UNIT 20
Identifying the Different
Components of a
Lesson Plan
李婉慈 4A1C0003
黃奕銨 4A1C0029
陳季欣 4A1C0032
梁懷文 4A080184
A lesson plan:
A note helps us to think through
1. what are we going to teach and
2. how are we going to teach.
3. Guide us during and after then lesson.
4. Identifying the most important
components (parts) of a lesson plan by
thinking carefully about our learners.
5. Like a road map or a series of road
signs.
KEY CONCEPT
Before
the
lesson
Write down the aims the procedures
for each stage of the lesson plan.
During
the
lesson
1. Help us to check timing(the time
we plan for each stage)
2. Check the lesson is following the
sequence we decided .
3. Remind us what to do next.
After
the
lesson
1. Keep plan as record( what
happened, changes, show the
lesson different from plan)
2. Note to help plan the next lesson.
Help to make sure we planned the
most logical sequence to enable us
to achieve those aims.
LESSON PLAN COMPONENTS
Class Profile
Timetable fit
Main aim
Subsidiary aims
Stage aims
Personal aims
Assumptions
Anticipated problems
Possible solutions
Teaching aids, materials, equipment
Procedures
Timing
Interaction patterns
Homework
LESSON PLAN COMPONENTS
For example, we might plan a mingle
as a way of practicing specific question forms,
anticipate that students may find
1. a quick way of completing the task without
2. practicing the target language,
3. work out some extra instructions to remind
them what they have to do .
KEY CONCEPTS AND THE LANGUAGE
TEACHING CLASSROOM
Lesson plan components
Level and
number of
learners/ class
profile
24 students at Intermediate level
Timetable fit
Students have already worked on simple descriptions of
people
Main aim(s)
To extend range of vocabulary for describing people
Oral fluency practice
Subsidiary aims Students use appropriate language for basic physical
descriptions
Assumptions
Students can use present simple & past simple to
describe habits and past events
Anticipated
problem
Students may be unwilling to repeat the same task in
the last stage of the lesson
Possible
solution
If necessary, suggest that students report description
from their original partner rather than repeating their
own
Timing
Procedure
Stage aims
Aids and
materials
Interaction
pattern
5 minutes
Students talk about
their family
Warmer\lead-in : to get
student talking and
introduce the topic
Family
photographs
brought in by
students
Pairwork
10 minutes
Students select
appropriate adjective
to complete
descriptions of family
members in transcripts
of mini-dialogues
To introduction new
vocabulary
Short gapped
transcripts
Recorded
dialogues CD
player
Individual
work→
Pairwork
10 minutes
Students exchange
information about their
own family members
To give students
fluency practice:
10 minutes
Teacher gives
feedback on language
used
To highlight need for
new language
To introduce new
language
To focus on accuracy
10 minutes
Students repeat family
description task
Intensive listening
To provide an
opportunity for
students to improve
their spoken
performance
Teacher→
Whole class
Pairwork
(teacher
monitors)
Teacher’s
notes
Whiteboard
Teacher→wh
ole class
Worksheet
Pairwork
(new partners)
1. When we are making a lesson plan,
we need to be sure about the learning rational( reasons)
for the plan.
2. We need to build in variety.
how can we different activity types, language skills and
interaction patterns.
3. We can include stages which we can leave out (not
include something) if necessary.
Include some different possibilities in a lesson plan.
(1)extra activity: learns take less time than expected to
complete a task.
(2)we are not sure how well parts of the plan will work .
4.
DO
Keep lesson plan as simple as possible
Don’t
Use full sentences.
Don’t
Describe every steps in detail.
But we may want to write down some important things in a
complete for like prompts for drilling, questions to
check Ss’ understanding, instruction.
5. A lesson plan should be clear and easy to read
(1) different colours
(2) boxes
(3) underline
(4) drawings of the way the board will look at
different stages.
6.Lesson plan
1.Backgrond thinking carefully about
(1) who our students are
(2)what they need
(3) what our aims are
provide a context that helps
us to write
2. Procedure
1. Personal aim
A. to improve the timing of the lesson.
B. to include all the learners in
feedback.
C. to check understanding of new
lexical items.
1. Personal aim
A. to improve the timing of the lesson.
B. to include all the learners in
feedback.
C. to check understanding of new
lexical items.
2. Assumptions
A. Learners may come from China, Spain
and Thailand.
B. The text will be a useful challenge for
his group.
C. Learners are familiar with the topic.
2. Assumptions
A. Learners may come from China, Spain
and Thailand.
B. The text will be a useful challenge for
his group.
C. Learners are familiar with the topic.
3. Procedure
A. Learners mingle to do a survey.
B. The teacher prepares a PowerPoint
presentation.
C. The teacher checks the answers.
3. Procedure
A. Learners mingle to do a survey.
B. The teacher prepares a PowerPoint
presentation.
C. The teacher checks the answers.
4. Class profile
A. The learners are at pre-intermediate
level.
B. Most of the learners have a visual
learning style.
C. The learners are all reliable.
4. Class profile
A. The learners are at pre-intermediate
level.
B. Most of the learners have a visual
learning style.
C. The learners are all reliable.
5. Anticipated problems
A. Learners may find the text too long.
B. The accents could be difficult to
understand.
C. Learners can deduce meaning from
context.
5. Anticipated problems
A. Learners may find the text too long.
B. The accents could be difficult to
understand.
C. Learners can deduce meaning from
context.
6. Interaction patterns
A. Pairwork.
B. Self-access.
C. Teacher/whole class.
6. Interaction patterns
A. Pairwork.
B. Self-access.
C. Teacher/whole class.
7. Timetable fit
A. To prepare for project work.
B. To consolidate revision of
tenses.
C. To introduce new language.
7. Timetable fit
A. To prepare for project work.
B. To consolidate revision of
tenses.
C. To introduce new language.