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Who exactly are the students for this activity?

REASONS OF PLANNING
The make up of the class will influence the way we plan. PROPOSAL OF ACTION
(Age, level, cultural, background and individual Shows the professionalism and a
characteristic) commitment of a teacher Learning outcomes of the
What do we want to do and why? lesson
We need to try to predict what it will achieve. Gives the lesson a framework
How long will it take? Flexible to cope with
How does it work? Remind teachers what they intended to unforeseen events
What should we do while the students are working in do
groups? E.g. the tape/ CD player
Very important when observing teacher suddenly doesn’t work
What will be needed?
Jill Hadfield & Charles Hadfield , (2008)Intr Useful during “magic
What are the teaching materials?
moments” - E.g.
What might go wrong? forget to bring teaching
aids
Teachers must try to identify problems that might arise in the
lesson. LESSON SHAPES

How will it fit in with what comes before and after A good lesson needs to
it? ToFORMATS
ensure that we have some reasonable vision of the contain both coherence
PLAN
overall shape of our lesson. and variety.
Description of the students Coherence
(Level, age, range, atmosphere)
PLANNIN
Students can see a
G logical pattern to do
Aims and objectives the lesson
LESSONS
Most lessons will have a series of primary Balance of
and secondary aims. engagement, study
and activation
Procedures
Variety
Anticipated problems
Different sequences –
Extra activities/ materials AFTER THE LESSON (AND straight arrows,
boomerang, patchwork
PLAN A SEQUENCE OF LESSON BEFORE THE NEXT)
Materials to be used in the lesson
Topic linking Very important
Jeremy Harmer, 2007. Teaching
Writing, How to teach English,
Dangers of predictability and sameness Using students feedback and
Pearson Education Limited,
teachers own observation Edinburgh, England. (156-165)
Concept of lesson threads

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