Session 2:

Making Lesson plan, Teaching Vocabulary

- How to make a lesson plan?

- How to teach vocabulary?
How to make a lesson plan?
 Lesson Planning

What is a Lesson Plan?

 A Lesson Plan is a framework for a lesson.
 Lesson Plans are the product of a teacher's thoughts
about his/ her classes, what they hope to achieve, and
how they hope to achieve it. When you first start
TESOL teaching it is a good idea always to have your
Lesson Plans written down.
 There are four basic skills in any language:
 the receptive skills of listening and reading
 the productive skills of speaking and writing.
 Lesson Planning
Every lesson is unique and is made up of different
stages. Lessons can focus on grammar, listening,
speaking, reading or writing. They may contain listening
and speaking activities and concentrate on introducing
new language items or on revision. They may contain
reading or writing activities and concentrate on
practising what has just been learned.The actual
language content will depend on what the teacher aims
to achieve during the lesson, the students and the
teaching situation.
Course Outline
 Lesson Planning

1. Aims of planning a lesson

One of the main principles of lesson planning is
establishing clear, realistic aims for your lesson.
If the subject is too difficult, your students will become
frustrated and unmotivated. If it’s too easy, your
students will become bored and restless which leads to
behavioral problems.You need to consider what the
students know already, and what the students need to
know in the future when setting your aims.
 Lesson Planning

2. Objectives of a lesson
We don't get into a car without a clear idea of where we are
planning to go, and the same should be true of lessons that
we are planning to teach. Teachers need to know what it is
they hope to achieve in the lesson, that is, what the
students should be able to do at the end of the lesson that
they couldn't do before.
Objectives should be SMART
- Specific
- Measurable
- Achievable
- Relevant
- Timing
 Lesson Planning

3. Professionalism
Put simply, if we don't plan we look unprofessional; and if
we don't look professional we will lose the respect of our
students and our fellow teachers. What is more, we will
fail to give our students the best possible opportunity to
learn.
 Lesson Planning

4. Tailoring
Even if you are lucky enough to be teaching from
excellent material, that material was probably not
designed specifically for your students. Planning gives
you the chance to make excellent materials even better
by considering how you can adapt and apply it to your
students' needs.
Students take turn to be in front of the
class to ask three questions to guess
the chosen person.
1.Is he/she wearing_________?
2.Is he/she wearing __________?
3.Is he/she wearing ___________?
Make a circle. Play a game!
Teacher says: Change if you are wearing
jeans.
Students: change their positions, the teacher
takes one of the students’ position. One
slowest student will replace the teacher
position. And continue the game.
 Lesson Planning

5. Difficult Questions
Planning gives you the chance as a teacher to predict
possible problems and difficult questions that your students
may ask, thus increasing your confidence. In modern terms
this is seen as 'risk management', i.e. plan ahead, foresee
what questions or problems might arise from the material
being presented, and prepare appropriate responses.
 Lesson Planning

6. Variety
It is important to keep the students engaged and
interested. You need to use a variety of techniques,
materials and activities to keep your students
interested in the subject. As TESOL teachers, you are
usually expected to focus on the communicative skills
of lislening and speaking, however, it is fine to include
acvities that include reading and writing provided they
do not take up most of the lesson time.
 Lesson Planning
Recommended textbooks:
Pre-school: My little Island 1-3/ Show and Tell 1-3 / Super Safari 1-
3/Happy heart / Hurray!
Children: Let’s go/ Super Kids/ Family and Friends/ Everybody up/
English World/ Oxford Phonics/ Smart Start
Teenagers: Connect / More / Solutions / Activate/ Adventure/ Speak
now/ Scope / Think / Access Us / Smart World
Adults: Face2face / Cutting Edge / American English Files/ American
Headway/ International Express / Business Result / Speak Out /
Four Corners / Q Skills for success /Achievers
 Lesson Planning
7. Flexibility
However, well you plan a lesson you never actually know
what's going to happen in a class until it actually happens.
Exercises may take longer or shorter than anticipated, or
the students may be more or less interested in a topic
than you imagined. In these cases if the teacher sticks
rigidly to the Lesson Plan, the careful preparation may
actually have a negative effect. However, by having a clear
plan it is easier to be confident in adapting it if what
happens in the class is not what you expected and often
the lessons where you do go off the track are in fact the
best lessons.
What do we write in
our lesson plans?
 Lesson Plan
 Topic: Identifies the content focus of your lesson, e.g.
colours, family animals. The calendar, emotions,
designing a business plan outline…
Level: Identifies your students' TESOL level, e.g. Beginner,
Intermediate, Advanced…
Age: Students' age range e.g. 6-8 years. 14-16 years, 18+
(adult)…
Length: TESOL lessons can be anything from 30 minutes
to 90 minutes in length. If the lesson is longer than 45
minutes you need to consider having some type of
physical activity halfway through the class. Even in a 45
minute lesson, and especially with younger children, it
is a good idea to alternate between physical activities
and those where the students are sitting quietly.
 Lesson Plan

