Instructional Supervisory Plan TIME ALLOTMENT | TOPICS/CONTENT | SPECIFIC OBJECTIVES | STRATEGIES | INSTRUCTIONAL MATERIALS | LEARNING OUTCOMES | EVALUATION/REMARKS | May 2013 | SReA | Assess the readiness of Grade I pupils | Monitoring of the conduct of SReA | SReA reading passages/Questionnaires/Form | Pupils were grouped as to ready or not ready | Teachers focus more on the pupils who are not ready | June 2013 | Pre-test | Diagnose the academic perfor-mance of students | Monitoring of Pre-test
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Lesson Plan Week 4 Gain attention: Show a visual image of the heart on the screen using the PowerPoint projector. Go to www.innerbody.com. The students will be getting a new and different image of the heart. The anatomy will be reviewed by placing the pointer over different anatomical structures within the heart. The name of that structure will appear on the screen. This activity will also stimulate learning. 25 minutes Rule/Principle: The student will be able to explain the flow of
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Lesson Plan - Adverbs Lead in – Engage Ss and introduce topic of lesson Read my holiday story to Ss 3 min Stage 2 Read my holiday story again and ask Ss to listen more carefully this time to see if they can identify a word group that I have used a number of times in this passage. Ellicit from them adverbs mention that will only be looking at ly adverbs today. Put a couple of sentence on board as examples ie. Mark drives his car quickly‚ Sally sings beautifully ask students if they can
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Prior to the lesson I would ensure that any equipment outlined in the lesson plan was available for that day‚ preferably this is to be done a couple of days prior and where necessary book the equipment for use on the day the lesson is to be carried out. This helps to ensure that all equipment necessary is available and not being used by another class‚ feedback should then be given to the teacher as to whether that equipment is available for the day intended so that other arrangements can be made
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Name: Date: 7/8/13 NISAR AHMED | TP No. 1 | No of students: | For this stage of the course the lesson was: To standard Not to standard | Level: INTERMEDIATE | Length of the lesson: 45 MINS | Lesson type: GRAMMAR LESSON SIMPLE PRESENT (DAILY ROUTINES) | Tutor: | Objectives: by the end of the lesson the students will – BE ABLE TO TALK ABOUT GENERAL THINGS EG DAILY ROUTINES. They will be able to use the simple present tense to describe actions which may
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TP Preparation GRAMMAR LESSONS The lesson should be structured as follows: 30 minutes: T sets context by using a visual/realia/drawing/demonstration and elicits information about the situation of the context‚ the lexis that students will need in order to talk about the situation and to practise the target language. Getting students to brainstorm more ideas in pairs after initial elicitation will help to make the context setting less teacher centred. T needs to exploit the context fully in order
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CELTA LESSON PLAN Name Level Lesson length 30 mins TP number Number of students Aims (What are your aims for this lesson?) Select from the following categories:Grammatical Structure: Present simple tense. Text on environment. Function: Vocabulary: (Fuels‚ factories‚ marine animals‚ pollute chemicals‚ arctic‚ rubbish.) Skills: reading (skim reading+ listening for detail) and speaking and writing. Phonology –Environment . Objectives (what will students be able to do by the end of the lesson)
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the word on the board. I will thereafter drill the words for pronunciation. This will be done for each word. Once this is complete‚ I will write the words on the board with an emoticon next to the word so that the students can refer to it during the lesson. I will do a small exercise which involves pictures of particular events‚ e.g. funeral‚ theme park‚ and will ask the students the emotions they would normally feel there. | CCQ’s Q/A’s Students will answer the questions correctly. | | 15mS-SS
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Tutor’s comments: things that went well Stage number & aims Lesson Procedure Timing & Interaction Tutor’s comments: things to consider 1.Lead in to set context for the lesson. Do not point. Under hand gestures. No hands in pockets. T - Put name labels on desk next to Sts. Context – Looking at the Clive and Linda story. T – show the pictures and ask sts; Who is this? What happened to her? Who is this? What happened to him? 1 mins. TTT (1)
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I have come to believe -after receiving some of my students´ feedback- that as a non-native speaker I did fairly well in teaching my lessons in the first two weeks. The students compared me to other non-native teacher they had been taught by before (in other Celta courses) and confirmed that I provided the most easily understandable explanations in the field of ´lexis´. Even though sometimes it did not work out as planned‚ I know that one of my major strength lies in explaining things in an extremely
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