MODULE 2 Lesson 19 Identifying the

different components of a lesson plan.

 MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.

A figure of speech in which a word or

phrase that ordinarily designates one thing
is used to designate another, thus making
an implicit comparison, as in “a sea of
troubles” or “All the world's a stage”
(Shakespeare).
MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.

•a variety show
 MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.

Which of the metaphors shown in the next box expresses

best, in your opinion, the essence of a lesson? There is of
course, no ‘right’ answer, but your choice will reflect your own
conceptions.

METAPHORS FOR A LESSON

•a variety show •a conversation
•climbing a mountain •doing the shopping list
•eating a meal •a football game
•a wedding •a symphony
•a menú •consulting a doctor
 MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.

1. planning changes of teaching ( I ) A. Students´ (group) profile

2. Connection of current lessons with previous lessons ( B ) B. Timetable fit
3. Grouping students in the classroom ( G ) C. Procedures
4. Predicting students levels and what they are able to do ( K ) D. aim(s)
5. Extra work at home ( M ) E. Teaching aids
6. Secondary focus of a lesson ( H ) F. Possible solutions
7. It gives general characteristics of the individual students orG. Interaction patterns
whole group ( A ) H. Subsidiary aim(s)
8. The most important component of a lesson plan ( D ) I. Personal aims
9. Length of tasks ( L ) J. Anticipated language
10. Actions to solve problems ( F ) problems
11. Brief descriptions of tasks and activities ( C ) K. Assumptions
12. Different things a teacher needs to teach a lesson ( E ) L. Timing
13. prediction of problems in language before teaching a newM. Homework
lesson ( J )
• Timetable fit
• 1. ( D )
• Main aim(s)
• 2. ( A )
• Subsidiary aims
• 3. To listen for detail to a model story
• Personal aim(s)
• 4. ( E )
• Assumptions
• 5. Students can already form sentences accurately
• Anticipated language problems
• 6. Students may use present tense
• Possible solution
• 7. ( C )
• Procedures
• 8. ( B )
• 1. Check vocabulary from the last lesson ( )
• 2. Introduce the topic and elicit/present new words and
phrases ( )
• 3. Learners reorder jumbled paragraphs of a text ( )
• 4. Learners match words in the text with possible meanings
( )
• 5. Learners answer true/false questions ( )
• 6. Learners underline examples of reported speech. ( )
• 7. Learners exchange texts and give feedback. ( )