Motivating, Presentation, Skills Practice, Review, and Assessment

Before you start writing your lesson plan, think of what language items you will teach your students, and what language skills you want them to master. If, for example, you want to teach your students on how to ask for personal

information, you must think of questions and answers regarding personal information. When you are through with that, put them in your lesson objectives.

Motivating Strategies
This is very important strategies to make students ready for the lessons. Spend 5 minutes or 10 minutes to get students started. What teachers should do to make students ready for the lesson is to use the target language items without students realizing it. At the motivating strategies, teachers can use pictures of someone to elicit words or phrases from students. Questions can also be asked directly to the students. Remember that motivating here means that teacher only uses the words or phrases closely related to the target language items. I found some teachers talking about something else not relevant to the lesson. At this stage, teachers can jot down target words, phrases, or sentences on the board. If the skill to be taught is speaking, teachers should focus on pronunciation repetition on the words in the hopes that students are sufficiently exposed to the target language items.

Presentation of the lesson
Upon completing your motivation, teachers can present the lesson. Mention to the students what the lessons are all
about. Begin with the target language items teachers used at the motivating phase. Ask your students to repeat after you in unison the words, phrases or sentences to make sure that students can pronounce the words correctly. At this stage also make sure students know the meaning of the sentences (either questions or answers) and how to use those questions and answers being taught. Don’t spend too much time at the presentation of the lesson. 30 minutes are the maximum for presenting the lesson, which includes explanations on the lesson and pronunciation practice of the words being used.

Skills practice phase
This is the most essential part of 2-hour session. At this stage, teachers ask students to practice the target language
items. Students can work in pair, or in a group of 3 or 4 persons. While students are practicing, teachers should walk
around them to control and listen to them. Some students maybe too shy to practice and here teachers should pay special attentions to these timid and shy students and later find out why they are shy. Keep in mind that at this stage, teachers make notes of students’ mistake in pronunciation or grammar. Don’t correct the mistakes right away as this will discourage them to practice. Determine the length of skills practice. 60 to 75 minutes should be adequate. The rest of the available time is spent on review and assessment.

Review stage
Review is based on students’ work at the skills practice stage. If teachers only sit at their tables while students practice, they will have no idea what to review. At the review stage, pronunciation mistakes and grammatical errors are the focus of a review by teachers. Teachers should write them all down on the whiteboard. Pronunciation drills are given here on the words students made mistakes. Grammatical errors are also corrected so that students realize their mistakes.

Assessment
Assessment can be given orally or in writing. The assessment is based on the language items to be taught. The
assessment is made as a companion to teachers’ lesson plan. From skills practice, review and assessment, teacher will know how much students can grasp the lesson.