Lesson Planning and Evaluation
　
Lesson Plan Checklist
　
1. Aim: Is this a topic that can be continued in future classes as well?
　
a. Is it meaningful to your students?
b. Do you use it throughout the entire lesson? (i.e. are you consistent?)
　
2. Profile of students Who are they?
　
a. Does your material match the interest, age and language level of your students?
b. Have you taken into consideration the size of the class?
　
3. Objectives: Are your objectives observable?
　
a. Do your reading objectives involve the use of skills that will improve comprehension?
b. Do your writing objectives focus on communication?
c. Oral repetition and simply reading out loud do not guarantee comprehension. Nor do reading and writing a grammar point.
　
4. Warm-Up: Is it interesting?
　
a. Does it get the students' attention and prepare them for the lesson that will follow?
b. Can you be creative and use something more interesting?
　
5. Presentation of new material objectives:　How are you teaching your students?
　
a. Is it all taught deductively? Can you do it differently?
b. Is the teacher doing all of the teaching? Is it a Teacher-centred class? Can the students take a bigger part in their learning? Is it a student- centred class?
c. Are you teaching something beneficial to the students' acquisition of English?
d. Are sentences and exercises meaningful and contextualized?
　
6. Guided activity: Is it something more than simply repeating and filling in the blanks? (including teacher's help)
　
a. Are you acting as a facilitator while your students are practicing their language?
b. Can you be more interactive and creative?
c.　Is it meaningful and related to your aim?
　
7. Independent activity: Are students practicing the objective? (excluding teacher's help)
　
a. Is it meaningful?
b. Is it creative?
　
8. Evaluation: Are you evaluating properly on your objectives?
　
a. Is it meaningful?
b.　Is it related to your aim?
　
9. Follow-up: Are you providing more practice on today's lesson?
　
Example of an ARC lesson plan
Date 12/02/2002
Lesson Aims and Objectives:　　　　　
To understand and use vocabulary and grammar relating to effectively making a phone call/having a phone conversation

Possible learner difficulties: lack of relevant grammar and vocabulary to do this lesson without assistance.
　　　　　　　　　　　　　　
Vocabulary/grammar to pre-teach:　to make, to dial, to receive, operator, phone box, directory enquiries

Strategies to combat learner difficulties: provide a clear model for a phone conversation and provide clear explanations of grammar and vocabulary using visual aids to aid student learning and a substitution table
　　　　　　　　　　　　　　　　
Assumed student knowledge: some basic noun vocabulary and some knowledge of present tense usage
　
T = teacher　TTs = teachers　S = student　 Ss =Students
Who Time Frame Type of Activity Activity Details
T　 Ss

　		 3-5mins

　		 Clarification & Focus

　		 T(Ts) pre-teach new vocabulary for telephone call
Ss- Ss



　		 10-15mins



　		 Restrictive Exercise (Pair work)


　		 Grouping exercise-grouping words according to theme (e.g. phone, phone line etc.)
Ss- T

　		 2-3mins

　		 Clarification & Focus

　		 Ss feedback their answers as to word grouping
T　 Ss



　		 2-3mins



　		 Clarification & Focus



　		 T(Ts) provide a model and explain how to do the substitution role-play
Ss- Ss




　		 10-15mins




　		 Authentic Activity (Pair work)



　		 Ss make up their own dialogues using words that are the subsitituted by a symbol
　
T　 Ss

　		 3-5mins

　		 Clarification & Focus

　		 T(Ts) review grammar points/errors
This lesson plan is simplified to provide a broad view of ARC method.