A written guide used to aid teachers in their lessons.

O As a guide for the teacher O Provides direction O Gives the teacher a starting point

O Helps keep good classroom management O Gives teacher a sense of security and

confidence
O Provides a record O Communicate with other teachers

Transitions Use time Easy to follow

KEY ELEMENTS OF LESSON PLANS

Variety

Precise

O Based of 4 things
O Interests and abilities of students O Your own interests and strengths O Your beliefs about teaching and learning O Your own openness to change your plan

Based on Dr. Madeline Hunter's research:

Anticipatory Set - A short activity, dispatch or prompt that focuses the students' attention and ties previous lessons to today's lesson. 2. Purpose - An explanation of the importance of this lesson and a statement concerning what students will be able to do when they have completed it. 3. Input - The vocabulary, skills, and concepts to be learned.
1.

4. Modeling - The teacher demonstrates what is 5.

6.

7. 8.

to be learned Guided Practice - The teacher leads the students through the steps necessary to perform the skill using multiple modalities. Checking For Understanding - The teacher uses a variety of questioning strategies to determine if the students are understanding. Independent Practice - The teacher releases students to practice on their own. Closure - A review or wrap-up of the lesson.

O Title of the lesson O Time required to complete the lesson O List of required materials O List of objectives which may be behavioral objectives objectives,

(what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)

O The set that focuses students on the lesson's skills

or concepts these include showing pictures or models, asking leading questions, or reviewing previous lessons
O An instructional component that describes the

sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas
O Independent practice that allows students to extend

skills or knowledge on their own

O A summary where the teacher wraps up the summary,

discussion and answers questions

O An evaluation component, a test for mastery of the

instructed skills or conceptssuch as a set of questions to answer or a set of instructions to follow

O Analysis component the teacher uses to reflect on the

lesson itself such as what worked, what needs improving

O A continuity component reviews and reflects on

content from the previous lesson

The contents of the Curriculum Specifications are set out in three columns:O Learning outcomes column.
O skills and attitudes to be acquired by pupils

O Specifications column.
O learning outcomes are broken down into manageable

skills and sub-skills for teaching and learning

O Examples / activities / notes column.

O notes are directed at teachers, include with

explanations, teaching points and examples of activities

O The language skills :  Skills of listening, speaking, reading and writing.

O The learning content :  Some themes identified to help teachers decide upon

their own topics that are suitable for their class.

O Spoken Language :  Pupils produce the sounds of English well, pronounce words

clearly with correct stress and intonation.

O Grammar  Grammar items and sentence patterns selected to help

learners master the structures of English.

O Word List  The list of words selected can be used and recycled in

different contexts and topics.

O Organized by separating the specification for

four skills : listening, speaking, reading and writing.

O Prepared as separate documents for each

year of the primary school.

O The level of the topic is arranged from easy to

hard.
O Each document serves as a guide to teachers

with regard to the skills, topic to be dealt with, the vocabulary and grammar items.

O ENGLISH YEAR 1 O ENGLISH YEAR 2 O ENGLISH YEAR 3 O ENGLISH YEAR O ENGLISH YEAR 5 O ENGLISH YEAR 6

Curriculum Specifications

Curriculum can be defined as the level of a whole language programme, whereas syllabus are considered as the level of an english course with a duration of one term or year.

The education Act 1996 and the education (national Curriculum) regulations 1997 define the school curriculum as :
An educational programme that includes curriculum and co-curricular activities which encompasses all the knowledge, skills, norms, values, cultural elements ad beliefs to help develop a pupil fully with respect to the physical, spiritual, mental and emotional aspects as well as to inculcate and develop desirable moral values and to transfer knowledge. (i S rif Nor t , 1998:3)

SCHEME OF THE WORK

What is a scheme of work?

O A plan that indicates what will be taught for the

semester/ year and in what order it will be taught

O Objectives set out in the syllabus for each

school year form the basis for the scheme of the work of the year.

Who plans the scheme of work?

O All the teachers who teach a

particular standard to work together on the scheme of the work for the year.

Reasons:
Necessary for teachers to synchronize, what is

taught and the order in taught

All the teachers perceptions on the syllabus

items become known to everyone else

Teaching resources can be shared

Factors to be consider:
 The amount of time available per period/

per week/ per semester

 What items need to be covered  How the items can be graded, sequenced

and combined

 How recycling, reinforcement and enrichment

can be built into the scheme of the work for the year
 How to achieve a good balance and

integration of the four skills

Amount of time available

O A teacher should consider:

Actual class contact time provided for by the Ministry of Education By how many hours learning time can be extended through such things as homework, extended reading and project work

What items need to be covered

O The syllabus spells out what needs to

be taught in any one year.

Grading and sequences

O Level of relative learning difficulty O Nature of the skill to be taught O Possible timing of items O Effect on motivation to learn O Coherence between and within units of learning

Providing for recycling, reinforcement and enrichment

O Why recycling is important O The importance of the skill/ item O How much repetition is required for the skill to

be well-learn
O The level of proficiency of the pupils

Balance
O Whether the emphasis and time allocated to

an item reflects its importance in the learning process

O Whether the four language skills are given

balanced treatment
O Whether grammar and vocabulary building

Integration
O Important in the communicative approach O Reasons:

Real communications Interest of pupils Variety of output and input

PHILOSOPHY OF SYLLABUS

O Thinking skills O Learning how to learn skills O Information and Communication

Technology Skills (ICT) O Values and citizenship O Multiple intelligences O Knowledge acquisition O Preparation for the real world

FE TURES F BSR SYLL BUS

O Integrated approach O Individual developments as a whole O The same education for all pupils O Education for life O Primary school pupils are usually easy to obtain

knowledge and skills through skills in the classroom compared with their life experience, so all the learning activities should be linked to the life experiences of students by level.

O Atmosphere of the school environment is to provide

opportunities and encourage social interaction, exchange views and cooperation among students
O Activities in the classroom should allow students to

develop critical and creative thinking, and involve themselves actively in the process of basic skills
O Organizational activities and classroom management

to be flexible
O Emphasis on the value (across the curriculum)

O The M (reading, writing and arithmetic) O Assessment should be integrated into all learning

activities in the classroom