Lesson

Planning
Empowerment program
 What is a lesson plan?
Its the framework for my lesson.
Its the map I follow during class.
Its a pain in the neck.
Its the product of my thoughts
about the class to give and what I
hope to achieve.
 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.
 Why 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.
 Why 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.
 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?
 Planning the class

4. Do you write down your objectives?

5. Do you actually look at your notes
during the lesson? If so, rarely?
occasionally? frequently? Why?
6. What do you do with your
lesson notes after the
lesson?
What to consider?

NGAGE

TUDY

CTIVATE
 What 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.
 What 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.
 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.
Were doing unit
3A. Its about
Present Simple
 Were going to
practice Present
Simple
 Were going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines
 Were doing unit
3A. Its about
Present Simple Were going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines

Were going to
practice Present
Simple
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.
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.
 What is the main
aim for this lesson?
And the
subsidiary aim?
 When do we write the
aims?
a. Immediately when we start writing the
lesson plan.
b. After youve pondered on what part of the
lesson youll dedicate more time to.
c. Only when you know youll be observed.
d. All of the above.
e. None of the above.
 Are my aims correct?

Your aims should answer:

Why are we going to do
the lesson?
What is the learning
purpose of this lesson?
 What are the stages in a
lesson?
Warmer
Contextualization
Pre-teach vocabulary
Reading / listening
For gist
For specific info
 What are the stages in a
lesson?

Language/Lexis
input
Controlled practice
Freer practice
 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

 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.
 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.
 Warmer
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.
 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.
 How would you
contextualize this
lesson?
 What could the teacher say to introduce each new
stage of the lesson? Introducing each stage:

1. Do you remember last weeks lessons? We learned some words

for clothes. Can you remember them?

2. Now, lets learn some new words. Here are some clothes. What
are they made of? . . .

3. Lets 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, were going to read about other countries. First, look

here are three countries (writing on board). Where are
they? . . . *
Pre-teach vocabulary
Before the listening or reading
text.
Dont teach all vocabulary.
Teach only the vocabulary
required for the
listening/reading activities.
Pre-teach vocabulary
Illustration
Mime
Synonyms/Antonyms
Definition
Translation
Context
 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.
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.
 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.
Language input
Use the reading/listening
text as the model for the
language.
Use a guided discovery.
Show meaning, form and
if necessary pronunciation
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.
 Write a guided
discovery for this
lesson
 Controlled
After
practice
language was
introduced.
They focus only on the target
language.
It gives the Ss their first
chance to use the acquired
language.
 Controlled
Why?
practice
To allow the students to internalize the
new language so that they understand
it.
They know how and when to use it and
theyve had a chance to produce it.
It helps to fix the language in
the students mind.
 Controlled
practice
By its nature, controlled practice
can be very repetitive.
Ss can become bored and lose
interest.
Be sure the activities dont go on
for too long.
Have a good variety in the
practice stage.
Controlled practice
Drills
Gap-fill
Sentence completion
Quizzes
Games
Tests
Information search
Dictation
 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.
 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.
Dont interfere.
 Freer practice
Let your Ss make mistakes.Thats
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.
What would be a
good freer
practice for this
lesson?
 Procedure
What the teacher and the

students will be doing during

any specific stage of the class.

 Procedure
Each and every activity no
matter what type!!! is always
divided into three parts:

Set-up.
Student engagement.
Reportback / Feedback.
 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.
 Learning Aim
Contextualization

To get ss. attention.

To activate ss. passive
knowledge.
To motivate engagement.
 Learning Aim
CLOSURE

T charms ss.
Keeps job.
Ensures good evaluation.
Makes Emma and
Paulina happy
 Bibliography

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.
 Bibliography

Spratt, M.; Pulverness, A.; Williams, M.; The TKT

Course; Cambridge ESOL; 2003
Heath ORyan, Jem; The CELTA Course
handouts; 2007
http://www.teachingenglish.org.uk
John 3,16
John 3,16