LESSON: LESSON PLANNING

Dr. Sujeeva Sebastian Pereira

Importance of Lesson Planning

Students’ Needs Syllabus(Aims & Objectives) Aims & Objectives

Of Lesson

Achievement of
Syllabus Aims
& Objectives
Achievement of Lesson Lesson Procedure
Aims & Objectives

Satisfaction of
Students’ Needs
What is a lesson plan?
• A lesson plan is a framework for a lesson. A lesson
is like a journey and the lesson plan is the map
which guides the teacher along the correct route. It
shows you where you start, where you finish and
the route to take to get there. The lesson plan sets
out what the teacher hopes to achieve over the
course of the lesson and how he or she hopes to
achieve it.
WHAT SHOULD GO INTO AN
ENGLISH LESSON?
• The following three elements should be there in any
lesson:
• Engage: Getting the students interested in the lesson
and involving them in the lesson. Students who are
interested in, involved in and enjoy what they are
studying tend to make better progress and learn
faster.
• To gain the interest of the SS, the Tr. should make
the lesson, interesting, enjoyable and relevant to
SS’s needs. A variety of activities should be used.
• Study: Every lesson needs to have some kind of
language focus. The study element of a lesson
could be a focus on any aspect of the language,
such as grammar or vocabulary and pronunciation.
Or it could focus on the four language skills
listening, speaking, reading and writing. A study
stage could also cover revision and extension of
previously taught material.
• It is also proof that some sort of
preparation has been done by the teacher.
The effectiveness of a teacher in the
classroom is determined by the
preparation that has gone into the lesson.
• Activate: For students to develop their use of
English they need to have a chance to produce
it. In an activate stage the students are given
tasks which require them to use not only the
language they are studying that day, but also
other language that they have learnt
previously.
Why is it important to plan a lesson?

• Teacher needs to be aware of his or

her aims for the lesson. Teachers
need to know what it is they want
their students to be able to do at the
end of the lesson that they couldn't
do before.
• A lesson plan
• - gives the teacher the opportunity to
predict possible problems and
therefore consider solutions
• - makes sure that lesson is balanced
and appropriate for class
• - gives the teacher confidence
• - is a teacher’s interpretation of a
small part of the syllabus of a course.
B. FORMAT OF A LESSON PLAN

• I Preliminary information
• a) Grade/Level of students:
• b) Subject:
• c) Unit/Theme.
• d) Skill(s) focused:
Listening/Speaking/Reading/Writing
• e) Language area(s):
Grammar/Vocabulary /
Language Functions
• f) Number of students:
• g) Duration of the lesson:
• II Aims
• Aim(s): What the teacher will
teach/what the students will learn.
• Objectives: What we want the
learners to be able to do at the end
of the lesson which they couldn’t
do at the beginning.
• (meet SMART Criteria)
Smart Criteria
• Specific
• Measurable
• Achievable
• Realistic
• Time-related
• Assumptions: What the teacher thinks
the students already know.
• Personal aims: Aspects of teaching the
teacher wants to develop or improve.
(Questioning, organizing pair work
and group work etc.)
• Anticipated Problems: What the teacher
thinks the learners may find difficult.
• Possible solutions: Action the teacher
will take to deal with the above
problems.
• III Materials and equipment: Teaching
aids, supplementary materials etc.
• IV. Instructional Procedures
• a) Stages of the lesson (vary according to
skill/language area taught)
• i) warmer – quiz/game/song
• ii) lead-in (focuses on the topic –
personalisation – making a link between the
topic and the students’ own lives)
Format of a lesson plan – summary
• 1. Preliminary Information (7 items)
• 2. Aims (objectives, personal aims, problems and solutions)
• 3. Materials
• 4. Instructional procedure
– a. Stages of the lesson (different stages for different skills and language areas)
– b. Follow-up activities
– c. Interaction patterns
– d. Homework
– e. Closure
– f. Reflection