LESSON PLANNING

CONTENT

1. What is a good lesson plan?

2. What are the aims and content of the lesson?
3. What are the stages of a lesson plan?
4.What are the main components of a lesson plan?
5.What factors should teachers consider when we plan a
lesson?
1. What is a good lesson plan?
v the instructor’s road map of:
- what students need to learn
- how it will be done effectively
during the class time
What are four main things a teacher needs to know before teaching a lesson?
The objective of The new language
the lesson the lesson contains

What to do in
The main stages each stage
of the lesson

Teach English (Adrian Doff)

 v the instructor’s road map of:
1. What is a good lesson plan? - what students need to learn
- how it will be done effectively during the
class time

Three key components of a successful

lesson plan

Objectives

Strategies to check Ss’ Teaching/learning

understanding activities
1. What is a good lesson plan?
 Having a clear objective to keep the learning activities

1. What is a good lesson plan?

focused
Using variety of activities to support the lesson’s
objectives and keep Ss engaged
Being as much as relevant to Ss’ real-life situations as
CONTENT possible
Providing space for self-reflection so T can make
continuous improvements

Apply Bloom’s taxonomy

Employing principles of SLA

Adhering the syllabus

 Sample Lesson Plan

I. Objectives
II. Time
III. Techniques
IV. Lexical items & Structures
V. Teaching aids
VI. Procedures
VII. Homework
2. What are the aims and content of the lesson?

Aims
Objectives Independent
practice

Guided
CONTENT Assessment
practice
 clear

specific measurable

objective

What do you want the students to be

able to do by the end of the lesson?
By the end of the lesson, students will be able to understand the
past simple v.s the past continuous

§ Not an action verbs

§ Cannot assess whether students have achieved this

By the end of the lesson, students will be able to pronounce the

consonant clusters of /pr/, /pl/ and /gr/ properly

ü Action verbs – observable

ü Specific information about the lesson and focus of the lesson
ü Shows criteria by which we can measure success
 How to write an effective learning objective of a lesson?
REMEMBER
What do you want your students to learn as the result of a
lesson?
Steps to follow:
1. Create a stem:
By the end of the lesson, students will be able to …
By completing these activities, students are able to…

2. Add a verb:
By the end of the lesson, students will be able to explain …
By completing these activities, students are able to produce …

3. Determine the actual product or outcome:

By the end of the lesson, students will be able to explain the
meanings of the words: science, contribution and devotion
By completing these activities, students are able to produce
an effective essay about daily routines.
Bloom’s Level Key Verbs (keywords)

design, formulate, build, invent, create, compose, generate,

Create derive, modify, develop.

choose, support, relate, determine, defend, judge, grade,

compare, contrast, argue, justify, support, convince, select,
Evaluate evaluate.

classify, break down, categorize, analyze, diagram, illustrate,

Analyze criticize, simplify, associate.

calculate, predict, apply, solve, illustrate, use, demonstrate,

Apply determine, model, perform, present.

describe, explain, paraphrase, restate, give original examples of,

Understand summarize, contrast, interpret, discuss.

list, recite, outline, define, name, match, quote, recall, identify,

Remember label, recognize.
By the end of this unit, students will be able to:

