Lesson Planning

Table of Contents
Introduction.................................................................................................................................................1
Objectives....................................................................................................................................................1
Writing objectives....................................................................................................................................1
Interactions.............................................................................................................................................1
Resources................................................................................................................................................1
Lesson Plan Stages.......................................................................................................................................2
Warm-up Stage............................................................................................................................................2
Methods..................................................................................................................................................2
Introduction Stage.......................................................................................................................................2
Presentation stage.......................................................................................................................................3
Inductive method....................................................................................................................................3
Deductive method...................................................................................................................................3
Practice stage..............................................................................................................................................3
Production Stage.........................................................................................................................................4
Tips for production stage.........................................................................................................................4
Review and Homework Stage......................................................................................................................5
Lesson Planning for Young Learners............................................................................................................5
Cognitive development...........................................................................................................................5
Background and life experience..............................................................................................................5
Production...............................................................................................................................................5
Engaging activities...................................................................................................................................5
Assessment..................................................................................................................................................6
Summative assessment...........................................................................................................................6
Formative assessment.............................................................................................................................6
TTT lesson plan........................................................................................................................................7
Advantage...............................................................................................................................................7
Lesson Plan Delivery Tips.............................................................................................................................7
Opening...................................................................................................................................................7
 Scaffolding...............................................................................................................................................8
Providing time and space........................................................................................................................8
Transitioning............................................................................................................................................8

Introduction
A lesson plan:

 Serves as a record of what you have covered in class

 Tells whether an activity was effective
 Reminds of what you wish to accomplish next.
 Helps you plan and prepare future assessments.
 Indicates your professionalism as an EFL teacher.

Once you have created your plan, don’t feel it is “the law”. Rather, all experienced teachers know
that flexibility in delivery is key to addressing individual student needs and maintaining good class
management. 

Objectives
 The most important component of a lesson plan- describes the result of a lesson.
 These objectives use action verbs and should be written from the perspective of what the
learner will be able to do at the end of the session, not what the instructor will teach. For that
reason, it is common to start by using the SWBAT format.

Writing objectives
 Remember end goal
 Focus of the lesson- skills, language and content
 Use dynamic/descriptive language
 For e.g. SWBAT read a holiday story written in the past tense and explain the main idea in
writing.

Interactions
Who is speaking to whom in each part of the lesson? Make sure that the lesson is designed so that the
amount of Student Talking Time (STT) is greater than Teacher Talking Time (TTT). The students should be
doing most of the language production in any successful language class, so building STT directly into
your plan can be helpful. 
Resources
ACTFL proficiency guidelines: https://www.actfl.org/resources/actfl-proficiency-guidelines-2012/english
ACTFL can-do statements: https://www.actfl.org/resources/ncssfl-actfl-can-do-statements

Lesson Plan Stages

One of the most common lesson plan formats is the one known as Presentation-Practice-
Production (or PPP). A PPP language lesson can be broken down into seven basic stages: 

1.  Warm-up 5. Production
2. Introduction 6. Review
3. Presentation 7. Homework
4. Practice

NOTE: There are many variations of lesson plans and no one accepted format, almost all of them include
the basic components of language input, language practice, and student output. It is up to you to find a
lesson plan format that works best for you, your teaching situation, and the needs and goals of your
class and students.

Warm-up Stage
The warm-up stage includes greeting your students and starting the lesson. It serves as the students’
“entry point” into the English language and should be designed to help them ease into the second
language in a low-pressure way.

This may take the form of recycling a key component of the previous lesson or activating background
knowledge for the current one.

Methods
1. One or two open-ended questions related to the upcoming topic and give students 2-3 minutes
to discuss their answers in pairs or small groups. You can add pictures or  realia to accompany
the questions and encourage communication.
2. Brainstorming tasks such as creating a mind map or listing/ranking.
3. Taking surveys

Regardless of what activity you use in your warm-up, the questions or content should be easy and
contain language that the learners already have. All the activities can be done individually, in groups or
in pairs.

Introduction Stage
If the warm-up is connected to the lesson’s theme, an introduction may not be necessary. However, it is
often helpful to introduce the theme, find out what the students already know, and get the students
thinking about the topic.
  This can be done through the use of images or realia, questions, or general discussion.
 The introduction can also be a time to pre-teach some vocabulary that will be necessary to
comprehend the presentation.
 You also have the option to show students the activities you have planned on the board.  It is
perfectly acceptable to make in-class modifications to your plan in order to adjust to the
changing needs of your students.

Presentation stage
Inductive method
It involves starting with use of language before discussing form and meaning. Students can first read or
listen to this material and then be asked to explain language features such as grammatical rules or
vocabulary meanings for themselves before the teacher addresses them.

 Provide material that demonstrates realistic and natural examples of the language in use.
o Reading, a menu, a website, or anything with contextualized target language on it.
o Some sort of listening, like a recorded dialog or dictation.

