Unit 19: IdentifyingUnit 19: Identifyingdifferent components different components

of a lesson planof a lesson plan

ByBy

Porntip BodeepongsePorntip Bodeepongse

A lesson plan is A lesson plan is like………… .like………… . an instruction leafletan instruction leaflet a photographa photograph a storya story a road mapa road map a computer programmea computer programme a series of road signa series of road sign a written summarya written summary

Why plan? Help Ts to think through what Ss will

achieve in the lesson Provide framework for organizing

ideas, methodology, materials, etc. Help Ts to know where they are

going and how they are going to get there

Helps make the lesson coherent Being prepared boost Ts’ confidence Help Ts to adapt to different classes

Why plan? Helps to identify any problems or

difficulties which may arise during the lesson

Avoids over-domination of coursebooks Demonstrates to learners that teachers

know what they are doing Developmental—a learning document

for teachers to reflect on their teaching A plan can link the lesson explicitly to

syllabus objectives

A lesson plan is a set of notes that help us to think is a set of notes that help us to think

through through what what we are going to teach we are going to teach and and howhow we are going to teach it. we are going to teach it.

also guides us during and after the also guides us during and after the lesson.lesson.

We can identify the most important We can identify the most important

components of a lesson plan by thinking components of a lesson plan by thinking

about about whatwhat and and howhow we want to teach we want to teach it.it.

Now do the Review: Stages of a lesson planNow do the Review: Stages of a lesson plan

The main components The main components of a lesson planof a lesson plan

showshow us us whatwhat the lesson is for (the the lesson is for (the aimsaims) and ) and whatwhat the teacher and the the teacher and the learners will do during the lesson learners will do during the lesson and and howhow they will do it (the they will do it (the proceduresprocedures).).

So a lesson plan is most like So a lesson plan is most like a road a road map or a series of road signsmap or a series of road signs, sth. , sth. that shows us where we are going that shows us where we are going and how we are going to get there.and how we are going to get there.

Ways a lesson plan helps Ways a lesson plan helps youyou

Before the lessonBefore the lesson•Writing down the aims and Writing down the aims and procedures for each stage procedures for each stage helps us to make sure that helps us to make sure that we have planned the best we have planned the best possible sequence to enable possible sequence to enable us to achieve those aims.us to achieve those aims.

During the lessonDuring the lesson•The plan can also help the The plan can also help the teacher to check teacher to check timingtiming——the amount of time we the amount of time we plan for each stage—and plan for each stage—and to check that the lesson is to check that the lesson is following the sequence following the sequence we decided on.we decided on.

After the lessonAfter the lesson•We can keep the plan as a record of what happened, making changes necessary to show how the lesson was different from the plan.

•We can then use the plan and notes to help plan the next lesson.

(the plan = a photograph, story or summary giving us a record of the lesson)

A lesson plan can A lesson plan can includeinclude

Level and number of learnersLevel and number of learners——whowho we are planning the we are planning the lesson forlesson for

Timetable fit—Timetable fit—how the lesson how the lesson is connected to the last lesson is connected to the last lesson or the next oneor the next one

Main aims—Main aims—what we want what we want learners to learn or to be able learners to learn or to be able to do by the end of the lessonto do by the end of the lesson

Subsidiary aims—Subsidiary aims—other things other things we want learners to be able to we want learners to be able to do during the lesson because do during the lesson because they lead to the main aimthey lead to the main aim

Personal aims—Personal aims—aspects of our aspects of our own teaching we want to own teaching we want to develop or improvedevelop or improve

Assumptions—Assumptions—what we think what we think learners already know or can learners already know or can already do related to the aimsalready do related to the aims

Anticipated language problems—Anticipated language problems—things that learners may find things that learners may find difficultdifficult

Possible solutions—Possible solutions—action we will action we will take to deal with the anticipated take to deal with the anticipated problemsproblems

Teaching aids, materials, Teaching aids, materials, equipment--equipment--useful reminders of useful reminders of things to take to the lessonthings to take to the lesson

Procedures—Procedures—tasks and activities tasks and activities for each stagefor each stage

Timing—Timing—length of time needed length of time needed for each stagefor each stage

Interaction patterns—Interaction patterns—ways in ways in which learners work at each which learners work at each stage, i.e. individually, in stage, i.e. individually, in pairs, in groups, as a whole pairs, in groups, as a whole classclass

Homework—Homework—what learners are what learners are assigned to do as an extension assigned to do as an extension or revision activityor revision activity

Key conceptsKey concepts When we make lesson plans, we need

to ask ourselves how the procedureshow the procedures we have planned will help to achieve will help to achieve our aimsour aims and to make sure there are strong connections between strong connections between different stagesdifferent stages.

We also need to consider varietyvariety, i.e. how we can use different activity types, language skills and interaction patterns. All learners need different activities.

During the lesson we should teach the learners, not the lesson plan!

We must be prepared, if necessary, to change our plan while we are teaching. We must be aware of what we are changing and why.

We can include variationsvariations—some different possibilities in a lesson plan, e.g. an extra activity to use if learners take less time than expected to complete a task, an easier activity for low achievers, etc.