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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-centered class?
Can the students take a bigger part in their learning? Is it a student-centered
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
 by Jim Scrivener
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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
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T = teacher TTs = teachers S = student Ss =Students
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Who
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Time Frame
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Type of Activity
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Activity Details
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T Ss
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3-5mins
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Clarification & Focus
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T(Ts) pre-teach new
vocabulary for telephone call
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Ss- Ss
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10-15mins
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Restrictive Exercise (Pair work)
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Grouping
exercise-grouping words according to theme (e.g. phone, phone line etc.)
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Ss- T
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2-3mins
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Clarification & Focus
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Ss feedback their
answers as to word grouping
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T Ss
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2-3mins
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Clarification & Focus
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T(Ts) provide a
model and explain how to do the substitution role-play
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Ss- Ss
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10-15mins
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Authentic Activity (Pair work)
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Ss make up their
own dialogues using words that are the subsitituted by a symbol
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T Ss
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3-5mins
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Clarification & Focus
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T(Ts) review
grammar points/errors
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This
lesson plan is simplified to provide a broad view of ARC method.
Team Teaching Evaluation Form For Students
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TEAM TEACHING EVALUATION FORM (for Students)
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Questions
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Evaluation
５ ４ ３ ２ １
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1. Did you
understand the ALT?
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Very well
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Not at all
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2.Were you active(e.g.
speaking, doing something) during the class?
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Very active
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Not at all
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3.Was the class
interesting?
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Very interesting
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Not at all
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4.Was the class
useful to improve your listening ability?
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Very useful
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Not at all
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5.Was the class
useful to improve your speaking ability?
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Very useful
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Not at all
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6. How much did
you
learn from the
ALT?
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A.English
language
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A lot
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Nothing new
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B.Western Culture
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A lot
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Nothing new
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7. Do you like
the team-teaching class?
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Yes, a lot
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No, Not at all
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