2. What is a lesson plan?
It’s the framework for my lesson.
It’s the map I follow during class.
It’s a pain in the neck.
It’s the product of my thoughts
about the class to give and what I
hope to achieve.
3. Why planning?
Planning helps you to reduce
uncertainty or panic and gives you
confidence and clarity.
It reminds you to prepare materials
beforehand, and makes it easier for
you to organize the time and
activities flow in classes.
4. W hy planning?
• For students, evidence of a plan
shows them the teacher has
devoted time to thinking about
the class.
• It is a way to help gain the
respect of your students.
• It suggests professionalism and
commitment.
5. W hy planning?
Planning ensures that the class you
are teaching gets a balanced
mixture of different materials,
content and interaction types.
Planning helps you to develop a
personal style.
6. Planning the class
1. How long before a specific lesson
do you plan it?
2. Do you write down lesson notes to
guide you?
3. Do you rely on a lesson format
provided by the Teacher's book?
7. Planning the class
1. Do you write down your
objectives?
2. Do you actually look at your notes
during the lesson? If so, rarely?
occasionally? frequently? Why?
3. What do you do with your
lesson notes after the
lesson?
9. W hat to consider?
Engage: get the students interested
in the class and hopefully enjoying
what they are doing.
Study: it is a focus of language, such
as grammar or vocabulary and
pronunciation. It does not have to
be NEW language input.
10. W hat to consider?
Activate: the students do
writing and or speaking
activities which require them
to use not only the language
they are studying that day,
but also other language that
they have learnt.
11. Aims
Think about your aim as your mission.
Your lesson plan should be aim driven.
They are “why” we teach.
Each lesson has a main and subsidiary
aim.
Each stage in the lesson
has a specific aim.
15. We’re going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines
16. We’re doing unit
3A. It’s about
Present Simple We’re going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines
We’re going to
practice
Present Simple
17. What are the aims of 3A?
Main aim: Grammar input;
present simple positive
sentences and wh- Qs to talk
about daily routines.
Subsidiary aim: Reading skills;
reading for specific information
or vocabulary; daily routines.
18. How do we define the aims?
Main aim
The point where you will spend the
most time during the lesson.
Subsidiary aim
The next important point in your lesson.
Both aims depend on what
is necessary for the student
to learn.
19. What is the main
aim for this lesson?
And the
subsidiary aim?
20. When do we write the aims?
a. Immediately when we start writing the lesson
plan.
b. After you’ve pondered on what part of the
lesson you’ll dedicate more time to.
c. Only when you know you’ll be observed.
d. All of the above.
e. None of the above.
21. Are my aims correct?
Your aims should answer:
Why are we going to do
the lesson?
What is the learning
purpose of this lesson?
22. What are the stages in a
lesson?
Warmer
Contextualization
Pre-teach vocabulary
Reading / listening
For gist
For specific info
23. W hat ar e the sta ges in a
lesson?
Language/Lexis input
Controlled practice
Freer practice
24. Warmer
A warmer is a short activity that demands an active
involvement from the students. We use warmers at the
beginning of lessons for a variety of reasons. Firstly and
perhaps most importantly to get the students going at
the beginning of the day or the beginning of the
lesson, to warm them up just like an athlete would
warm up before their big race. Also it gives the
students a chance to switch on to using English, to get
their brains ready to use a different language.
Lesson Plan,Gareth Rees
25. Warmer
A warmer is a game you play at
the beginning of your lesson.
It sets the mood for the rest of
the lesson.
It helps students to relax and feel
comfortable.
It lets students have fun.
26. Warmer
It makes students realize “everyone
is in the same boat” .
Students can learn a little about you
and their classmates .
They can get a feel for how the rest
of the class will be like.
Students gain confidence.
27. War mer
Who am I?
Every S gets a paper with a
character on the stuck on the back.
Ss need to ask yes/no questions
only.
When a S guesses his/her character
he/she can sit down.
28. Contextualization
Introduces the topic for the lesson.
It motivates students to be
engaged in the topic of the
lesson.
You can personalize your class.
