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Describe the presentation format of a lesson

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(a) Introduction:
This is also known as set induction, which refers to the initial instructional move of the teacher in the class room. An enthusiastic and well-planned introduction will help to develop interest and motivate the students to want to become involved with the lesson.
A good introduction may include: -
- calling the register
- reviewing the content of the previous lesson through question and answer.
- telling a brief story or incident/episode which is related to the issues covered in the lesson.
- introducing the lesson– writing lesson title on c/board.
- stating the objectives of the lesson
- Indicating where and when the students can use what they will learn in the lesson.
NOTE
Repetition is always necessary for effective introduction. This ensures that essential information is emphasized.
Think through previous lessons and jot down in your plan certain key points that need re-emphasis or re-teaching before the current lesson can proceed smoothly.
Review should be short and captivating. Use of question and answer could be considered.
(b) Body of the lesson/lesson development
This is the core of the lesson and contains interwoven elements. The teacher indicates what will be happening at the different stages as the lesson progresses. The number of steps indicated will depend on the length of the lesson and the nature of the content to be covered.
Steps should reveal: -
- The exact content to be taught
- The order in which it will be taught.
- The method that will be used to teach
- The activities of the learners
- The activities of the teacher.
- The use of teaching/learning aids
- Time estimate.
(c) Summary and Homework
This indicates how the teacher intends to bring the lesson to a logical conclusion. The possible ways include:
- Reviewing the content covered by asking the students questions on what has been covered.
- Giving an overview of the lesson just ended.
The teacher may use both methods to summarize the lesson. However, if one method is selected, the preferred one is the question-answer approach as it provides the teacher with feedback on how well the students have learnt. With the review approach, the teacher is not sure if the students are with him/her or are absent minded or whether or not they understood what was taught.
The teacher needs to do some follow-up to what has been taught. This may be in the form of an assignment that requires the learner to read further, or answer some given question(s).
(d) Remarks
Remarking is done after the lesson has been delivered. It also indicates what has not been completed or what has not been covered all together. It is the teacher’s evaluation of the lesson. This should be made meaningful so as to be of help to the teacher at a later date. Do not for instance just say; “The lesson was done well” Add something on why you feel it was
effective or not. This helps in making adjustments or retaining what was good.

Titany answered the question on September 15, 2021 at 07:43

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