LESSON PLAN FORMAT

DIRECCIN DE EDUCACIN BSICA

COORDINACIN GENERAL DEL PROGRAMA DE INGLS
PROGRESS
COORDINACIN ACADMICA
Cycle:_____
Grade:_____
Unit:______
Block:_____
Week:______
Date: from __________ to __________
Teacher:_____________________


Social Practice: patterns or ways of interaction with a
communicative purpose that include different activities.
*Taken from the scheme of work.
Specific Competency with the language: a capability that
can be separated into precise skills. It includes abilities (doing
with the language), knowledge (knowing about the language)
and attitudes (being through the language).
*Taken from the scheme of work.
Environment: Real life contexts where language is used.
(Familiar and community, academic and educational, literary
and ludic).
*Taken from the scheme of work.
Doing with the language:
Communicative actions developed in specific situations.
*Taken from the scheme of work.
Knowing about the language:
The formal aspects of language. Features of language that
students must reflect on (inductively).
*Taken from the scheme of work.
Being with the language:
Aspects related to intercultural education and language
diversity (attitudes, values, and culture awareness).
*Taken from the scheme of work.
Product:
Vehicle through which the learning process is activated. It integrates the 3 types of content. It
is developed through its stages in a sequential, progressive and linked way.
*Taken from the scheme of work.
Stage number: ______ Number of sessions for this stage:______
Name of the stage:___________________________________________
*Taken from the scheme of work.
Achievement(s): the general goal(s) intended to be reached in a particular stage of the
product. *Taken from the scheme of work.
Vocabulary: List of words used throughout the sessions. They could be divided by sessions
(using slashes).

Class objective(s): specific goal to be reached in this session. It reflects what students will be able to do at the end of the class. Date:_______________
Introduction
Settles students into
the lesson and helps
them focus on the
content.
Time: 6-10
Warmer: a short activity that helps students switch their thinking code to English. Set the mood and routines (greet students, have students put
things away from previous classes, set the date, sing a song, TPR, brain gym).
Revision: a short activity to recycle prior knowledge, preferably related to the class.
Lead-in activity: a short activity to help students connect the topic with their real life (to contextualize and motivate students).
Introduction of vocabulary: presentation of words to be used during the class by using any drilling pattern (ideally 6-10 words). Avoid
eliciting.
*Teachers role: motivator, facilitator, model.
*Note: most of the activities in this step are controlled, except for the activities in revision which can be freer.
Material

Use of visuals, body
language, and realia
is highly
recommended.
Presentation
Sets the key
language to be used
in real life situations.
Time: 10-15
Key language: the teacher models pieces of language (dialogues, language patterns, phrases, fixed expressions, etc.) by using any drilling
pattern. Avoid eliciting.
Remember to include the introduced vocabulary in context.
Use any supporting material to make sure students understand the meaning and use of key language.
Use at least two or three examples of the key language.
Present the key language in a written way (on slips of paper or on the board).

Key language comprehension checking: make sure students understand the key language through elicitation (questions, dialogues, etc.) If
the teacher notices that the key language was not understood, repeat the step. Be aware of the time.
Visuals, wall charts,
slips of paper,
puppets, realia, etc.
*Teachers role: model, encourager, prompter.
*Note: avoid using the activity book as a resource for presenting the key language. When asking questions, avoid being predictable.
Practice
Reinforces the key
language previously
presented through
semi-controlled to
freer activities.
Time: 15-20


Teacher promotes activities which facilitate the use of the key language presented. The activities must be related to the presentation, varied
and student-centered.
Promote different interaction patterns (individual, pair, team, whole group)
Focus on developing the language skills (listening, reading, speaking, and writing) in real life situations.
Go from controlled to freer activities.
If necessary, prepare complementary activities to the ones in the book.
Monitor to assure productive and independent work.
In order to provide meaningful feedback, implement strategies to consciously check students work in oral or written form.
Provide students with opportunities for them to reflect on language features, meaning and use in an inductive way.

*Teachers roles: supporter, monitor, facilitator, information collector, feedback provider, encourager, etc.
Book, handouts,
worksheets,
notebook, wall charts,
products, audio,
visuals, realia,
PowerPoint
presentations,
technology, registro
de evaluacin
format, etc.
Application
Fosters students
independent use of
the language in real
life contexts through
socialization.
Time: 10-15
Teacher has students apply the language learned in communicative social situations in a freer way. Teachers participation should be minimal.
Emphasize interaction through communicative activities.
Take advantage of this step to register information on students performance. Notice what students have learned and what needs to
be reinforced in order to make decisions and give meaningful feedback.
Promote collaborative work.
Allow students to demonstrate what they can do with the language.
Wrap up
Close the class with a quick overview/reflection on what students have learned.
*Teachers roles: monitor, supporter, information collector, feedback provider, encourager, etc.
Book, handouts,
worksheets,
notebook, wall charts,
products, audio,
visuals, realia,
PowerPoint
presentations,
technology, registro
de evaluacin
format, etc.

Personal Aim:

Reflects a personal challenge to overcome when teaching.
Comments:

Reflection on what worked well in the class or not and why.

In order to have a successful class it is very important to:
Make sure all the activities and steps of the class help you fulfill the class objectives.
Avoid skipping steps and sub-steps.
Provide short, clear instructions and always model an example to assure students know what to do in each activity.
Take advantage of any step of the class to assess and register students performance.
Use extra materials for each class. They should be appropriate (colorful, visible, attractive and according to students age), meaningful and varied.
Be aware of timing and optimize it.
Every class must be planned, even the classes that are not regular such as spelling bees, reviews, exam administrations, etc.
Be descriptive in the procedure you are going to follow when filling in the lesson plan format.