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LESSON PLANNING

Lessons may differ

time
topic

atmospher e

methodolog y

material s

Their main objective is

LEARNE R

LEARNING involving

TEACH ER

WHY PLANNING?

to have a clear idea of where we are going to help us focus on specific student needs to have time to make decisions to be prepared to overcome potential difficulties to show respect to our students

A) What does a lesson involve?

C) How are we to organize its contents?

When planning we have to consider

B) What should we bear in mind in devising a lesson plan?

D) How can we assess the effectiveness of a lesson?

A) WHAT DOES A LESSON INVOLVE?


Transaction Interaction Goal-oriented effort A satisfying enjoyable experience A role-based culture A conventional construct A series of free choices

B) WHAT SHOULD WE BEAR IN MIND IN DEVISING A LESSON PLAN?


The learners The aims The teaching point The teaching procedures Materials Classroom management Indicators of achievement

Varying activities

C) How are we to organize its contents?

Organizing components

tempo Active/passive Stir/settle Ways of varying a lesson organization Mode and skill

mood topic

difficulty

GUIDELINES FOR ORDERING COMPONENTS OF A LESSON

Put hard tasks earlier

Have quieter activities before livelier ones

Think about transitions

Pull the class together at the beginning and at the end End on a positive note

EVALUATING LESSON EFFECTIVENESS a) b) c) d) e) f) g) h) i) j) the learners were active all the time the learners were attentive all the time the learners enjoyed the lesson, were motivated the class seemed to be learning the lesson went according to plan the language was used communicatively throughout the learners were engaged with the language throughout

?
When you sit down to draft a plan, think about

AIMS MATERIALS ASSUMPTIONS ANTICIPATED PROBLEMS TIMING STAGES SPECIFIC AIMS At each stage you may ask yourself:
How does this task relate to the aims of the lesson? Why am I proposing this task before and after others? Is this activity congruent with the time suggested? Will my students derive benefits from doing this? Is this activity methodologically sound? Is this activity realistic for my group?

COMMENTS

Length: Objectives: Materials: Assumptions: Anticipated problems:

INTERACTION TIME T L 5 L 10 L L L L L

ACTIVITIES

AIMS

COMMENTS

End on a positive note

Pull the class together at the beginning and at the end