Pengumpulan data mempergunakan metode non tes dengan instrumen berupa kuesioner tertutup. Penelitian ini menggunakan rancangan penelitian survei deskriptif dengan pendekatan kuantitatif dengan subjek penelitian ini sebanyak 139 guru dari total populasi sebanyak 213 guru. Penelitian ini bertujuan untuk menganalisis bagaimana manajemen pembelajaran PAUD di masa new normal. Perubahan sistem belajar yang dikarenakan situasi pandemi COVID-19 menuju new normal membuat kegiatan belajar mengajar mengalami perubahan pada manajemen pembelajarannya sehingga tenaga pendidik diharuskan menyesuaikan kembali dengan keadaan di masa new normal ini. The researchers used Crescent English Course for Yemen (CECFY) as the content of this study because CECFY is the coursebook used to teach English at the Yemeni context. Such skill and areas are important to be concentrated on for enhancing learners in their language ability or using language communicatively. The researchers prepared different plans which focus on the four language skills and language areas. The second part of the paper focuses on the practical solution for writing lesson-plans. It briefly defines lesson plan, explains its importance and sets the essential elements for a lesson plan. This paper provides novice teachers and students with theoretical and practical information about lesson-planning. As a response to many of the students and teachers, the researchers try to set some solutions and guidance which can be even at limited level help such novice teachers and activate or sharpen skillful teachers. 103).Preparing a lesson plan is one of the most challenging issues that novice teachers and students at their college levels face when they are asked to write a lesson plan (Bin-Hady, 2018). Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. This chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. It describes the teaching behavior that will result in student learning. A daily lesson plan is a written description of how students will move toward attaining specific objectives.
4 PART LESSON PLAN TIMES SERIES
A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. Yearly and term planning usually involve listing the objectives for a particular program. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). This usually means that teachers need to plan what they want to do in their classrooms. Teachers may wonder “which way they ought to go” before they enter a classroom. “That depends a good deal on where you want to get to,” said the Cheshire Cat. “Would you tell me, please, which way I ought to go from here?” asked Alice.
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