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Lesson Preparation and Planning

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Sarah Gerges
University of Tyumen
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Applied linguistics, Russia, 2022
Sarah Nady Nekhela Gerges, sara_nady@mail.ru
Tyumen Governmental University (ТюмГу)

Lesson Preparation and Planning

introduction
There are numerous approaches to teaching process. Thinking about the
goals of the lesson you're about to teach is a fundamental skill for a teacher,
and it influences the decisions you make as the lesson progresses.

Planning is a type of thinking ability

It's helpful to know what you're going to do before starting a lesson. The
more prepared you are, the more likely you will be able to deal with whatever
happens. Planning expands your options and increases your chances of a
successful lesson. Planning is visualizing the lesson before it occurs. As a
general rule, plan ahead of time. However, in class, focus on the students
rather than the plan. As a result, you should be prepared to respond to the
learners and adapt your plans as you go. Thinking through potential content
and problems before class allows you to make informed decisions that set
you free in class.

What is the goal of lesson preparation or planning?

The main goal of lesson planning is to develop a perfect environment in class
for you as a teacher and for children to improve lesson and receive
information from you, so that they'll do their best. There are several general
areas to consider:

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 • Atmosphere: Can you imagine how the lesson will realize for a specific
student? \ Can you picture the typical atmosphere and appearance of the
lesson?
• The students: How will the lesson keep the students' attention? \ Will they
have fun while learning? \ Will it be beneficial to them?
• The objectives: What will the students learn? \ What do you want to
accomplish for yourself?
• The learning objectives: What is the topic of the lesson—the skills or
language areas that will be studied, as well as the topics you will cover?
• The tasks and procedures for teaching: What activities will the students
engage in? \ What activities will you engage in? \ In what order will they
appear?
• The difficulty: What in the lesson will present a challenge to the students?
• Materials: What texts, recordings, images, exercises, role cards, and so on
will you employ?
• Classroom management: What are your thoughts? \ How will the seating
be set up? \ How long will each stage take? \ Can you visualize the work
groups, the movement, and the lesson's changing pace?

Important factors to consider when planning

When planning, the two key questions are frequently considered to be:
• What in my procedure? "How will I organize my tasks and activities?"
• What are the lesson's objectives?
If you can be specific about what you want your students to achieve by the
end of the lesson, the other question may become easier to answer. For
example, if your goal is "By the end of this lesson, my learners will have
improved their ability to hear and pronounce the vowel sounds \i\ and \i:\,
you are already clear about where the lesson is going, and you can start
thinking about how you can go about achieving this end, what materials you
need, how you will arrange the class, the chairs, and so on. So, you can start
to select or invent some interesting activities to help reach this aim.

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Lesson objectives (aims), for each lesson you teach and each activity within
that lesson, it is useful to be able to state what the objectives are. It is
important to mentally separate:
- The materials that will be used
- The activities that will be carried out
- The teaching point (the language skills or aspects that will be worked on)
- The topic or contexts that will be used
- The lesson objectives
You may have personal goals for the daily running of a lesson, such as "I
will try to talk less," "I will make sure the seating is rearranged when the
activity changes," or "I will keep an eye on Maria to make sure she doesn't
get lost." The most important goal is usually concerned with intended student
achievements: what they will have learned, skills they will have improved,
and points they will have reached by the end of the lesson. This is commonly
referred to as the "main goal" of a lesson.

Planning becomes much easier if you understand how people learn

languages.

How do students acquire language skills?

We need a clear idea of how we think people learn language if we want to

plan lessons that are more than just random entertainment.

