ferret out any difficulties in the different activities they go out do with the teacher.In order to start the serious part of the lesson, I use a picture of Ainsley Harriot who is a very famous Englishcelebrity chefand television graveler in order to activate their background knowledge and to mo tivate them. I will accept them questions related to Ainsley, so that the building block class prat participate by answering my questions. This is a very good pre- construe practise because learners activate their schemata plainly also because the teacher activates their motivation through the discussion about Ainsley Harriot. later on this pre-reading activity, I will give them a text related to Ainsley Harriot with a global reading task to do. I decided to give them whatsoever reading exercises to do, because as Ur P. (2007147) points out, reading skills need to be fostered so that the learner can parcel out with more and more sophisticated texts and tasks and deal with them efficiently. The worksheet I am going to give them includes three paragraph promontorys. Each paragraph heading goes to one paragraph. The students will gain an idea of the organization of the text and skim pronto through the text in order to find the better heading for each paragraph. According to T hornbury and Watkins (2007211) skimming in reading is getting the main ideas or gist of a text by reading it rapidly.After the global reading task I will give them an intensifier reading task. I will supply them with another worksheet which contains 8 questions with quartet possible answers allocated to each question. Students argon supposed to circle the correct answer. They will use the text to find the correct answers. Specifically they are compulsory to carry out specific information in order to find the correct answer. So they do not flip to read the whole text, but they will focus on important key linguistic communication in the questions and then find these key talking to in the text in order to decide which answer to circle. This is called the scanning method. According to Lindsay and Knight (200672) scanning is the salmagundi of reading you do when you want to find out about something specific.I think it would be better if I used the given(p) text of Ainsley Harriot in order to design some other exercises. Thus I planned a vocabulary activity based on the excogitates from the text. When the students will finish the last worksheet, I will take some words out of the text, spare them on the board and I will ask students to tell me some family words of the given words. (Word families) As Nunan (2000137) points out, word families is an extension of the formal grouping technique and she provides an example of exercise which can be developed in order to show how word families are developed from a single root. For example, music, musician musical. So the activity I decided to give them is called word families. I am going to write on the whiteboard a word like entertain which is in the text. Then, I will tell students to tell me some family words of the word given by giving them an example from another word. Word families are important because they can bring out hidden parts of spelling in a word that we already know. Likewise are very utilizable bec ause it will give students the chance to expand their vocabulary and meet parvenu words.When they will finish the previous exercise I will tell students to write a short biography of themselves (approximately 10 lines). As Wallace T, Winifred E. Stariba and Herbet J. Walberg (page 15) point out pen is the final product of several separate acts that are hugely challenging to learn simultaneously. It will be based on the text and if they want they can use some of the words we wrote on the board. I will also indicate that they have to use the present tenses we did in the last lesson (simple present and present continuous). In this piece of writing they have to write about their likes, their hobbies and their daily routine. This type of writing is called private writing. The purpose I have chosen personal writing is because students are invited to write about themselves. This is an interesting topic, and it is a thing which many students like, because they opt this sort of writing a s they do not have to reckon or invent stories, but if they want to, they can add some fictional details on order to make it more fascinating. Ur P. (2007250) has pointed out, that create verbally work includes assignments on grammar or vocabulary, and so on. Indubitable, when writing we practice the phraseology but also we reinforce the language we have learnt. Thereby, students will practice writing in terms of the grammar, but also the vocabulary activity they have been doing.After writing the short biography, I will signal that students have to swap their biographies. I will also mention that the purpose of this activity is to read and correct any mistakes they will spot in the biography of their classmates. When they finish reading the biography, they will tell to his/her classmate what mistakes they have done. For example, Marc holds Marinas biography. When they finish, they get together and they tell to each other (Marc-Marina, Marina-Marc) their mistakes. Peer castigati on is the method of error correction, where students correct each others mistakes rather than having the teacher to correct them. However, students may not be able to identify all the mistakes, but at least they will be able to detect some of them. As Ur P. (2007172) points out, peer correction can be a time-saving and a useful technique. It can be a useful technique as the learner will feel more comfortable and less shitless or anxious when being helped by their fellow students.In order to finish the lesson, I will tell students the correct answers of the worksheets they have done, and ask them in order to reaffirm if they have any queries. Lastly, I will tell them what they have to do for homework, and collect their biographies so that I will be able to correct them and bring them back next week.