TESOL Methodology: This is the combination of approach,

method and teaching techniques you choose for your
lesson: e.g. communicative approach, Rassias techniques,
choral drills and role-play.
Language Skills: These are the four language listening,
speaking, reading, and writing. As a TESOL teacher you
should be focusing as much as possible on the listening
and speaking skills and assigning related reading and
writing tasks for homework.
Lesson Objectives: These are the outcomes you hope the
students achieve by the end of the lesson. They will be
related to the four language skills mentioned above and
must match the lesson topic.
 Lesson Plan

Lesson objectives: need to be measurable, e.g. "By the

end of the lesson the students will be able pronounce
happy, sad, angry and surprised. and point to flash cards
with faces registering the appropriate emotion” Same
measurable objectives are: pronounce, point to, say,
read, list, spell, write, copy, and draw, recognise,
identify, name, label, explain, describe, demonstrate,
perform, produce. etc.
Avoid using abstract words such as: understand, know,
learn, feel, experience, see, develop on awareness of.
discover, etc. These are difficult, if not impossible, to
measure (or assess).
 ATI Lesson Plan

Re-sources: These are the materials you will use in the

lesson. Wherever possible use realia (real life materials in
your lessons. For example, if you are teaching a lesson
about the seasons you might bring in a sunflower, a green
leaf a red leaf and a bare twig, or perhaps examples of
the types of clothing that would be worn during the
different seasons.

Procedures: 5 stages in a lesson

 THE FIVE STAGES OF
A LANGUAGE LESSON

Revision
1- Pre teaching
Warm-up
Lead-in

Setting up a 2 - Interactive 3 - Dynamic 4 - Perfect

context/ Presentation Practice Production
brain storming
Communication Mechanical Fluency
Manipulation
Accuracy Meaningful Students’
Teacher’s control Communicative free use of
Communication language
5 - Reinforcement Listening tasks
Reading tasks
Homework Writing tasks
How to teach vocabulary?
Let’s take part in an activity
about vocabulary teaching
- Students work in 2 groups
- Groups take turn to guess
words after hints
 If you’re happy
If you’re happy and you know it, clap your hands. X X
If you’re happy and you know it, clap your hands. X X
If you’re happy and you know it, and you really want to show it,
if you’re happy and you know it, clap your hands. X X

