TKT Module 2 Revision: Identifying the different components of a lesson plan
 |
You should only come here if you have completed a face-to-face course for TKT Module 2 or have done the Module 2 course on this site. |
The parts of the
answer which are underlined are things you
should know.
Examples are in black.
 |
+ |
 |
Identifying the different components of a lesson plan |
Make a note of your answer to the question and then click on the
to reveal the answer.
| Why
do plans have a section on the learners? What should go here? |
Why:
to have a clear idea of what our learners need, how they like to learn it and how we can involve all of them. What: ages, interests, possible reactions to the lesson, level of the students, students' abilities. |
| Why
do plans have a section on the aims? What should go here? |
Why:
to know where we are going and what the learners will be able to do at the end. What: a main aim a subsidiary aim a personal aim |
| Why
do plans have a section on the lesson focus? What should go here? |
Why:
We need analyse the language or the skill. What: A clear statement of what the learners need to know. |
| Why
do plans have a section on the timetable fit? What should go here? |
Why:
Learners need a sense of purpose and progression. What: How this lesson builds on what has come before. How following lessons will build on what this lesson covers. |
| Why
do plans have a section on the assumptions? What should go here? |
Why:
To help to see if aims match the learners' abilities and needs. What: What the learners already know. What the learners' interest in the topic is. What the learners' reactions to the procedures and the materials will be. |
| Why
do plans have a section on the possible problems? What should go here? |
Why:
To prepare solutions to problems that may come up in the lesson. What: Problems with: the lesson targets the procedures and tasks the lesson topic |
| Why
do plans have a section on the procedures and timing? What should go here? |
Why:
It is easy to see: what is in the wrong place whether there is enough time What: A running order of activities and procedures to include: a) what the stage is called b) what the aim of the stage is c) what the interactions will be d) how long the stage will take |
| Why
do plans have a section on the materials and equipment? What should go here? |
Why:
Materials need to match the aims of the lesson What: How does this material contribute to the aims? Why is it interesting for the learners? How is it at the right level? What equipment is needed? What will the learners take away? Is there a homework task? |
 |
That's the end.How did you do? |
Now you can go on. Select the revision section you want to do from this menu.