Information collection & exchange

 
 
 
 
 
CHAPTER EIGHT 
 
Lesson planning and testing 
A major responsibility of any teacher involves mapping out the long-term goals for the course and the 
school term, as well as the outlines and plans for each lesson. The function of testing is then to check 
that goals and objectives ha
At one poin
of a road. Sh
"Cheshire Puss," she began, "Would you tell me please, which way I ought to wa
"That depends a good deal on where you want to get to," said the Cat. 
"I don't care much where . . . ," said Alice. 
"Then it doesn't matter which way you walk," said the Cat. 
"So long as I get some
"Oh, you're sure to do
fortunately Alice'
management of the classroom. 
rse or the sc
b
s
relevant and
tudents and the national 
motivating and to be perceive
ey need to be concrete, tha
• type of behavior: the specific action exp
• condition: the circumstances under which the behavior is to be demonstrated 
• criterion: the degree or level to which
After listening to a simple passa
picture and color 10 objects in the drawing (behavior), 
will be accomplished in 10 minutes (criterion
Here is an example of an intermediate level objective

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After selecting a topic (condition), students will be able to give a one-minute presentation (behavior and 
criterion), using correct pronunciation of the /th/ sound (criterion). 
Here is an example of an upper-intermediate level objective for writing: 
ollution" and a phrase outline of the same passage (condition), students 
change the outline into a sentence outline by rewriting each phrase as a complete 
wer than 10 mistakes in the construction of the sentences (criterion). The 
he basic information which you need to write your goals may be found in the following sources: 
1. a copy of the syllabus for your classes for the year (if one exists) 
2. copies of the textbooks available to your class 
ou are teaching a class which will be taking these exams within 
5. information on communicative approaches to the four language skills: listening, speaking, reading and 
6. information you have gathered on the needs of your students 
hese outlines are your drafts and foundations for your lesson plans. For these outlines you will need to 
ry, as in a science class which has one hour of English a week) 
• lesson objective, including reference to condition, behavior and criterion 
ng 
• materials: textbook and supplementary materials 
e of a lesson plan. This outline is based on an extract from a syllabus used by a 
n country. Volunteers teaching English in schools in that country are expected to follow this 
ollows: 
ship!. 
dents must be able to: 
the verb characteristics-present tense in English with the structures "have" and "has"-affirmative 
• Understand and use "have" and "has" with different nouns and pronouns in affirmative sentences. 
After reading a passage on "P
will be able to 
sentence (behavior), with fe
task will be completed in 20 minutes (criterion). 
You will find additional information on instructional objectives and lesson planning in the Peace Corps 
Manual Teacher Training: A Reference Manual (ICE Manual No. T-45). 
T
3. back copies of the national exams, if y
the next two or three academic years
4. ideas for sources of supplementary materials 
writing (see Chapters Three, Four, Five, and Six) 
Once you have written your goals, your long-term plans are in place and you can move on to outlines and 
lesson plans.