If you’re sad and you know it, say “ hu hu”. “hu hu”
If you’re sad and you know it, say “ hu hu”. “hu hu”
If you’re sad and you know it, and you really want to show it,
If you’re sad and you know it, say “ hu hu”. “hu hu”
 Teaching Vocabulary
- Vocabulary is very important to the students, especially at the early
stages when students are highly motivated to learn the basic words
they need to get by in the language.
- As a rule, a learner's receptive vocabulary (words the student knows
but doesn't use) is much larger than his or her productive
vocabulary (words the student knows and uses). Students can
usually understand many more words than they can actively use.
- How easy or difficult a vocabulary item is will largely depend on a
number of factors:
 Similarity to students' own language
 Similarity to English words already known
 Spelling and pronunciation
 Appropriacy
Selecting Vocabulary
One of the biggest problems of vocabulary teaching is how to select which words
to teach. Although the teacher is generally guided by the course and teacher's
book, the following criteria can be used:
1. Appropriacy to the students. www.englishprofile.org
2. Appropriacy to the task.
3. Frequency and coverage - how often are the students likely to use or come
across the language and can it be applied to different situations?
4. Teachability- for example, beginner students need very clear and visual
language.
What do students need to know about a vocabulary item?
 Meaning - what it means
 Pronunciation - how it is spoken
 Spelling - how it is written
 Use - how and when it is appropriate to use it
 Word grammar -where it belongs
 Interaction - how it interacts with and affects other words
 Tips for Teaching Vocabulary
Use flashcards for low level students.
Enunciate new vocabulary correctly, slowly and clearly.
Teach approximately 4-8 new words per lesson for
Beginner/Upper Beginner levels.
Teach approximately 8-10 new words per lesson for
Intermediate/Upper Intermediate levels.
Teach approximately 10-20 new words per lesson for Advanced
Use vocabulary games.
Build vocabulary by teaching synonyms and antonyms.
Give wordlists for homework tasks.
Pre-teach difficult vocabulary prior to a lesson.
Use visual aids.
 The Engage, Study and Activate Method for
Teaching Vocabulary
 Engage
The following methods can all be used to help engage
the students and to elicit or explain meaning:
 Realia
 Mime and action
 Pictures
 Contrast
 Discussion
 Songs
 Discovery
 The Engage, Study and Activate Method for
Teaching Vocabulary
Study
Study activities can include:
 Gap-fill exercises
 Word searches
 Crosswords
 Matching exercises
 Example sentences
 Pronunciation exercises such as drills
 Study from texts and dialogues 
 The Engage, Study and Activate Method for
Teaching Vocabulary

Activate
The activate stage of a vocabulary lesson may include such
activities as:
 Open class, small group or pair discussion
 Role-play
 Simulation
 Story building
 Material production task (poster, advertisement, etc.)
 Debate
 Techniques in TESOL
A Technique refers to each individual activity or task in
the lesson used for the purpose of teaching the
material. For example a 45-minute lesson on the story –
“The Princess and the dragon” could be made up of 5
techniques such as:
 Flashcards
 Games
 Story telling
 Worksheets
 Reading task
 Role-play
 1. Pre-teaching
Asking students if they know these fairy tales,
and then, leading in the new story.
The princess and the dragon
2. Presentation

Teaching vocabulary with different

techniques.
Teaching vocabulary by combining
skills
the king’s land
castle
3. Practice

Training students how to practice

the vocabulary
Task 1: Touch the pictures when you hear the words.
Task 2: Word catching
- Making a circle
- Students take turn to say out
loud one of 12 words we have
learned so far.
- The next person is not allowed
to use the word his/her friend
has jut used previously.
Task 3: What’s missing?
Write it down.
 Task 4: Spelling words
- Working in groups
- Each group has a set of letters.
- The teacher shows a card,
groups show the letters that
make a word
- The faster, the winner.
Task 5: Match the pictures to the words
 Task 6: Write the words

__ __ __ __ __ __ __ __ __ __

__ __ __ __
__ __ __ __

__ __ __ __ __ __
__ __ __ __ __ __

__ __ __ __ __ __ __ __
__ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __
 Task 7: Listening for one word
- Each group has a set of
flashcards.
- Teacher tells a story, when you
hear words you have just
learned, you have to show the
flashcards.
- The faster, the winner.
4. Production

Students can produce the

language in speaking, reading or
writing
 Task 8: Speaking a word
- Teacher tells a story, when he
shows the flashcards, students
say out loud the words.
Task 9: Read and put the paragraphs in
the correct order to make a complete
story.
Task 10: Read the story again and write a three or
four word answer for each question.
1.Where did the king family live?
They lived in_a golden castle___.
2. Who did they live with?
They lived with______________________
3. Where did the ogre lock the princess?
 He locked the princess in__________________.
4. What did the king promise to give the knights?
 He promised to give the knights ______________.
5. What did the ogre do when he saw the knights?
 He__________________when he saw the knights.
6. What did the friendly dragon do to save the princess?
 The dragon flew down to the tower, took a big fiery
breath and _____________ far away over the mountains
and into the ocean.
7. What did the princess say when the dragon took her on
his back and flew in the sky?
 She said: “_______________________________”
Task 11: Make it right. Find the
mistake, underline it and write
the correct word.
5. Reinforcement

Reviewing the vocabulary for

students
Task 12: Complete the puzzle crossword