Effective Lesson Planning Final 2

SCHOOL YEAR 2021 – 2022
--------------------------
1ST MEETING
1. CONTINUOUS ASSESSMENT
2. EFFECTIVE LESSON
PLANNING
www.myenglishpages.com
This Photo by Unknown Author is licensed under CC BY-NC
Mr. RHALMI Mohammed
Tel: 0700022643
Email: rhalmi.m.insp@gmail.com
Website: www.myenglishpages.com
TO PLAN OR NOT TO PLAN? THAT IS THE QUESTION
“If you fail to

plan, you are
planning to
fail.” B. Franklin
EFFECTIVE
LESSON
PLANNING
PRESENTED BY MR. RHALMI MOHAMMED
OBJECTIVES
By the end of this presentation, teachers will
be able to:
Define what a lesson plan is.
Understand the merits of lesson plans.
List the components of lesson plans.
Identify their personal theory about teaching and learning.
Apply their personal theory in the preparation of a lesson plan.

OUTLINE
Concept- defining
• Effective Lesson planning
Merits of lesson plans
Pre-planning
• Teachers’ knowledge
• Teachers’ Personal Theory of Learning/Teaching
Components of lesson plans
DEFINITIONS
Concept Defining:
Effective Lesson Plan
WORK IN GROUPS
Provide definitions of
• Effective
• Lesson
• Plan
• Lesson planning
WHAT DOES EFFECTIVE MEAN?
“Successful in producing a
desired or intended result.”
WHAT IS A LESSON?
“Something learned by
study or experience.” Merriam
Webster Dictionary.
LESSONS IN LANGUAGE TEACHING
A lesson is “a unified set of activities that

cover a period of classroom time... These

classroom time units are administratively
significant for teachers because they represent
"steps" along a curriculum before which and
after which you have a hiatus (of a day or
more) in which to evaluate.” - Brown (2001, p.149)
LESSONS AND THE CURRICULUM
A unified set of activities covering a period of classroom time
tio
1
7
2
6
lua
s on
so n
s on
s on
so n
son
Eva
Les
Les
Les
Les
Les
Les
n
Syllabus
Curriculum
WHAT IS A PLAN?
Dictionary definitions of a
plan:
1.a method for achieving an end.

2.a detailed formulation of a program of
action.
3.an orderly arrangement of parts of an
overall design or objective.
WHAT IS LESSON PLANNING?
“Lesson planning is the art of

combining a number of
different elements into a
coherent whole so that a lesson
has an identity.” Jeremy Harmer (2001,
p.308)
A SEQUENCE OF ROUTINES
Lesson planning can be described

“as decision-making about the
selection, the organization, and the
sequencing of routines”.
VISUALIZING THE LESSON
Lesson planning is the ability of the

teacher to visualize and forecast into the
future what, why and how the teaching-
learning process will take place.”
LESSON PLANNING (WHAT, WHY, HOW)
What Why How
Syllabus, content,
Rationale, approach, Methods,
activities, materials,
philosophy, theory, Procedures,
exam
objectives… techniques…
requirements…
PRE-PLANNING
What knowledge should

we have before starting
designing a lesson plan?
TEACHERS’ KNOWLEDGE
Knowledge of SS Content
Level of proficiency, learning
styles, age, gender…
Activities
Knowledge of
Syllabus Skills
Content and organization of
the syllabus (Structural,
notional/functional, System
situational…) + Exam
requirements
WHAT DO WE TEACH?
Grammar
System
Lexis
Listening
Receptive
Reading
Skills
Speaking
Productive
Writing
BEFORE YOU START DESIGNING PLANS
What’s your personal

philosophy of learning?
LEARNING
Learner doesn’t know Ignorance
Noticing (learners realizes that

