COMPONENT OF AN EFL LESSON PLAN

(material, equipment and procedure in a lesson plan)

By. ARIS AKBAR JAYA

1508042055
INTRODUCTION

Brown (2000:116) assumes that some caution is warranted,

particularly in relation to a curriculum or a lesson because the

difference between the status of English (EFL and ESL) is

significant and this dichotomy has been over-generalized in

recent years.
Lesson Plan

Asfaw (2002 : 2) assumes “lesson plans are prior decisions about the
instructional process to be conducted in a given educational situation”.
DISCUSSION

(Beetham & Sharpe, 2007:221) assumes that “teaching Plan comprises four key

elements: Main teaching point; Learning outcome; Resources; and Teaching

procedure”.
Format of Lesson Plan

Brown (2000:149-151) asserts the common format of lesson plan includes:

 Goal
 Objectives
 Material and equipment
 Procedures
 Evaluation
 Extra class work.
Materials and equipments

Elizabeth and Rao (2004:2) assert, ‘selecting materials should be

accordance with the aims and objectives of teaching, the likings and the

mental level of the learners’.

Types of materials and equipments in teaching EFL

Gebhard (2009:101-102) explains the materials and media which are

basically used in teaching and learning process into two forms:
Commercial materials and authentic materials.

Basically, materials used in EFL and ESL classrooms are created by four
groups of people: publishing companies, government agencies,
curriculum development teams at the school level, and classroom
teachers. When teachers teach in a public school in a country with
centralized educational system, they might find themselves teaching with
materials and media produced (or selected) by a government education
agency or committee.
Types of materials and equipments in teaching EFL

There are some partials of authentic materials asserted by Gebhard

(2009:103-104), they are Authentic listening/viewing materials,
authentic visual materials, authentic printed materials, realia used in
EFL/ESL classrooms.
Procedures

Harmer (2001:78) assumes “a procedure is an ordered sequences of

technique”.

Brown (2000:151) divides the sections into three main steps.

An opening statement or activity as a warm up.
• Warmer introduces the topic to students in a fun and engaging way. The
purpose is to interest students in what they are about to learn in the
lesson.
• Information about patterns of interaction (e.g. teacher-students, student-
student, whole class, groups, pairs, etc.) and timing (to describe how long
teachers expect things to take) as well.
• Closure
CONCLUSION

There many advantages for the teachers when they plan their lesson
before entering the class and giving the materials to the students, such
as: it gives teachers the opportunity to think deliberately about their
choice of lesson objectives, the types of activities that will meet these
objectives, the sequence of those activities, the materials needed, how
long each activity might take, and how students should be grouped.
Teachers can reflect on the links between one activity and the next, the
relationship between the current lesson and any past or future lessons,
and the correlation between learning activities and assessment
practices. Because the teacher has considered these connections and
can now make the connections explicit to learners, the lesson will be
more meaningful to them.