Absolutely, each teacher brings their own unique style to their classroom, and the guidance provided in this chapter isn't meant to be rigidly prescriptive. Instructors should feel empowered to plan lessons in a manner that aligns with their teaching philosophy, while consistently considering overarching unit, yearly, and overarching educational goals.A lesson plan serves as a roadmap. Well-structured lesson plans have a higher likelihood of maintaining student engagement and sparking curiosity. Moreover, with a clear plan in place, classroom management becomes more manageable, as it maximizes instructional time and minimizes uncertainty regarding student expectations
Absolutely, each teacher brings their own unique style to their classroom, and the guidance provided in this chapter isn't meant to be rigidly prescriptive. Instructors should feel empowered to plan lessons in a manner that aligns with their teaching philosophy, while consistently considering overarching unit, yearly, and overarching educational goals.A lesson plan serves as a roadmap. Well-structured lesson plans have a higher likelihood of maintaining student engagement and sparking curiosity. Moreover, with a clear plan in place, classroom management becomes more manageable, as it maximizes instructional time and minimizes uncertainty regarding student expectations
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Ergasheva N.M. | teacher | University of Tashkent for Applied Sciences |
| № | Name of reference |
|---|---|
| 1 | [1]Tomlinson [2001] How to differentiate instruction. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/webster/detail.action?docID=3002067.[2]Farrell, T. S. C. [2002]. Lesson Planning. In J. C. Richards & W. A. Renandya [Eds.], Methodology in language teaching: An anthology of current practice [pp. 30–39]. Cambridge University Press.[3]Ashcraft, N. [2014]. Lesson Planning. TESOL Press.[4]www.allthingsgrammar.com[5]https://www.attractionsofamerica.com/images/all_travel/20220507051849_statue-of-liberty.jpg[6]https://img.traveltriangle.com/blog/wp-content/uploads/2019/06/PTV-In-Uzbekistan1.jpg[7]https://www.englishexercises.org/makeagame/viewgame.asp?id=7013[8]Bailey, K.M. (1986). The best-laid plans: Teachers’ in-class decisions to depart from their lesson plans.(pp. 15-40). New York: Cambridge University Press.[9]Brown. H.D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.[10]Hunter, M., & Russell, D. (1977). How can I plan more effective lessons? Instructor,87, 74-75.[11]Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K.M.Bailey & D. Nunan (Eds.), Voices from the language classroom : Qualitative research in second language classrooms (pp.88-115). New York: Cambridge University Press.[12]McCutcheon, G. (1980). How do elementary school teachers plan? The nature of planning and influences on it. Elementary School Journal, 81(1), 4-23.[13]Purgason, K.B. (1991). Planning lessons and units. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 419-431). Boston, MA: Heinei & Heinle[14]Richards, J.C. (1998). What’s the use of lesson plans? In J.C. Richards (Ed.), Beyond training (pp.103 -121). New York: Cambridge University Press.[15]Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago : University of Chicago Press.[16]Yinger, R. (1980). A study of teacher planning . Elementary School Journal, 80 (3), 107 -127.[17]Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge : Cambridge University Press.[18]Richards , J.C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.[19]Shrum J.L., & Glisan, E. (1994). Teacher’s handbook: Contextualized language instruction. Boston, MA: Heinle & Heinle.[20]Richards, J.C. (1990). The language teaching matrix. Cambridge : Cambridge University Press |