What makes a good
teacher?
What part does a lesson
plan play in teaching
process?
Why is it important?
What is a lesson plan?
A lesson plan is a detailed step-by-step
guide that outlines the teacher's objectives
for what the students will accomplish during
the course of the lesson and how they will
learn it.
Creating a lesson plan involves setting
goals, developing activities, and
determining the materials that we will use.
Planning continuum VS
Corridor planning and Jungle
path lesson
1. Every teacher is supposed to have an outline of what and how
they are going to teach.
Making notes, running order, or a plan
Clear evidence of the objectives
Sense of confidence
2. “Corridor planning”
No notes
Just ideas in your head what to do
3. “Jungle path” lesson (Jim Scrivener)
No pre-planning
Sense of carelessness and negligence
On the spot creativity
Using plans in class
Magic moments – falling out of plan (Ss take
unexpected interest toward the topic)
Sensible diversion – we teach something that
we had not intended to teach (Ss start trying to
use some new gr, or voc which we had not
planned to introduce).
Unforeseen problems – something we thought
was fairly easy, appeared to be difficult; we found
interesting, appeared to be boring; lesson
finishes earlier than we anticipated;
What might a pre-
planning stage involve?
Pre-planning stage
At this stage we gather ideas, material and
possible starting-off points.
Questions to consider:
Who are we teaching?
What are we teaching?
How are we teaching?
Syllabus types:
Grammatical syllabus (list of items such as
present cont, countable and uncount. Nouns,
comparative adj, etc)
Lexical syllabus (sequence of topics e.g.
weather, sport, music, etc)
Functional syllabus (apologising, inviting,
complaining, etc)
Situational syllabus (at the bank, at the travel
agent, at the supermarket), etc.
It will be difficult to sequence language if we focus
is just on any of them. It should be seen as a
complex process including all the components.
Needs analysis
The purpose is to find out what students want and need?
How to go about it?
Hold an interview getting oral feedback and
recommendations.
Give students lists of possible activities or topics and get
them rate them in order of preference.
Ask students to write what they need.
Administer questionnaires in the middle of the course in
order to evaluate the course, materials and learning
activities (good for both – summative and formative
assessment)
Ss write a journal where they express how they feel about
their lessons base on which T modifies the program.
Making a class profile
It describes who the students are and what
can be expected of them. It can give
information about how the group and how
the individuals in it behave.
Setting goals and objectives
Goal/Main aim is a way of putting into
words the main purpose and intended
outcome of your course. If we use the
analogy of a journey, the destination is
the goal. The journey is the
lesson/course.
By the end of the course/lesson students
will have become more aware of their
writing in general.
By the end of the lesson SS will have
developed their reading ability.
Objectives/Subsidiary aims are the
different points SS pass through on the
journey to the destination.
By the end of the lesson SS will be able
predict content, use guessing strategies to
overcome lexical problems, or to develop an
imaginative response to what they
encounter.
By the end of the lesson SS will be able to
talk about what they have done wrong in
the past using should (not) have + done
construction.
SMART
Aims/objectives should be:
S – specific
M – measurable
A – achievable
R – realistic
T - timed
Setting personal aim
It is a way of provoking some kind of
development and reflection.
Personal aims help us to seek to try
something out that we have never done
before, or
Decide to try to do better at something
which has eluded us before.
Timetable fit
We need to say where the lesson fits in a
sequence of classes – What happens before
and after. T thinks about the role of this
lesson within a longer programme.
Potential problems/pitfalls and
possible solutions
Anticipated problem:
Students may not be able to generate the
ideas of the items to take to a space station
with them for speaking practice.
Possible solution:
T may monitor and prompt any individuals
who look “vacant”, or puzzled with
questions about what music, books,
pictures, etc, they might want to take, or
ask their peers to help.
Anticipated problem:
The lesson finished earlier than expected, or
SS didn’t take interest in the activities.
Possible solution:
Ask SS to discuss what three things from
home they would most miss in a space.
T could show any video about Future of
Space Exploration programme, etc.
Lesson staging
What stages a lesson will go though and
how we will get from one stage to another
to ensure coherence (the quality of being
logical and consistent) and cohesion (the
quality of forming a united whole).
The process has to be smooth.
Describe procedure and
materials
The main body of a formal plan lists the stage and
its aim, activities and procedures in the lesson,
also interaction and timing.
The symbols to describe interaction:
T teacher
S an individual student
T-C teacher working with the class
T-S teacher working with the ind. student.
S, S, S students working on their own
S-S students working in pairs
SS-SS pairs in discussion with other pairs
GG students working in groups, etc.
Feedback
Why is it important?
How can it be given?
How much time could be devoted to it?
