Lesson Planning: part # 1 Lecture # 7

Review of Lesson # 6 We talked about the following elements of Presentation, Practice and Production stages of an oral lesson in our last lecture. The purpose, Important features, Typical activities, Role of teacher, Type of interaction, Degree of control Correction Length and Place in Lesson

Lesson plan: an image

Lesson Planning Teachers can only be effective in the class room, if they are prepared for the class. A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of students.

What a Lesson Plan should Provide? A clear and explicit presentation of aims and the procedure by which they are achieved. What should be achieved within a lesson? Need Analysis of the students The fundamental questions a teacher should ask of a lesson plan are: --Are the aims of the lesson valid in terms of the students’ needs? --Can these aims be realistically achieved with this group of students and the time allowed ? --Do the activities in the procedure for the lesson match and achieve the stated aims?

What a Lesson Plan should Provide? Preparing a checklist: what and where to teach? Order of events aids to be arranged Page number and other details Time line for each Stage (3P’s) Presentation stage; 10 minutes.. etc. A Record for Future Reference and Re-use Post teaching evaluation may be a help for future.. E.g Questionnairs’ result

Suggestions for the Content of a Lesson Plan Make a model to be used by the teachers. Useful Sections for any lesson Plan: 2.1 ‘Level’ of ‘year’ for reference purpose 2.2 Overall Time for the Lesson. 2.3 Aims: Include a clear statement of aims ----Does the lesson involve revision, presentation, practice, production or a combination of these? ---If a structure is being taught, e.g a verb tense, which form of this structure is to be practiced-----the negative, the question, the short answer, etc. --which function of the structure is being taught? E.g if teaching the will future, is it being in the function of prediction, of new decision on future action.

Suggestions for the Content of a Lesson Plan Which exponents of a function are going to be taught? Formality or informality level. Will it also be necessary to teach co-function, i.e. responses to the main function? E.g when teaching ‘inviting’, it is advisable to teach students how to accept and refuse an invitation too.

Suggestions for the Content of a Lesson Plan Will the lesson focus on lexis, pronunciation,stress and intonation too? If the lesson aims to practice the reading, listening or writing skills, then the sub-skills to be practiced should be specified in the aim of the lesson.

Suggestions for the Content of a Lesson Plan Aids: whether they be books, handouts, Realia etc.

Suggestions for the Content of a Lesson Plan Anticipated Problems: This is a useful section of the lesson plan because its existence requires teachers to think a problem that students are likely to have during the course of lesson. E.g. --Concept, for example the common problem which students have in forming the negative and interrogative of the present simple and in producing the third person of the same tense. ---Pronunciation, for example problem involving the pronunciation of contracted forms and of stressed verb or unstressed verb.

Suggestions for the Content of a Lesson Plan Procedure: The procedure for the lesson can perhaps be laid out in a column format. ---Stages of the lesson. e.g. Presentation, fluency, practice, freer oral practice, written practice, production --The details of each stage; --Timing each activity --Interaction pattern. Open pairs, groups, Comments: these can be added after the lesson for future reference; they would refer to the weaknesses in the lesson and perhaps suggest alternative strategies.

Summary of the lecture Teacher’s preparation is a must for a teacher. Lesson plan reflects teacher’s preparation. A clear and explicit presentation of aims and the procedure by which they are achieved. Preparing a checklist: what and where to teach? Time line for each Stage (3P’s) A Record for Future Reference and Re-use. Aims Aids; Anticipated Problems; Concept; Procedure