1. Lesson Planning and Writing Objectives
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2. Agenda -Introduction to lesson planning Look at long-term planning
Look at individual lesson planning
How to Structure a Lesson
Different planning formats
Writing Objectives
Using Bloom’s Taxonomy
Application: Writing a lesson plan
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3. Warm-Up: Find Someone Who
Write the name of the class member for whom the following is true. Each name may be used only once.
____ uses a lesson plan with a particular format
____ lesson plans a week in advance.
____ plans her lesson backwards
____ never writes down his objectives
____ types his lesson plan
____ writes his lesson plan in pencil or pen
____ writes follow-up notes on the lesson plan
____ writes his objectives on the plan
___ gives a copy of the course syllabus to the students
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4. Long Term Planning Analyze: Two Long Term Plans
Which teacher organizes according to the text book?
Which teacher organizes around skills?
Which do you prefer? Why?
Why should a teacher make long term plans?
How far ahead do you plan?
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5. Individual Lesson Planning
EVALUATE A LESSON PLAN:
This lesson plan includes a lot of background details.
Do you make lesson plans as detailed as this?
How useful is it to include so much information?
Is there unnecessary information?
Is this lesson plan missing information?
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6. Individual Lesson Planning
REFLECT:
How much time do you usually spend planning lessons?
When do you plan (a week ahead, the night before?
Where do you write your lesson plan
(slip of paper, in a notebook etc…)?
What do you include in your lesson plan?
How closely do you follow it?
What is the purpose of lesson planning?
Who uses your lesson plan?
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7. Structure of the Lesson
Which structural aspects of the lesson should a teacher consider when planning?
-Opening (How a lesson begins)
-Sequencing (How a lesson is divided into segments and how the segments relate to each other).
-Pacing (How a sense of movement and timing is achieved within the lesson).
-Closure (How a lesson is brought to an end)
(Richards and Lockhart, 1996)
Each group will have a different stage to brainstorm activities for.
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8. Structure of the Lesson
OPENINGS
Some purposes for lesson beginnings.
-Help learners relate the current lesson to the last lesson.
-Assess relevant knowledge.
-Establish “set” in learners (prepare them for what they’re going to learn).
-Allow for students to adjust (warm – up) to the class or English.
-Reduce the disruption caused by late arriving students.
(Richards and Lockhart, 1996)
Each group will have a different stage to brainstorm activities for.
B. Miller 2007

9. Structure of the Lesson
Some strategies for maintaining momentum or “PACING”:
Avoid lengthy explanations or instructions to allow students more active working time.
Using a variety of activities rather than just one.
Avoid predictable and repetitive activities.
Selecting activities at the appropriate difficulty level.
Setting a goal and a time limit for activities.
Monitoring student performance to ensure that they have adequate but not too much time to complete the activities.
(Richards and Lockhart, 1996)
Each group will have a different stage to brainstorm activities for.
B. Miller 2007