§ use lexical items related to the topic family life

§ pronounce consonant clusters /tr/, /kr/ and /br/
correctly in isolation and in context
§ distinguish between the present simple and present
continuous
§ read for specific information about the benefits of
sharing housework
§ exchange opinions about household chores
§ listen to understand a TV program about roles
performed by family members
§ write about doing household chores in the family
§ explain different family lifestyles in different cultures
3. What are the stages of a lesson plan?
 3. What are the stages of a lesson plan?
a. An opening statement or activity as a warm-up
b. A set of activities and techniques in which you have
considered appropriate proportions of time for
Guidelines
• whole class work,
for
• small group and pair work,
planning
• teacher talk vs. student talk
c. Closure—a brief “wind-down” time so the class hour
doesn’t end abruptly.
 3. What are the stages of a lesson plan?
Presentation, practice and Production (PPP)
1. Presentation:
• T introduces a situation
Model of • The language is then presented.
a lesson 2. Practice:
stages Ss practice the language using accurate reproduction
techniques
3. Production:
 3. What are the stages of a lesson plan?
Skill-based learning: Three main stages
E.g., a framework of a listening lesson
1. Pre-listening: help Ss prepare to listen.
Model of
2. While listening:
a lesson
• Help to focus their attention on the listening text
stages • Guide the development of their understanding of it.
3. Post-listening: Help Ss integrate what they have learnt
from the text into their existing knowledge.
 3. What are the stages of a lesson plan?
Task-based learning (TBL):
1. Pre-task:
T starts by contextualizing the topic
Model of 2. While-/During task:
a lesson • T gives Ss tasks to do
stages • Ss and T can discuss any new or problematic language they need
3. Post-task:
Ss do the task to consolidate the language.
 3. What are the stages of a lesson plan?

Sample
lesson
stages
4. What are the main components of a lesson plan?
• Lesson Title
• Class profile: general information of the class and the learners
• Timetable fit: the connection between today lesson and the
previous/next lesson
• Timing: appropriate timing for the lesson
4. What are the main components of a lesson plan?

• Main aims: learners’ achievement after the lesson

• Lesson procedures/ Lesson Stages: detailed description of T’s
activities and teaching techniques

• Anticipated problems: unexpected situations and solutions

5. What factors should teachers consider when we plan a lesson?
A number of general areas to think about:
• Content
• Variety of techniques
• Sequencing
• Pacing
• Timing
• Contingency planning
• Gauging difficulty
• Individual differences (Brown, 2015)
5. What factors should teachers consider when we plan a lesson?

Content
- Choosing what to teach
à Adapt materials for particular group of students, their needs, and
their goals
- Scripting out a lesson plan
à Be more specific in planning and can often prevent classroom pitfalls
5. What factors should teachers consider when we plan a lesson?

Variety of techniques: Is there sufficient variety in techniques to

keep the lesson lively and interesting?

à Give students a number of different activities during the

class hour
5. What factors should teachers consider when we plan a lesson?

Sequencing: Are your techniques or activities sequenced

logically?

• Easier aspects at first

• Then require knowledge gained from previous exercises

5. What factors should teachers consider when we plan a lesson?

Pacing: Is the lesson as a whole paced adequately?

• Activities: neither too long nor too short

• Anticipation: how well various techniques “flow” together

• Good pacing: how well you provide a transition from one

activity to the next

5. What factors should teachers consider when we plan a lesson?
Timing: Is the lesson appropriately timed, considering the

number of minutes in the class hour?

• Have some backup activity ready to insert

• Be ready to gracefully end a class on time

• Balance teacher talking time with students talking time

5. What factors should teachers consider when we plan a lesson?

Contingency planning: unforeseen things are likely to happen

• Be prudent to have a few backup activities

• Have the flexibility to cope with a variety of interruptions, and

unanticipated events
5. What factors should teachers consider when we plan a lesson?

Gauging difficulty:
• Put yourself in your students’ shoes and anticipate their problem
areas
• Give individual attention, feedback, and small-group work
Individual differences:
• Aim at the majority of students in a class
• Also take into account the variation of ability in your students
5. What factors should teachers consider when we plan a lesson?

Prepare thoroughly. But in class, teach the

learners, not the plan.
(Scrivener, 2011)
 References

Brown, D. H., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to

Language Pedagogy (4th Edition). Pearson Education ESL.
Scrivener, J. (2011) Learning teaching: A guidebook for English language teachers (3rd
Edition). Macmillan.
https://www.teachingenglish.org.uk/article/a-framework-planning-a-listening-
skills-lesson
THANK YOU
FOR YOUR ATTENTION!