B: What are the steps involved in lesson planning?

• Show overheads: What are the steps involved in lesson planning?.
• Discuss the three steps and the questions that trainees can use when planning.
• Use handout, The steps involved in lesson planning to show how these three steps can be implemented.
• Let trainees know that the focus of the lesson will be on the " presentation" section that is highlighted. We will actually be looking at the SECOND lesson in the series of four.

C: What should a lesson plan "look like?"

5 minutes

• Show overhead, What should a lesson plan look like?.
• Discuss what each letter of the acronym R.O.P.E.S. signifies.
• Discuss Tips to help your lesson planning from the tutor training manual. Add other suggestions of your own.

D: The Lesson Plan

5 minutes

• The lesson itself should only take a half-hour with the trainees; however, explain that this lesson would take a longer period of time with a beginning learner.
  
  Presentation options:
  
  30 minutes
  
  
  • Option 1: For small groups, feel free to use one trainee as the learner and have the other trainees watch.
  • Option 2: Make overheads of the handouts of the lesson materials in the facilitator training manual. Then, call upon different volunteers to do segments of the lesson while the other trainees watch.
  • Option 3: Segments of the lesson could also be done in pairs (i.e. the dialogue). The pairs could practice together. Later, they could present their portion to the rest of the class.
• Follow the directions as per the lesson plan. The 3 handouts for the lesson plan are included.
• Note the importance of "reflection" at the end of the lesson. There is a section in the tutor training manual with questions to consider regarding the learner, the content and the materials to help guide the tutor.