Teaching Plan

The lesson plan was developed as a result of a thorough classroom observation and close collaboration with my mentor teacher. Throughout the observation, I had the opportunity to carefully examine the teaching practices, classroom dynamics, student engagement, and the overall flow of the lesson. This hands-on experience gave me a realistic view of how English grammar—specifically the Present Perfect Tense—can be effectively taught through a student-centered and interactive approach.

During the observation, I noted how the teacher introduced the topic by first reviewing prior knowledge and then gradually presenting new content using clear explanations and practical examples. The lesson was well-structured, beginning with a warm-up activity, followed by a presentation of the grammar rules, practice through guided exercises, and a production stage where students applied what they had learned in more personalized tasks. These teaching stages inspired the structure of my own lesson plan.

Following the observation, I worked closely with my mentor teacher, who provided valuable feedback and guidance throughout the planning process. We discussed how to align the lesson with the learning objectives, how to sequence the activities logically, and how to select the most suitable materials for Grade 9 students. My mentor emphasized the importance of incorporating varied activities to address different learning styles and to ensure that students not only understood the grammar rules but were also able to apply them in context.

The final lesson plan incorporates multimedia tools such as PowerPoint presentations, digital communication platforms (Google Classroom, Google Meet, WhatsApp, Telegram), and online resources including YouTube and Google. These tools were chosen to enhance student engagement, provide visual and auditory input, and support both in-class and remote learning settings. Additionally, the textbook "Wider World 3" served as a foundational resource, supplemented by worksheets, online exercises, and interactive grammar tasks.

Each component of the lesson—opening, main activities, and closing—was thoughtfully designed to meet specific learning outcomes. The assessment section was created to evaluate students’ attitudes, knowledge, and skills through observation, grammar tests, and practical usage. This comprehensive assessment framework ensures a well-rounded evaluation of student performance.

Overall, the lesson plan is a product of reflective practice, grounded in actual classroom experience and enriched through mentorship. It aims to balance theoretical principles with practical application, ensuring that students are actively involved in the learning process while achieving measurable outcomes. The process of developing this lesson plan has significantly deepened my understanding of effective lesson design and classroom implementation.