2. What is a lesson? It is a type of organised social event that occurs in virtually all cultures. Lessons in different places may vary in topic, time, place, atmosphere, methodology and materials but, they all, essentially: are concerned with learning as their main objective, involve the participation of learners and teachers, are limited and pre-scheduled as regards time, place and membership.

3. I always plan my lesson because it compels me to think through my aims and objectives and the various steps in the lesson. I never teach according to my plan, so what’s the use of having one? If I don’t have a plan I have no basis for lesson valuation. I always have a plan because I think it’s important for the teacher as well as the learners that everyone involved in the process knows where they’re heading. I think there’s a place for broad planning but not every single step of the lesson. A B C D E

4. Types of plans a) a) Curriculum: A description of the plan of studies of a school, university, etc. b) b) Syllabus: A description of the course contents of a specific course. c) c) Unit Plan:A description of the contents of teaching over a unit or week. d) d) Lesson Plan: A description of the contents of teaching for a specific class.

5. Lesson planning... why bother? A lesson plan is important because it is the teacher’s organiser, his/her scheme of action to: ensure that time is taken to consider ss’ needs ensure that time is taken to consider ss’ needs set and achieve certain aims and objectives more efficiently set and achieve certain aims and objectives more efficiently think of the practicalities of activities think of the practicalities of activities take time and materials available into consideration take time and materials available into consideration ensure appropriate balance and variety of activities ensure appropriate balance and variety of activities anticipate problems and offer possible solutions anticipate problems and offer possible solutions reflect on the T’s own knowledge of what is to be taught reflect on the T’s own knowledge of what is to be taught cut down on improvisation cut down on improvisation serve as a record for post lesson evaluation serve as a record for post lesson evaluation

6. GENERAL GENERAL class profile class profile previous knowledge previous knowledge main aim main aim FOR EACH ACTIVITY FOR EACH ACTIVITY objective objective procedure procedure time time material material patterns of interaction patterns of interaction anticipated problems anticipated problems possible solutions possible solutions appendix appendix Parts of a formal lesson plan

7. CLASS PROFILE CLASS PROFILE Who am I teaching this lesson to? Level, ages, sexes, rapport, needs. PREVIOUS KNOWLEDGE PREVIOUS KNOWLEDGE What do/should ss know at this level? Are they ready for what I want/have to teach next? MAIN AIM MAIN AIM What is it that ss will be able to do by the end of the lesson that they couldn’t do at the beginning? Once the aim has been well defined and clearly stated, we may start organising each of the activities which will help to achieve this aim.

8. OBJECTIVE OBJECTIVE The very specific purpose of each and every activity in the lesson. PROCEDURE PROCEDURE A detailed enough description of how each activity has to be handled. i.e. What will the T do? What will the ss do? When will materials be given out?, etc. TIME TIME The approximate length of activities considering: learning value, relevance to teaching point, approximate “average length”, ss age.

9. MATERIAL MATERIAL All the aids that are needed for every activity, including handouts. PATTERNS OF INTERACTION PATTERNS OF INTERACTION Whether ss will be working in lockstep, pairs, groups, class as a whole. Is there enough variety? ANTICIPATED PROBLEMS ANTICIPATED PROBLEMS Very much related to objectives... What specific problems could an activity involve? Grammar, skills, interaction, instructions...

10. POSSIBLE SOLUTIONS POSSIBLE SOLUTIONS The different ways in which the teacher should be prepared to handle potential problems. APPENDIX APPENDIX Generally at the end of the plan, where a copy of every handout or any other material used should be included.

12. Where do elements of the plan come from? Main aim Main aim Activity Activity Objective Objective Interaction Interaction Time Time Material Material Procedure Procedure