Deductive method
It involves focusing on form/meaning before providing examples of its meaningful use. You can first
focus on the form and meaning of the target language by providing students with grammatical rules or
direct explanations of language features. Then, you can address examples of authentic language use by
interacting with that language in speech or written texts.

 Provide material that demonstrates realistic and natural examples of the language in use.
o Reading, a menu, a website, or anything with contextualized target language on it.
o Some sort of listening, like a recorded dialog or dictation.

Regardless of whether you use inductive or deductive means in the presentation stage, the language
examples should be meaningful and contextualized. In other words, don’t just explain some grammar
rules or give a list of vocabulary words.

It is also helpful if you take the time to connect the new language to what the students already know
and bring to the lesson. Finally, you can end the presentation stage by refocusing their attention on the
lesson’s language aims and explaining that the tasks ahead will help them practice this language.

Practice stage
In the practice stage, students are given the opportunity to practice and apply the new language
through a series of controlled and monitored activities. Most practice activities are close-ended.
Meaning, they have a specific targeted objective and perhaps have only one or a limited number of
correct answers.
Often, a lesson plan will include multiple practice activities such that the students can practice the new
language within different skill areas and groupings. Make sure you provide feedback, guidance, and
correction as they work. In this stage of the lesson, the emphasis is on “we (teacher and students) do.”

Video: https://youtu.be/0RtIXIbIraA

Production Stage
The focus of this stage is for the students to produce original context-driven language for the purposes
of meaningful communication, the skill focus is largely speaking or writing (or both).

 in pairs or groups (perhaps in different seating arrangements)

 on a range of activities that accommodate different learning styles
 covering more than one language skill area
 generally task-based

In the practice stage, language learners begin to explore and internalize the concept being presented.
Practices tend to have more controlled tasks and a greater number of comprehension checks. In the
production stage, what was just practiced is used as a springboard to create original language in a new
context that is as authentic as possible.

For most of the production stage, the teacher is managing time, making sure that students are on task,
and offering feedback only if requested. The focus of this stage is “you (the students) do.”

Tips for production stage

1. Include all skills
2. Instead of focusing on practice, look ahead towards the production and build backwards, in
order to be successful.
a. For e.g. If the production stage is interview role-play, it’s better to have students write
interview question in practice stage rather than doing a worksheet. This practice
(writing) helps in production (listening and speaking). Since practice includes controlled
tasks, it’s better to set expectations for specific vocabulary and/or grammar.
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Video: https://youtu.be/HR-wM4adnaE

Review and Homework Stage

The review stage is where the teacher reviews the learning aims, concepts and material covered,
checks for comprehension, and clarifies any questions the students may have. This can be achieved
through feedback on strengths and weaknesses in student performance and/or a review on how to
form and use the target language. 

The homework stage is where the teacher clarifies in both oral and written format the tasks that
students will need to complete outside of class. The amount of time it takes to explain homework will
vary according to task complexity and student level. In any case, do not simply point to the homework
on the board or hand out a worksheet as students walk out the door. You need to take the time to
explain directions and allow for questions. In many cases, it is best to start the assignment together
and have students finish it at home. In this way, you are able to ensure that all students understand
what is expected.  

Lesson Planning for Young Learners

Cognitive development
Young learners tend to have different attention spans than adults. As such, your lessons should strive to
be lively and engaging. Many teachers find that young learners stay on task better by setting up familiar
routines (e.g., always start with a song and end with a board race) and rotating activity types (e.g.,
calming activities versus wake-up activities). 

Background and life experience

Young learners have less life experience and cognitive capacities than adult learners. For that reason, it
is best to focus on concrete ideas and vocabulary that students can easily see or understand. As young
learners progress in age and proficiency, vocabulary can take on more complex forms and the
introduction of more abstract vocabulary will become possible.
Production
With very young learners under the age of 5, the level of production you see in a lesson will vary from
limited to nonexistent, depending on student age and development. If you choose to use
the PPP template as a starting point, consider revising the basic format and creating many
short practice activities with no production expectations or possibly only one very simple production
activity that avoids written production and focuses on speaking production at the word or phrase
level.  

Engaging activities
 TPR/TPRS
 Songs- With very young learners, you will want to make sure that they incorporate movements
that match the lyrics.  You will also want to be sure to select songs that have limited repetitive
vocabulary.

