Prepare to make your first year the BEST

So up to now you have your rules, procedures and routines established. That is amazing! But I am sorry to tell you that there is a lot more you need to prepare for: parents asking for a conference with you, school anniversary, faculty meetings, and so on.

Look ahead to stay focus and be prepared for the rest of the year! Successful planning and goal setting for the foreign language teachers might get a little tricky. Make sure you keep your course goals and objectives clear as you develop lesson plans and assessments.

Planning for instruction is one of the most important keys to success in the classroom. When writing your lesson plan, be reflective and careful.

Teachers should be able to answer some of the following questions after planning:

1. Are my objectives or learning outcomes realistic, doable and relevant?

2. Have I organized the contents and units to fit properly in the semester calendar?

3. Are my tasks and directions clear and to the point?

4. Have I identified all the materials, supplies, manipulatives, and resources that I and my students will need?

5. How will I evaluate the effectiveness of my lesson?


Stage 1: Identify the desire result. Ask yourself:

  • What do I need my students to do with the language? When teaching a foreign language, we know that the two things the students do as output are WRITING and SPEAKING. Let’s suppose that you answer is Writing a recipe.

Stage 2: Unwrap the study program and check the related benchmarks or objectives listed there that the student should be able to do before writing a recipe. I suggest that  you unfold these objectives into skills:

Planning a lesson

Stage 3: Plan your lesson according to the benchmarks you have identified. As you can see, reaching a learning outcome like this could take up to two or three weeks or even more.

Stage 4: Determine the assessment. Always remember: What is being taught should be assessed; in other words, assess what you expect the student should have learnt. If the learning outcome is “Writing a recipe”, then the student should be able to write one.

Stage 4: Determine acceptable evidence. Think in terms of collecting evidence, not in terms of a single test or performance task. If your students had to listen, read and speak before writing, collect some evidence of those tasks plus the writing tasks. Give them the corresponding weight and get to a final grade. You can even discuss with the students the percentages every task would get. In that way, you are also promoting, responsibility, commitment and autonomy.





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