Lesson plan

Definition: A Terminal Learning Objective (TLO) states the instructor's expectations of student performance at the end of a specific lesson or unit. Each TLO includes a condition, task, and a standard.

Purpose The TLO provides direction for lesson content. It forces the instructor to think through three questions:

Under what conditions (setting, supplies, equipment, etc.) will the student be required to perform the task? (condition)

What will the student be able to do as a result of completing this lesson? (task) How well must the student perform the task to pass? (standard)  

Guidance:  TLOs are written from the perspective of what the student will do, not what the instructor will do.

TLOs target the performance required when students are evaluated, Not what they will do as part of the lesson.

TLOs are precise, observable, and measurable.

TLOs are stated in active terms.

TLOs may represent a fairly large block of instruction, but would rarely range beyond a single lesson. 

Terminal Learning Objective (TLO): At the end of this topic, a student given a company training evolution and policies and procedures will direct unit members during a training evolution so that the evolution is performed in accordance with a safety plan, efficiently and as directed. 

Definition An Enabling Learning Objective (ELO) states the instructor's expectations of student performance and the steps in accomplishing the TLO.

The ELOs specify a detailed sequence of student activities. The ELOs usually generate the outline for the instructional phase of a lesson plan. Enabling objectives cover all of the cognitive, affective, and psychomotor skills students need to master to meet the TLO.

Enabling learning objectives may require:

 · Recall or recognition of facts

 · Explanations or descriptions of procedures

 · Paraphrasing of principles, theories, rules, concepts, or standards of conduct

 · Demonstration of psychomotor skills

 · Any other performance required to support the TLO Guidance

 · ELOs are written from the perspective of the student and what he/she must do to accomplish the TLO.

 · ELOs are concise. State the requirement in clear, direct language. Keep the objective as short as possible without sacrificing clarity.

 · ELOs are unambiguous: State the learning objective precisely and clearly.

If an ELO is “open to interpretation” it has not met the requirement for a good learning objective.

Teacher’s name: Harold	Grade: Intermediate students		Term: Second term	Date: 14/09/15	Allocated time:
Unit in the syllabus:
Relevant recent work:
Topic of the lesson:		Modal verbs (through grammar translation)
Standards to work on
Goals: ·         At the end of the module, students will be able to use and identify modal verbs.		Terminal objectives: ·         To recognize modal verbs depending on the context.		Enabling objectives: ·         To give a piece of paper in which students will write a famous person’s name. ·         To play who wants to be millionaire. ·         To translate a short text about weather. ·         To explain grammar rules.
Key words: Controlling, dominant, obsessive, laid back, relaxed, submissive, may, might , could, synonyms, antonyms, fine, gorgeous, pretty, cute, ugly, awful , bad, I’m the best, I’m a mess, I’m perfect, I’m awful, and disgusting.
Materials/equipment: Video beam, markers, pieces of paper, slides, chair in front of the class, map, text, grammar chart, board.

INSTRUCTIONAL PROCEDURES:
Lesson stages	Interaction	Skills involved	Time
A focusing event / lead-in /warm-up activity: the description of the activity to get students’ attention, which has to be based on the terminal objective of the lesson. §  To play a role game - Students are supposed to select the name of a celebrity in order to play a role in the game (Who wants to be a millionaire). - Students respond some questions designed by their classmates - Students also participate actively in the game through some examples of synonyms/antonyms. -- Students have to answer questions about vocabulary that they will use in the next activity.	e.g. Students between teacher Students between students	e.g. Speaking and reading	e.g. 45 min.

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Teaching procedures (lesson core): the activities to be done during the class, described in detail and in sequence.
- Students are given a short text; they have to translate with their own words (with the help of a dictionary if is necessary). - Students have to find the correct sense to each modal, in order to do an accuracy translation.
Students have to interpret a grammar char given by the teacher on the video beam. Students are required to give some examples according to the teacher’s explanation. Students ask questions about modal verbs ( context, uses, grammar rules and negation)

Assessment: formal or informal assessment done by the teacher to check whether the objectives have been accomplished or not. During the activity, the teacher corrects grammar or vocabulary mistakes. At the end, teacher emphasizes grammar rules, then the teacher gives some examples of common mistakes that students should avoid to do it.

Closure: Write five sentences (affirmative) using ‘’futuro de posibilidad’’. Then, write five negative sentences using ‘’futuro de posibilidad’’. Finally, students have to write each sentence translation.