DAILY LESSON PLAN FORMAT

TEACHERS NAME:

MAIN AIM:

WEEK /
LESSON:

LEVEL:

The aim might be based on a language point (grammatical, lexical or phonological), or on a skill (reading, writing, listening or

BOOK:
LESSON:

speaking)

SUBSIDIARY AIMS:

CRN:

This aim of the lesson could be the language or skills learners must be able to use in order to achieve the principal

objective of the lesson

PREVIOUS
KNOWLEDGE:

ANTICIPATED
PROBLEMS:

STAGE

WARM UP

PROCEDURE

This gets students into the "English mode." The lesson

may represent the only chance for students to use the
language. Consider that they might not have spoken
English since the last session.

This is a series of steps the

teacher takes to achieve the main
and subsidiary aims. These steps
are the warm-up, the learning
stages, the consolidation and the
extended learning activities.

INTERACTION
This refers to
the patterns we
use in the
classroom: in
pairs, sitting in
a circle

The stages that you will depend on the type of lesson. It

can be a traditional PPP model, a situational presentation,
or different techniques to present new language. These
stages could be either oral or written. Finally, a production
stage is expected.

ANTICIPATED
SOLUTIONS:

REFLECTION

TIME

MATERIALS
At UVM, materials
could be the
projector, board,
posters, a
textbook, a
workbook, a
cassette, a CDROM, a video, a
photocopied
handout, a
newspaper, a
paragraph written
on a whiteboard:
anything which
pres

RESOURCES

These are
intangible
resources such
as corporate
images, brands
and patents,
and other
intellectual
property exist in
abstraction.

LEARNING

SKILLS

SUBSKILLS

STAGES

These refer to the

four macro skills.
These are usually
learned in this
order: listening,
speaking, reading

They are specific

behaviors that
language users
do in order to be
effective in each
of the macro
skills.

CONSOLIDATION

EXTENDED

This is a step for the teacher to analyze whether the activity

worked or not,what they learned from the experience, how
EVALUATION:
they can improve their performance.
This is a that set of activities some people call homework, but they also include some reports or research done to practice the language
FORMATIVE

LEARNING
ACTIVITIES:

focusing on the functions, not the structure.