Karshi state university

2.2 PRINCIPLES OF EFFECTIVE LESSON PLANNING
A lesson plan has basic structures that are considered standard for effective ESL teaching. These are warm-up, presentation, practice, application, extension and wrapping. These structures are based on the ESL company I currently teach at. You will see that these word structures are in the "verb" form. This means that students learn by doing. Each of these steps is designed to gradually and steadily lead students to the final destination of the lesson. With careful planning, students can interact well in teacher-student, student-student, or independent work. Each of these strategies is best determined by effective lesson planning. In addition, it allows teachers to anticipate potential problems and struggles for students in the teaching process. This can lead to thinking about possible solutions to potential problems. If teachers are well prepared, they can have more confidence to face their students and teach more effectively. In order to effectively teach English as a second language, it is important to engage our students and find out what interests them and use that as a guide in lesson planning. Lesson planning will help you choose appropriate methods and activities that will help you better understand your students' hobbies and interests, as well as how comfortable they are with English. Learning this information will help you tailor your lessons to effectively teach the curriculum you need.¹⁰ This ensures that everything we do is aligned with the desired learning objectives. Abraham Lincoln once said, "Give me six hours to chop down a tree and I'll spend the first four sharpening the axe." Lesson planning is key if we want to be efficient and effective in the classroom.n lesson planning, OBJECTIVES describe the end results of the lesson (where students will go) and OBJECTIVES describe how students will get there. Include SMART attributes when writing goals: S-specific: Short, well-defined statements about what students will know, understand, and be able to do at the end of the lesson. The objective includes what the student is expected to do and the prerequisites, such as "Given a topic on American history," "Provided with a calculator and a three-minute time limit," or "Independently, the five-step scientific method."
Learning outcomes should be expressed in simple student-centered terms. If students are aware of the intended outcome, they know where their focus should be. This clarity helps reduce anxiety about their ability to succeed and helps build intrinsic motivation. M-measurable: Learning objectives must be quantifiable. Measurable objectives refer to results that can be evaluated in specific and specific ways; the quality or level of performance that is considered acceptable (mastery level). A criterion can be expressed by describing the standard of performance to be met, for example: "Write a descriptive paragraph that includes a topic sentence, three supporting detail sentences, and a concluding sentence." When writing a mastery level, you often start with "with," followed by something like "90% accuracy," "no errors," "proper punctuation," or "correct vocabulary." Add a description. Start with observable (informally or formally) and measurable behavior verbs (action verbs). Using definite verbs will help keep your goals clear and concise. Bloom's taxonomy provides a list of such verbs and categorizes them according to the level of achievement students are expected to perform. In lesson planning, OBJECTIVES describe the end results of the lesson (where students will go) and OBJECTIVES describe how students will get there. Include SMART attributes when writing goals: S-specific: Short, well-defined statements about what students will know, understand, and be able to do at the end of the lesson. The objective includes what the student is expected to do and the prerequisites, such as "Given a topic on American history," "Provided with a calculator and a three-minute time limit," or "Independently, the five-step scientific method." Learning outcomes should be expressed in simple student-centered terms. If students are aware of the intended outcome, they know where their focus should be. This clarity helps reduce anxiety about their ability to succeed and helps build intrinsic motivation. M-measurable: Learning objectives must be quantifiable. Measurable objectives refer to results that can be evaluated in specific and specific ways; the quality or level of performance that is considered acceptable (mastery level). A criterion can be expressed by describing the standard of performance to be met, for example: "Write a descriptive paragraph that includes a topic sentence, three supporting detail sentences, and a concluding sentence." When writing a mastery level, you often start with "with," followed by something like "90% accuracy," "no errors," "proper punctuation," or "correct vocabulary. Start with observable (informally or formally) and measurable behavior verbs (action verbs). Using definite verbs will help keep your goals clear and concise. Bloom's taxonomy provides a list of such verbs and categorizes them according to the level of achievement students are expected to perform.