Lesson planing:

Lesson planning is the art of combining a number of different elements into a coherent
whole so that a lesson has an identity which SMS can recognise, work within and react
to...

But plans - which help teachers identify aims and anticipate potential problems - are
proposal for action rather than scripts to be followed slavishly.."

What's a lesson plan?

a) it's the teachers's working document.

A guide to keep on target but not to avoid responding to the needs of the moment.

b) record.

It is the register of what the teacher has done to cover the syllabus and how.

c) a coherent and blended whole

It is the combination of techniques, activities and materials in such a way that a balance is
created for the class.

Why should teachers plan their lessons?

To show Ss that the teacher has devoted time to thinking about the class.

To show Ss that we are professionals and committed.

To help us give the lesson a framework, an overall shape and a destination we want Ss
to reach.

To help us think about what we are going to do in forthcoming lessons.

To remind us what we intend to do during class.

To give Ss condence in teacher, when there is a plan, Ss respond positively to it.

What information should be included in a lesson plan?

a) CONTEXT

Information about the SITUATION or TOPIC in which the language will be taught and used
and/or in which skills will be practised. A good context is that which promotes the use of
the TL naturally.

b) LEARNING OUTCOMES ACTION VERBS

Objectives to be achieved by the end of the lesson. What we want learners to gain from
the class. The best objectives are measurable, specic and contextualised.

b.1) MAIN AIM

The most important objective of the class. It focuses on either language system (e.g.
Grammar) or practising skills (e.g. listening)

b.2) SUBSIDIARY AIM

Main aim
/ \
Skills Systems
| |
Systems Skills

Secondary objective that will enable Ss to achieve the main goal, if the main aim is
focused on systems the subsidiary will be focused on skills and vice versa.

c) PERSONAL OBJECTIVES (teachers)

Aspects that the teacher wants to develop or improve about his/her teaching, e.g. give
clear instructions. And strategies that will help the teacher achieve them. e.g. use
imperatives.

d) ASSUMPTIONS

Things that we believe to be true about Ss, e.g. things they might be familiar with, previous
knowledge, possible reactions to tasks, etc.

e) ANTICIPATED PROBLEMS AND POSSIBLE SOLUTIONS


Things that students might nd difcult about the tasks or that might go wrong in the
classroom and action that the teacher will take to deal with the anticipated problems.

f) LANGUAGE ANALYSIS SECTION

Careful examination of the relevant aspects regarding the M P F of the language to be
taught in class.

g) TEACHING AIDS & MATERIALS

Things the teacher will take to the classroom to help Ss achieve aims e.g. markers, realia,
worksheets, etc.

h) BOARD PLAN

A proposal of how to use the board for different purposes, e.g. checking of answers and at
different stages of the lesson.

II) PROCEDURAL PAGE

A detailed description of what the T and Ss will do during the lesson, and how they will do
it.

I.1) STAGES AND STAGES AIMS

The different parts in which the lesson will be divided in and the purpose of the stages and/
or he objectives we want to achieve during each of the stages / micro stages of the lesson.
I.2) TIMING

Length of time needs to complete the procedures for the different stages in the lesson.

I.3) INTERACTION PATTERNS

The way in which learners will work at different times of the lesson, e.g. Individually,
pairwork, etc.

I.4) PROCEDURE


When planning a lesson, a teacher should consider

Teachers's knowledge of the students

1. Ss's professional and linguistic need
2. Ss's interests and learning styles.

Teacher's knowledge of the language

3. Skills and systems to be developed / taught
4. Topics, contexts and materials that can be used to demonstrate meaning and/or
develop skills.
5. Activities that can be used to provide meaning practice of language or development of
skills.
6. Time allocation to cover 1&3.

When planning lessons...

Think about the class

This tells us who the Ss are, and what can be expected of them.

All these factors should inuence our planning choices for any lesson

Think ahead and have a plan B

A good plan tries to predict potential pitfalls and suggests ways of dealing with them. It
also includes alternative activities in case we nd it necessary to divert from the lesson
sequence.

Think carefully about your lessons aims.

Our overall objective might be to improve Ss's reading skills, but our specic aims may
be to encourage Ss to predict content, use guessing strategies, etc.

Think on how to teach language effectively and meaningfully [context]

Exploit your context

Use CCQ'S. No explanation mode !!!

Think on how to provide relevant and appropriate language practice.

Contextualise your practice activities.
Provide examples and demo activities
Identify which activities are suitable to give appropriate practice.
Which interaction pattern will maximise Ss's output.
Realistic timing