It gives students key elements for
the class.
30. What could the teacher say to introduce each new
stage of the lesson? Introducing each stage:
1. Do you remember last week’s lessons? We learned some words for
clothes. Can you remember them?
2. Now, let’s learn some new words. Here are some clothes. What are
they made of? . . .
3. Let’s practice talking about clothes. Look at the picture on page
93.
4. Now, I want you to write about yourselves, about your own clothes.
What were you wearing last weekend? Do you remember?
5. Now, we’re going to read about other countries. First, look – here
are three countries (writing on board). Where are they? . . . *
31. Pre-teach vocabulary
Before the listening or reading
text.
Don’t teach all vocabulary.
Teach only the vocabulary
required for the listening/reading
activities.
33. Pre-teach vocabulary
Illustration
Very useful for more concrete words
(dog, rain, tall) and for visual learners.
Not all items can be drawn.
Mime
This lends itself particularly well to action
verbs and it can be fun and
memorable.
34. Pre-teach vocabulary
Synonyms/Antonyms
Using the words a student already
knows can be effective for getting
meaning across.
Definition
Make sure it is clear. Ask questions to
check Ss understood.
35. Pre-teach vocabulary
Translation
It is fast and efficient. Not
every word has a direct
translation.
Context
Think of a clear context when
the word is used.
36. Language input
Use the reading/listening
text as the model for the
language.
Use a guided discovery.
Show meaning, form and if
necessary pronunciation
37. Language input
Design tasks so Ss notice target
language.
Have Ss try to figure out how
language works by looking at its
use in context. (text model).
Elicit from Ss meaning, form and
pronunciation.
39. Controlled practice
After language was introduced.
They focus only on the target
language.
It gives the Ss their first chance
to use the acquired language.
40. Controlled practice
Why?
To allow the students to internalize the
new language so that they
understand it.
They know how and when to use it
and they’ve had a chance to
produce it.
It helps to fix the language in
the students’ mind.
41. Controlled practice
By it’s nature, controlled practice
can be very repetitive.
Ss can become bored and lose
interest.
Be sure the activities don’t go on for
too long.
Have a good variety in the
practice stage.
42. Controlled practice
Drills
Gap-fill
Sentence completion
Quizzes
Games
Tests
Information search
Dictation
43. Freer practice
Controlled practice activities develop
students’ accuracy.
Less controlled activities work on fluency.
Ss need the chance to activate their
language.
Ss need to use a wide range
of language as naturally as
possible.
44. Freer practice
The activity needs to be very
carefully explained and set up.
Ss will be working without your
direct guidance.
Ss are the stars here, not you.
Ss will make lots of mistakes.
Don’t interfere.
45. Freer practice
Let your Ss make mistakes.That’s the
idea.
Your job at this stage is to monitor.
Move around.
Listen to your Ss.
Particular errors can be
pointed out during
feedback stage.
46. What would be a
good freer
practice for this
lesson?
48. Procedure
Each and every activity – no
matter what type!!! – is always
divided into three parts:
Set-up.
Student engagement.
Reportback / Feedback.
49. Learning Aim
Tells you why you do an activity and
what the student gets out of it, in an
academic language.
A lesson is divided into different
stages and each of these stages
more often than not has one
specific aim, but they can also
have many specific aims.
51. Learning Aim
CLOSURE
T charms ss.
Keeps job.
Ensures good evaluation.
Makes Emma and
Paulina happy ☺
52.
53. Bibliogr aphy
Ur, Penny; A course in language teaching: Prcatice
and theory. CUP; 1999
Woodward, Tessa; Planning lessons and courses;
CUP; 2009.
Robertson, C.; Acklam, R.; Action plan for
teachers; BBC world service, 2000
Harmer, Jeremy; How to teach
English; Longman 2001.
54. Bibliogr aphy
Spratt, M.; Pulverness, A.; Williams, M.; The TKT
Course; Cambridge ESOL; 2003
Heath O’Ryan, Jáem; The CELTA Course
handouts; 2007
http://www.teachingenglish.org.uk