Exposure (reading/listening) there is a feature he/she doesn’t

understand )
Learning
The gap pushes him/her to think

Trying to understand
(with teacher’s guidance)
Learners try to use the language

item (probably with some errors Practice
popping out)
Learners integrate the item into the

language system and uses it
Active use
hopefully with relatively minor
errors
THEORY OF LANGUAGE LEARNING
How do Do you think people learn better
because language is clarified and Things explained
you think explained by the teacher?
people
learn Do you think that learning occurs
language because the teacher draws learners’ Things discovered
attention to specific items and
? guides them to discover how they
are formed and used?
Do you think that learning occurs

spontaneously when learners are Things
exposed to authentic language? (unconsciously)
acquired
LEARNING BY EXPERIENCING OR BY BEING TOLD
PRINCIPLED LESSONS
Lessons 1. Present the TL and then invite
must reflect How your SS to practice and produce?
are
sound 2. Provide opportunities for SS to

principles you discover the TL, practice it and
use it in appropriate situations?
of language
teaching going 3. Ask the SS to do a task before
and to going through some language

focus and a follow-up task?
learning: teach?
LESSON PLANNING AND THE TEXTBOOK
Textbook Lesson plan

T’s
Textbook Lesson plan
intervention
Supplement, remove, reorder, ….

WHY LESSON PLANS?
Merits of Lesson Plans

MERITS OF LESSON PLANS FOR TEACHER?
FOR THE TEACHER
Provides direction and serves

as a guide & reference. Guarantees success (predicting possible

problems & considering solutions);
Promotes teachers’ confidence Helps teachers to reflect on, evaluate &
& reduces uncertainty. improve their teaching.
Helps teachers to avoid thinking on

Establishes classroom routines their feet and not to lose face.
(saves time and effort)
Economizes cost - time and energy.
Fosters professional
development and creativity
MERITS OF LESSON PLANS FOR TEACHER?
F O R T H E L E AR N E R
Provides learners with a

structured lesson: easier to Ensures that learners get a balanced
mixture of different materials,

assimilate. content and interaction types.
Helps learners to focus on Pushes learners to show more

objective(s). respect to their teachers.
Minimizes classroom misbehavior

Caters for different learning and disruptions
styles.
PLANNING
Components of a lesson
plan
COMPONENTS OF LESSON PLANS
Date, class, type
of lesson, title,
Objectives Activities
duration &
materials
Procedure Mode of work Timing
Extra-class work Potential problems Reflection

OBJECTIVES
“The trouble with not having a

goal is that you can spend

your life running up and down
the field and never score.” —
Bill Copeland
WHAT’S YOUR DESTINATION?
Departure
Destination
WHICH WAY?
MAZE
SMART OBJECTIVES
S Specific
M Measurable
A Attainable
R Relevant
T Time bound
OBJECTIVES
1. By the end of the session, learners will be able to distinguish between the simple
present and present continuous forms and use them appropriately to describe daily
routines, on the one hand, and actions that take place at the moment of speaking
on the other hand.

2. The teacher presents the present perfect using a context
3. By the end of the session, learners will be better able to form and use the simple
present in the affirmative to describe daily routines.
4. During the lesson, learners will be asked to come up with examples with the
simple present.
5. By the end of the session, learners will be able to use preposition of place
appropriately to describe objects in a kitchen.
1–3–5
ACTIVITIES
Sentence
Matching Gap filling Chart completion
completion
Answering Making a hotel Closing a deal on Summarizing a

questions reservation the phone text
Reading and
identifying the
Sequencing events Designing a graph …
verbs in the past
simple
PROCEDURES
E Encounter
C Clarify
R Remember
I Internalize
F Fluently use
LANGUAGE TEACHING PROCEDURES 1
Present
PPP
Practice
Produce
System
Noticing
Discovery
Guided discovery (observing/noticing hypothesizing, experimenting)
learning
Skill getting
Skill using
Pre-task (assigning and preparing learners for task)

Task-
based Task (learners perform the task)
learning Post task (working on gaps)

Pre-reading/listening
Receptive
While-reading/listening
skills
Post-reading/listening
1. Model text
Productive skills
2. Practice
3. Task setting
4. Planning (Structuring the output)
5. Production
6. Feedback
PROCEDURE & ACTIVITIES
Essentialism
Avoid long explanations
Avoid too many details

K Keep Avoid talking too much about

exceptions
I It Target the essential elements
S Short Variety is the spice of life.
S Simple Opt for guided discovery
Optimize exercise items

PRINCIPLES OF EFFECTIVE
PROCEDURES
Ease
Economy
Efficiency
MODE OF WORK
Individual
Pair work
Group work
MODE OF WORK
Interaction
T–S S-T S–S

INTERACTION PATTERNS
Individual work. (S) Collaboration. (S – S or Ss – Ss)
Pair work (S – S)
Student initiates, teacher answers.

