Lesson Planning I

Aims and the front page

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Why plan?!
But remember it’s a plan…

..it’s not set in stone.

Prepare thoroughly…

…but teach the learners, not the plan.

Jim Scrivener
What’s in
a plan?
 Front Page Procedure
Aims
Materials
Assumptions/ Activity Stage
previous learning
Personal aim
Timing
Interaction pattern

Stage aim Anticipated problems

Aims
Aims
(what I’m teaching)

or
Outcomes
(what the students will learn)

Which is better?
Main aim Sub-aim

Different kinds
of aims

Stage aim Personal aim

Aims answer the question…

‘Why?’
(the linguistic purpose)

NOT ‘What?’ (the activity)

The learners will do a role play
about finding a flatmate.

To practise using ‘have to’ and

‘can’ to ask about permission
and obligation
Needs to be specific
 Good aims or not?
• to present and give students practice of the second conditional.
• to practise speaking in pairs.
• to help students improve their listening skills by giving practice
in listening for gist and specific information.
• to teach some grammar.
• to enable students to talk about learning to drive by presenting
and providing practice of the following phrasal verbs: get in, put
on, put into (gear), pull off, set off.
• to give freer practice of the new vocabulary listed above.
• to get to the coffee break.
For grammar & lexis:
To teach….
To introduce…
To revise….

…the present perfect for experience

…phrasal verbs associated with relationships
…functional exponents for making
suggestions
For grammar & lexis:
To give controlled/ freer
oral/ written practice

…of the language taught

For receptive skills:
To give practice in…

..listening/ reading for gist

..reading/ listening for specific information
…skimming and scanning
…guessing meaning from context
For productive skills:
To give controlled oral/ written practice of…

To give oral/ written fluency practice.

Which of the following assumptions are useful ones on a lesson
plan?

• The students may know most of this already.

• The students are familiar with the form of the present perfect
and regular past participles.

• The students have practised the target language in controlled

practice (i.e. a drill) already so should be relatively accurate in
freer practice (i.e. a roleplay)

• Students know the present simple, present perfect simple and

continuous, modal auxiliaries, vocabulary connected with
crime, vocabulary connected with personality, how to write
business letters, how to interrupt politely.
To give clear instructions using
a demonstration of each
activity

To increase student talking

time

To try using delayed correction

techniques in the speaking
activity
 Lesson Planning II- Procedure
Lesson Planning III- Anticipating
problems