Common topics and activities for young learners

Common Topics Common Activities

Age animals, toys, body parts, basic foods, basic
2-4 colors, basic shapes, numbers to 10, basic
means of transportation, common verbs
(drink, eat, sleep), and verbs of movement (sit
down, stand up, jump, run, dance, stop)
Age animals, toys, food and drink, body parts,
5-7  shapes, colors, numbers, letters, holiday
vocabulary, weather, seasons, days of the
week, clothes, family members, means of
transportation, furniture, jobs, feelings,
school, common verbs, verbs of movement,
and daily activities
Age animals and their behavior, food and drink,
8- shapes, body parts, colors, letters, spelling,
11 numbers, counting, telling time, maps and
directions, holiday vocabulary, weather,
seasons, days of the week, months, daily
routines, hobbies, clothes, means of
transportation, family members, furniture,
jobs, feelings, school, common verbs, and
verbs of movement
Taken from Teaching English to Young Learners ITA coursebook (Divine, 2019)
simple and repetitive songs, nursery rhymes,
puppet shows, circle time, books read aloud by
the teacher that have simple repetitive
vocabulary, and games that require movement,
such as animal charades or Simon Says
simple and repetitive songs, nursery rhymes,
puppet shows, drawing and describing (e.g.,
animals or monsters), matching pictures, acting
out dialogues and stories, making books,
collecting things (rocks, leaves, etc.), sorting things
into categories, books read out loud by the
teacher that have simple and repetitive
vocabulary, cooperative games 
simple songs, short reading passages on an
interesting topic, games that require movement
(e.g., charades or Simon Says), drawing and
describing (e.g., animals or monsters), matching
pictures, putting pictures in the correct order,
acting out dialogues and stories, making books,
completing empty speech bubbles in comic books,
treasure hunts, map reading, and giving directions

Assessment
Assessment refers to a wide variety of ways that teachers collect information on students’ language
ability and achievement, whereas testing is a subset of assessment that seeks to formally measure
students’ achievements (Coombe, Folse, & Hubley, 2010).

Summative assessment
Summative assessment allows the teacher to determine what language students have acquired up to a
particular point in time. Formal tests given as mid-term or final exams are summative in nature.

Formative assessment
Formative assessment takes place during the instructional period and provides a way for the teacher to
make adjustments to the methods, materials, or lesson plan in real-time. These are often informal and
done at the end of a stage or lesson. Checking for comprehension in the review stage of a PPP lesson
plan would be considered formative assessment.

EFL teachers should also strive to create authentic assessments that mirror the tasks and language
skills students have already practiced in the classroom. 

For example, if you do paired role plays in class to practice orally giving directions, your assessment
should not ask the students to read a paragraph on giving directions and answer multiple choice
questions. Instead, the assessments should also be done orally on a comparable topic (e.g., using a
different map) to mirror the role play that was practiced in class.

Some examples of authentic methods of assessment include:

 portfolios  student presentations/writing with

 teacher observations scoring rubrics
 self-assessments  anecdotal records

TTT lesson plan

Step 1: Test
 The teacher administers some form of assessment covering a target language structure or skill
 Students use whatever knowledge they may already have to complete the assessment, free
from teacher involvement
Step 2: Teach
 The teacher uses the results of the first assessment to structure some input in the form of
meaningful examples, perhaps in the form of expanded and corrected answers to the previous
assessment, providing some teaching about target language or skill
 The students’ previous knowledge is highlighted, as are any gaps in that knowledge
 Students work through text and/or practice activities; the teacher facilitates 
Step 3: Test
 Students are tested again, using a similar (but different) assessment from step 1, allowing the
teacher to monitor student language usage 
 The teacher can use delayed error-correction (i.e., correct any issues/errors only after the
assessment is complete) to focus on any differences/improvements from the first assessment 

Advantage
The lesson content and teacher actions are driven by the results of authentic learner assessment .
No matter what lesson plan format is being used, it is important that your plans and assessments
encompass the needs of all learners, so you should plan both lessons and assessments that account for
various learning styles. This means that your assessments, just like your lesson plans, should regularly
include visual/aural, read/write, and kinesthetic components.

Lesson Plan Delivery Tips

Opening
 Starting each class in the same manner helps you appear organized and professional.
 Arrive at least 10 minutes before class begins to set up for the lesson. Consider displaying the
day’s schedule and learning objectives on the board for all to see.
 Begin with a welcome and greeting to your students. Answer any questions they may have. 

Scaffolding
 Scaffold your activities by tapping into your students’ background knowledge prior to taking
on new tasks. You might also review the language point from the previous lesson with
your warm-up activity, especially if the current lesson’s aims build from it.
 Always provide them with clear instructions for each activity and stage, either verbally,
visually on the board/screen, or through clear modeling.

Providing time and space

 Give your students a time limit for each activity. It’s often a good idea to negotiate with them
on what a reasonable amount of time is to finish.
 Once they start working in the practice and production stages, give students space and take
yourself out of the picture as much as possible. You can circulate, monitor, and provide
assistance if needed.
 Make a time announcement when five minutes remain for each activity (less if the activity is
shorter).

Transitioning
 When time is up, get everyone’s attention and begin to debrief or transition. If a student has
questions, try to elicit the answer from peers whenever possible.
 Upon completion, use the new knowledge to scaffold to the next activity, preferably one that
expands on what students just did.
 Deal with any potential gaps in the timing of transitions by always having filler activities handy
(or think of ways to extend the current activity for students who finish early).