Week 6 Planning To Teach (Formats of Lesson Plan)

WEEK 6 (10/02/2020)
 unified set of activities that cover a period

of classroom time.
 What is a lesson plan?
 a proposal for action that a teacher plans to
execute in the classroom

 a guide for class instruction (manage time
& resources efficiently, sequence of

activities)
A lesson plan is a framework for a lesson. If
you imagine a lesson is like a journey, then
the lesson plan is the map.
 Itshows you where you start, where you

finish and the route to take to get there.
Teachers need to know what it is they want their
students to be able to do at the end of the lesson
that they couldn't do before.
• Here are some more reasons planning is important:-
–gives the teacher the opportunity to predict possible
problems and therefore consider solutions
–makes sure that lesson is balanced and appropriate
for class
–gives teacher confidence
–planning is generally good practice and a sign of
professionalism
1. Objectives
Educational objectives inform the teacher the
desired learner competence in terms of
acquisition of knowledge, skills and attitudes
 Objectives – Purpose
 They are the basis for the preparation of

instructional materials, content or methods.
 Objectives
help us to find out when the desired
competencies have been achieved.
 Objectives help the students to organise their

efforts towards accomplishment of these
objectives. If we know where we are going we
have a better chance of getting there.
Objectives – the following queries help us in
setting our objectives
 What do the students know already?
 What do the students need to know?
 What did you do with the students in the
previous class?
 How well do the class work together?
 How motivated are the students?
Educational Objectives
 General Objectives – what the student should
know at the end of the teaching
 Specific Learning Objectives – what the

student should be able to do at the end of the
teaching
Specific Learning Objectives
 Specific Learning Objective is specific and

pertains to a particular learning activity
 They are relevant, clear, concise, observable,

measurable and feasible
 There are many slippery words that are open to a
wide range of interpretation. If you use broad terms
when trying to communicate a specific instructional
intent, you leave yourself open to misinterpretation
 Words open to many interpretation
to know
to understand / to really understand
to appreciate / to fully appreciate
to grasp the significance of
to enjoy
to believe
to have faith in
to internalize
2. Variety - an important way of getting and
keeping the students engaged and interested.
3. Flexibility - expect the unexpected!

 It's useful when planning to build in some extra
and alternative tasks and exercises. Students
may raise an interesting point and discussions
could provide unexpected opportunities to learn.
 In these cases it can be appropriate to branch
away from the plan.
Other Considerations:
• Student characteristics
 Find out:
 your pupils’ interest.
 their English language proficiency level.
 pupils preferred mode of learning.
 These will have you to decide on the specific
materials, learning styles that you want to use.
• Previous knowledge of the pupils
 All new learning must take into consideration
and build upon old learning.
 Study on what the pupils already know about
the topic, the language required, the type of
task, etc so that you can use their previous
knowledge and interest in your new lesson.
• Tasks
 Devise and set a task based on what the pupils
seem to be interested in and what they already
know.
 Tasks given should allow pupils to get practice in
all the relevant skills.
 If possible use a checklist to help to decide the
combination of tasks.
• Materials
 After you have decided on the task to be
carried out, you will decide on the selection
of materials .
 What and how?
• Time
 Important
 One of the most difficult aspects of lesson
planning to control.
 When the lesson will take place and how much
time is available will affect:
i. the quality of attention from your pupils- last
period of the day, distractions, etc.
ii. the achievement of desired objectives-give
some time for genuine interaction and creative
use of language
 Consider the following in appropriately timed your
lesson:
-the number of minutes in the class hour.
-the age of pupils- younger children have short
attention spans. Give a variety of short activities
rather than a single long activity.
-have some backup activity ready- if your lesson
ends early.
• Language Requirements of Task/Activity
 The decisions on language teaching will be made
at two stages.
i. when a task is being selected.
- does the task generate and open
opportunities for practising the language?
- what kind of focused language teaching do
the pupils need?
- when should the language be taught?
• Amount and type of pupil-teacher participation.
 A balance between pupil talk and teacher talk.
 A teacher has a natural inclination to talk a lot;
however, in the planning, make sure pupils have
a chance to talk, to produce language or even to
initiate their own topics and ideas.
• Balance in allocation of time
 Check whether the time allocated for each skill is
appropriate to the lesson aims.
 For example- for the speaking lesson, the time for
oral interaction activity should be more than the
time for reading the instruction.
• Sequence and Grading of Activities
 Begin with easy activities and move on to the
difficult ones later.
 Earlier activities should prepare for later activities.
 Each activity should address different aspects of
what needs to be learnt.
• A plan is a guide for the teacher as to where to go
and how to get there.
• However - don't let the plan dominate - be flexible
in your planning so that when the opportunities
arise you can go with the flow.
 Beginning- settle the students, get their
interst, find what the students know, activate
schemata
 Middle- input and practice the
skills/language(develop the skill and/or

language item)
 Closing- (tie up the lesson) review, set
homework task
 Pre listening/reading
 While listening/reading
 Post listening/reading
 Preparation/presentation stage- introduce
language item/form and function of language item
 Practice-practice target language
 Production- use the learner target language in
new situation
 Preparation stage/ Pre writing - content and
language guidance
 Writing stage- draft, edit and finalise writing
product, e.g. letter, poster essay