(S – T)
Group work. (Ss – Ss)
Full-class interaction. (Ss – Ss)
Closed-ended teacher questioning (T –
Ss)
Open-ended teacher questioning (T – Teacher talk (T)
Ss)
Choral responses. (T – Ss) Self access (Ss – Ss)

US OR THEM?
This Photo by Unknown Author is licensed under CC BY

LEARNER-CENTEREDNESS
 Student
Student(s)  Students
 Teacher
TIMING
Introduction Production
and Controlled
or free
presentation Practice
of TL output
TIMING
Introductio Production
n& Controlled
or free
presentatio
Practice
n of TL
output
Optimal Teacher Talk Less Teacher Talk

REFLECTION
Were the objectives attained? Did I sequence the practice
activities from easy to more
challenging?
Was there only one type of interaction
that seemed to predominate? Did the Did the students demonstrate

teacher activity dominate?
understanding of the TL at the
Did the presentation stage take too production stage?
much time?
Did the I vary the modes of
Did I talk too much? work?
Did the SS practice enough to

Did I vary the type of activities?
automatize the TL?
PRINCIPLES OF LESSON PLANNING
Theory based
Coherence
Variety
Challenge
Flexibility
LET’S RECAP
A lesson plan is a unified set of activities that cover a period of classroom time.
Before designing a lesson, teachers must formulate their own personal philosophy of learning &
teaching.
• Do you think that SS learn because we explain the TL to them?

• Do you think that SS learn because they discover how language works with the help of guiding Qs?
• Do you think that only after leaners had tried to do a task using their own linguistic resources that accuracy based activities
should be introduced?
Lesson plan components include among other things class profile, objectives, procedure, mode of
work, timing, etc.
Objectives have to be SMART (Specific, Measurable, Attainable, Relevant, Time-bound.)
Procedures and activities should follow the KISS (Keep It Short and Simple) principle.
The exposure stage shouldn't’ take too much time. More importantly, SS have to practice and use the
TL
WEBSITE
MyEnglishPages.Com

Effective Lesson Planning Final 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Effective Lesson Planning Final 2

Uploaded by

Copyright:

Available Formats

SCHOOL YEAR 2021 – 2022

This Photo by Unknown Author is licensed under CC BY-NC

Mr. RHALMI Mohammed

“If you fail to

Define what a lesson plan is.

Understand the merits of lesson plans.

List the components of lesson plans.

Identify their personal theory about teaching and learning.

Apply their personal theory in the preparation of a lesson plan.

Merits of lesson plans

A lesson is “a unified set of activities that

cover a period of classroom time... These

1.a method for achieving an end.

“Lesson planning is the art of

Lesson planning can be described

Lesson planning is the ability of the

What Why How

What knowledge should

What’s your personal

Learner doesn’t know Ignorance

Noticing (learners realizes that

Exposure (reading/listening) there is a feature he/she doesn’t

The gap pushes him/her to think

Learners try to use the language

Learners integrate the item into the

Do you think that learning occurs

must reflect How your SS to practice and produce?

sound 2. Provide opportunities for SS to

and to going through some language

Textbook Lesson plan

Supplement, remove, reorder, ….

Merits of Lesson Plans

Provides direction and serves

as a guide & reference. Guarantees success (predicting possible

Helps teachers to avoid thinking on

Provides learners with a

mixture of different materials,

Helps learners to focus on Pushes learners to show more

Minimizes classroom misbehavior

Procedure Mode of work Timing

Extra-class work Potential problems Reflection

“The trouble with not having a

goal is that you can spend

on the other hand.

Answering Making a hotel Closing a deal on Summarizing a

Pre-task (assigning and preparing learners for task)

learning Post task (working on gaps)

Avoid too many details

K Keep Avoid talking too much about

S Simple Opt for guided discovery

Optimize exercise items

T–S S-T S–S

Student initiates, teacher answers.

Choral responses. (T – Ss) Self access (Ss – Ss)

This Photo by Unknown Author is licensed under CC BY

Optimal Teacher Talk Less Teacher Talk

that seemed to predominate? Did the Did the students demonstrate

Did the SS practice enough to

• Do you think that SS learn because we explain the TL to them?

Objectives have to be SMART (Specific, Measurable, Attainable, Relevant, Time-bound.)

You might also like