1. Planning
October 2011

2. Start thinking
Choose the comparison that you think best describes a lesson plan:
An instruction leaflet
A photograph
A story
A road map
A computer program
A series of road signs
A written summary
Something else?
It’s a procedure most often referred to as a variation on Audiolingualism. T PRESENTS new language contextualized; PRACTICE is through repetition and drilling; and PRODUCTION, students make sentences of their own.

3. What is it?
WHAT & HOW
Main components:
Aims
Procedures

4. Keep thinking…
Think of how a lesson plan helps the teacher in the following stages:
BEFORE THE LESSON
DURING THE LESSON
AFTER THE LESSON

5. Lesson plan headings Level and number of learners
Timetable fit: connection with last and next lesson
Main aim(s) (Terminal lesson objective)
Subsidiary aims (Enabling objectives)
Personal aims
Assumptions
Anticipated language problems
Possible solutions
Teaching aids, materials, equipment
Procedures
Timing
Interaction patterns
Assessment
Homework (extra-class work)
Which ones do you think should ALWAYS appear? Which ones may only appear sometimes?

6. Key concepts How do procedures help us achieve our aims?
Variety of activities, skills, and interaction
Do we teach our plan? Decision-making

7. Guidelines for lesson planning
How to begin
Become familiar with curriculum, and whole unit
Consider curriculum and Ss’ needs, topic and purpose
Draft main aims
Consider exercises in the textbook
Draft outline
Plan procedures

8. Variety, sequencing, pacing, and timing
Gauging difficulty (cognitive empathy with Ss, i + 1)
Individual differences. What steps can you take to account for them?
S talk vs. T talk: “air time”
Adapting to an established curriculum (from T, or Ministry, etc)
Classroom lesson notes

9. Textbooks as Lesson Plans
Textbooks = the curriculum
Advantages:
Source of input for NNESTs
Tb & T’s manual as primary teaching resources
Sense of structure & coherence to lessons/course
Tb gives Ss a sense of autonomy
Tb gives Ss and Ts a sense of control

10. Experienced Ts Use tb less Use of T-made and authentic materials
Adaptations of tbks:
Modifying content: due to Ss age, gender occupation, religion, or cultural background.
Adding or deleting content
Reorganizing content (units or activities)
Addressing omissions: adding vocab or gr activities
Modifying tasks
Extending tasks

11. Unit Planning 1. Identify the main purposes
2. Prepare a content outline: topics, skills, genres, language focus, etc.
3. Determine learning outcomes of each skill
4. Select teaching strategies and activities
5. Prepare a scheme of work

12. The lesson plan Decisions about: Goals Activities Sequencing Timing
Grouping or patterns of interaction
Resources

13. Parts of a lesson plan Opening: link to previous K / preview
Simulation: warm-up
Instruction: main activity
Closure: review & future learning previewed
Follow-up: Independent work or hw

14. Evaluating the lesson plan
Did Ss enjoy it?
Sufficient engaging activities?
Most successful aspects
Least successful
Evidence of achieved goals?
Difficulties the lesson posed
Will I teach it in the same way next time?