 Post writing- feedback, error correction
 Presentation
Practice
Production
Presentation of the Items involves
 Preparing class
 making sure the concept is absolutely clear to
student
 giving the model example of the item
 Practice the Teaching Item involves:
 repetition/ drilling
 Dialogue / discussion
 Worksheets
Production of the Teaching items:
Involves:
 Role play
 Games / dialogue etc
 Practising the item
 Presentations – oral, gallery walk
 Assessment
Work in groups of two or three :
Select a theme, topic from the primary school
English syllabus and design some integrative
activities to teach any ONE skill.
Based on the skill chosen, plan appropriate
activities that can be conducted for each stage
of the lesson.
Present your draft (stages of the
lesson/activities planned) (word doc) using
LCD.
A hard copy of the draft must be given to your
lecturer before the presentation.
 Subject:
 Class:
 No. of pupils:
 Date/Day:
 Time:
 Theme/Topic: (refer DSKP/SOW)
 Focused Skill:
 Integrated Skills:
 Content Standard: (refer DSKP/SOW)
 Learning Standard:(refer DSKP/SOW)
 Lesson/behavioural Objectives:
 Educational Emphasis: (refer DSKP/SOW)
 Language Content: (refer DSKP/SOW) –grammar,vocabulary,sound
system
 Teaching Aids/Instructional Materials:
 Previous Knowledge:
 Anticipated Problems:
 Possible solutions:
Stage/Time Content Teaching-Learning Activity Rationale Remarks
SET INDUCTION/
(5 mins.)
INTRODUCTION/
PRESENTATION/
PRE
(10 - 15 mins.)
DEVELOPMENT/
PRACTICE/
WHILE
Activity 1
(10 mins.)
Activity 2
(15 minutes)
Activity 3
(10 minutes)
PRODUCTION/
POST
Closure
(5 minutes)
 Preparation Phase
 Imagination Phase
 Development phase
 Action Phase
 Closure Phase
 Oman (2002) stated that set induction is the
part to initiate teaching and learning.
 To ensure pupils achieve high cognitive
level, a teacher should strive to enhance

their abilities by motivating and arousing
their interests (Wiggins and Tighe, 2005)
 It requires the use of skills and methods
that would prepare pupils for a lesson: that

is, pre-instructional orientation
 Being skilled in set induction is important as
then teacher actually introduces a lesson, or a
new topic within a lesson in a way which will
interest pupils in what is to follow and help to
establish what they already know and link
this to what is to follow.
Teacher Focus;
Creating a situation focusing more on
generating pupils’ ideas.

Exploring and probing pupils’ questions.
Assessing and discussing pupils’ ideas.
Eliciting, comparing and contrasting pupils’
ideas.
Pupils Focus
Being directly involved.
Developing new ideas.
Interpreting information and evidence and
clarifying concepts.
 Teacher Focus;
 Create a variety of situations to assess

pupils understanding.
 Pupil Focus;
 Provide explanations through various

modes such as graphic and mind-map.
 Teacher Focus;
 Use various forms of assessment for change
of behaviour; understanding, skills and

attitude.
 Pupils Focus;
 Complete tasks and present final product of
work.
 Analyse and reflect on learning and
acquisition of new skills.


 Cognitive:
 Summarise content knowledge.
 Revise key learning points.
 Conduct activities to assess and reinforce
learning.
 Conduct question-answer session.
 Social;
 Foster a sense of success and recognition.
 Instill motivation and link it to the next
lesson.


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WEEK 6 (10/02/2020)

 unified set of activities that cover a period

execute in the classroom

& resources efficiently, sequence of

 Itshows you where you start, where you

 They are the basis for the preparation of

 Objectives help the students to organise their

know at the end of the teaching

 Specific Learning Objectives – what the

 Specific Learning Objective is specific and

 They are relevant, clear, concise, observable,

3. Flexibility - expect the unexpected!

skills/language(develop the skill and/or

product, e.g. letter, poster essay

level, a teacher should strive to enhance

that would prepare pupils for a lesson: that

generating pupils’ ideas.

 Create a variety of situations to assess

 Provide explanations through various

of behaviour; understanding, skills and

acquisition of new skills.

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