A system of symbols that allows people to communicate or interact is one

definition of "language." These symbols can take the form of verbal and
written forms, gestures, and body language.
Language can also be defined in terms of the four basic language skills:
listening, speaking, reading, and writing. Each of these skills must be
addressed in your teaching. (See image below)
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Image: How do students acquire language skills

Authentic exposure
This is exposure to language when it is being used fairly naturally. For
example:
➢ Reading magazines, books, articles, product labels, etc.
➢ Listening to small talk and listening to recordings, radio, etc.
➢ Watching English films or television channels (e.g., Cartoon
Network)
➢ Living in a place where the language is used
➢ Hearing incidental language used in class
➢ Reading pieces of language on notices, posters, etc. around the
classroom

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Restricted exposure
Exposure to texts specifically designed to be accessible to learners-and
probably to draw attention to specific language points.
The texts will often:
➢ Be specially designed for learners, providing clear examples of target
language
items being used in context;
➢ be simplified through use of graded language;
➢ have unusually high quantities of specific target language items.
Learners may:
➢ Listen to you say sentences that exemplify the language point you are
aiming to work on.
➢ Read or listen to coursebook texts designed to present features of
certain Activate Wand, language items,
➢ read examples of particular features of language in a grammar book.
Authentic output
Speaking or writing using the full range of language learners have at their
disposal.
For example:
➢ Discussions
➢ Small talk ‘café’
➢ Chatting class
➢ Meetings
➢ Write gap-fill exercises
➢ Repeat what I say
➢ Simple games based on saying very sentences, e.g., Sally says

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Writing a lesson-plan procedure
After you've written the background information, the other critical
component of a plan is a statement of the lesson's intended procedure. This
is frequently done as a list of separate stages, each with its own name, such
as "presentation," "practice," "feedback," and so on.
You need a plan that simply and clearly outlines the intended stages-in
enough detail to be “imaginable” by someone else, include:
❖ The essential steps of each stage
❖ Classroom management information (groups-individual- who will
talk, etc.)
❖ Do not use long description of everything that will happen
❖ Do not use detailed description of routine action, e.g., stand up
❖ Do not use word-for-word texts of all your instructions and
explanations.

Achievement aims
The teaching point—the subject of the lesson in terms of language skills—
could be, for example, 'reading comprehension of information' or 'writing
answers to questions’ and the topic is for example, 'tourist in Egypt.'
The achievement goals necessitate a little more thought. You understand
how the activity will function, but why are the students participating? How
will doing this activity, using this material, and improving their English help
them?
Aims are the outcomes of the lesson from the learner's point of view. It can
be beneficial to begin with a phrase such as 'by the end of the lesson, the
learners will have... or will be better able to...'

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The Benefits of Lesson Planning

• It motivates the teacher to improve future lessons.

• It aids the teacher in evaluating his or her instruction.
• It also helps the teacher develop self-confidence.
• Proper care is taken to consider the level and prior knowledge of
students.
• The teaching material is organized in a time frame, despite the fact
that preparing and writing a lesson plan takes a long time.
• It motivates the teacher to ask pertinent and relevant questions.
• It directs the teacher as to what and where he should teach.
• It also aids in the creation of student interest in the lesson.
• It encourages the teacher to think in a systematic manner.
• It assists the teacher in properly understanding the objectives.

Conclusion

A lesson plan is a road map that teachers use to organize daily activities in
their classrooms. It specifies what students will learn during each class
period, how the lesson will be delivered, and how student progress will be
assessed.

A lesson plan is typically a one or two-page document divided into sections

that describe what will happen in the classroom on each day. While no two
plans are identical – the specifics vary depending on the subject being taught,
grade level, teacher, students, and school – effective plans share the
following key components:

- Lesson objectives: what students will learn or even be able to do after the
lesson

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 - Learning activities: the activities in which students engage in order to
achieve the lesson objective.

- Time requirements: the amount of time allotted for each learning activity

- Assessment: how will teachers assess learning outcomes?

- Evaluation and reflection: a summary of what operated, what didn't, and

why.

References

❖ Jim Scrivener, Learning Teaching. The Essential Guide to English

Language Teaching, third edition, Macmillan books for teachers.
❖ Gorge literacy, The Four Basic Language Skills, Columbia Gorge
Community College, Teaching Adults, An ESOL Resource Book,
Developed by Pro Literacy America.

❖ Himanshu Mallick, what are the advantages and disadvantages of

lesson planning, Preserve Articles.

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