Lesson planning One of the most common questions among language teachers is in

which direction should i go

when entering the classroom

It is one of the difficult questions to answer since we must first know another question where

you want to go? ....

It is at this point that we must think of a plan,

We will start by defining lesson planning as the set of daily decisions a teacher makes for the

successful outcome of his students

According to Tyler( 1949 ), good planning must develop sequentially between four steps.

1.Specify objectives

2. Select activities

3. Organize learning goals

4. Specify assessment method

Taylor (1970) investigates this method and determine what the vast majority of teachers did

not follow this sequence and what best suits the interests of their students.

Based on these investigations, Yinger (1980) developed an alternative method in which

planning was developed in stages.

First stage:
Conception of the problem in this cycle, the teacher discovers the objectives.

Second stage: see the problem and a solution achieved

Third stage: finish with the implementation of the evaluation

yinger suggests that this method take into account what happened before and what may happen

in the future.

These are the six reasons why a teacher aborts his original planning ...

1. Serve the common good (a student poses a problem and is determined to combine with

others).

2. teach until the last minute (due to a last minute event)

3.more there is the lesson (to promote the development of the lesson)

4.to accommodate the learning style (if the original plan does not take into account the majority

of students

5.by invitation (promote participation)

6. Wealth distribution (to encourage laggards and prevent assets from dominating learning time

Conclusion

a planning is subject to infinite changesit is for this reason that despite being well achieved, it

must be flexible to accept changes that adapt teaching to success

the teacher must be attentive to the changes and needs of their students to adapt their planning to

the well-being of learning