10. Structure of the Lesson
Some strategies for CLOSING a lesson:
Summarizing what has been covered in the lesson.
Reviewing key points of the lesson.
Relating the lesson to course or lesson goals.
Pointing out links between the lesson and previous lessons.
Showing how the lesson relates to students’ real world needs.
Making links to a forth-coming lesson.
Praising students for what they have accomplished
during the lesson.
(Richards and Lockhart, 1996)
Each group will have a different stage to brainstorm activities for.
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11. Structure of the Lesson
TASK: In pairs
What are some activities that you use at each of these stages?
Opening
Teaching Phase
Evaluation
Closing
Brainstorm a list.
Each group will have a different stage to brainstorm activities for.
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12. Lesson Plan Formats WIPPEA Warm-Up Introduction Application
4 step plan
PPP vs. TBL
Madeline Hunter
WIPPEA
Aim
Material
Method
Evaluation
Presentation
Practice
Production
_______
Pre-task
Task
Planning
Report
Analysis
1.Objectives
2.Standards
3.Anticipatory Set
4.Teaching
-Input
-Modeling
-Checking for Understanding
5.Guided practice
6.Independent Practice
7. Closure
Warm-Up
Introduction
Application
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13. Lesson Plan Formats Which format do you prefer? Why?
What do these formats have in common?
What do you think are the essential components of a lesson plan?
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14. Break!
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15. Lesson Aims
How do you decide which activities to implement with your students?
How do you know if your students have learned the material?
Do you normally specify the aims of your lesson?
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16. Evaluating Objectives
Which of the following objectives are the most specific?
Which of the following objectives describe student behavior?
Which of the following objectives are measurable?
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17. Evaluating Objectives
To practice reading
To present and practice the present continuous for future arrangements.
To make excuses.
To help students to refuse invitations appropriately and confidently by referring to their arrangements using the present continuous.
To help students to become more confident about their listening skills by demonstrating to them that they can infer and pick out key information from a text, much of which they can’t understand.
To describe their daily routines using some common verbs in the simple present (first person).
To develop a better class atmosphere by encouraging students’ interest in each other’s lives.
To develop students’ listening skills (listening to the teacher talking naturally).
To sensitize students to rhythm and weakening of syllable values, and to encourage them to attend to this in oral production.
(Parrot, 1993)
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18. of Educational Objectives
Bloom’s Taxonomy
of Educational Objectives
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
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19. Tasks according to level of thinking

22. How is Bloom’s Taxonomy going to help you as a teacher?
Teachers need to be aware of what level tasks they are assigning in order to:
test fairly
help students progress from simple to more complex tasks as the material becomes more familiar
make tasks of varied levels with the same topic (to “recycle” the curriculum) as well as for the mixed levels in the class
Teachers can use it to design lessons with specific objectives that are evaluated using corresponding tasks.
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23. Lesson Planning Considerations
First think of your objectives
Think how you will measure them (which activity will indicate whether your objectives were met or not)
What materials will you use to teach to your objectives?
Think of how you can conduct your lesson with maximum student activity and minimum teacher explanation.
Devise a variety of practice activities (ranging from controlled to free) for the allotted class time.
Think through how long each activity will take.
How will you connect the current lesson to previous learning?
How will you warm-up (energize and motivate) the students?
How will you close the lesson?
What activity will you prepare in case some/all the students finish early?
Make a checklist of the necessary materials and equipment.
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24. Be prepared to defend your decisions.
Application
In pairs: Write a plan for a lesson focusing on some aspect of oral proficiency.
1. Write specific, measurable objectives
2. Design an evaluation task (formal or informal)
3. Create a lesson plan which details what you will do at the specific stages of the lesson.
Be prepared to defend your decisions.
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25. Does the lesson plan include: Specific, Measurable Objectives?
Evaluation
Does the lesson plan include:
Specific, Measurable Objectives?
Does it meet them?
How do you know?
Is it realistic?
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26. Thanks for your participation.
What did you LEARN?
Thanks for your participation.
B. Miller 2007

27. References and Resources
Brown, H.D.(2001). Teaching By Principles (2nd ed.). White Plains, NY:Longman.
Harmer, Jeremy. (2001). The Practice of English Language Teaching. (3rd ed.). New York, NY: Cambridge University Press.
Parrot, Martin. (1993) Tasks for Language Teachers. New York, NY: Cambridge University Press.
Richards, J. and Lockhart. (1996) .Reflective Teaching in Second Language Classrooms. New York, NY:Cambridge University Press
Woodward, Tessa. (2001) .Planning Lessons and Courses. New York, NY:Cambridge University Press
Web Resources
“The Lesson Plan Builder” Writing Lesson plans published by OTAN. Retrieved from on Dec. 19th, 2006.
“Some Basic Lesson Presentation Elements” An Outline of Direct Instruction from Humboldt University. Retrieved from on Dec. 19th, 2006.
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