LESSON PLANNING

LEARNING OUTCOMES

By the end of this component, students will be able to:

1. Identify the features, underlying principles and content of lesson

plans;
2. Write lesson plans to teach the language skills and language
content.

Principles of Lesson Planning

Target group (identify learners needs)

Integration of Language Skills
Selection of Language Content
Infusion of Thinking Skills, IT Skills, Moral Values and Future
Studies

Format of a Lesson Plan

Objectives
Stages and development of a lesson

Skills

Examine a sample LP and identify the key elements

Identify pedagogical purposes of each stage in the development of a
lesson
State and write behavioral objectives for teaching the language skills
Devise LPs for teaching the language skills

LESSON PLANNING

Learning to plan a lesson is a lifelong process.

It s an art that is truly mastered only after years of practice.

A lesson is a learning event in which all the activities are orchestrated to

serve one central pedagogic aim.

For example: a reading lesson may have speaking, reading or writing

activities in it but these other activities support the reading aim and have
not been included for theri own sakes.

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Traditional Approach to Language Teaching

Three defined stages:

1. Presentation in which the teacher presents a sentence or a series

of sentences orally and, if possible, attempts to put meaning across
as well;
2. Practice in which pupils are made ro repeat ad practice saying the
sentences;
3. Production when pupils try to apply the sentences they have
learned in different situations.

In the communicative approach to language teaching, meaning is to be

the focal point in a teachers teaching, he/she will need to find ways in
which pupils can be made to think about meaning before they hear the
relevant utterances in the new language.

The teachers task is to provide a meaningful context for all language

that he/she introduces, and to involve pupils in active language learning
from the verey first stage.

Target group

Language teaching can be effective only when the teacher has some
basic information about the class and pupils he/she will teach.

Pupils are motivated to learn when:

Language content is suited to the level of class;

Teaching techniques are adapted to the specific needs and
interests of the class;
Materials and activities are interesting and varied.

To obtain information about pupils:

1. Discussion with other language teachers who have taught the

pupils previously.
2. Observation of pupils in class and school.
3. Test of pupil performance in English language skills (Diagnostic
test)

Lesson Objectives (Learing Outcomes)

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Lesson objectives are the aims which the teacher specifies for every
lesson he teaches.

The teacher states the objective in terms of the skills and activities in
which the pupils will be innvolved during the lesson.

Example1: Objectives for a listening and speaking lesson

By the end of the lesson, pupils should be able to:

1. listen to a description of Hamids family and tick their relationship in

the flowchart provided;
2. retell the story The Golden Chain with the help of pictures and
words provided;
3. speak the sentences in the dialogue provided with correct
pronunciation.

Writing objectives

Need to include:

Title of the text (Hamids family, Hassans house etc)

The task to be done (eg: say and do, tick, write, reorder, fill in the
blanks, etc)
how they are to be carried out (eg: in their exercise books, in the
handouts/worksheets given, etc)

Planning Time Allocation for Individual English Lessons

Time allocation for English lesson may vary from 30, 35, 40, 60 or 80 mi
nutes per lesson. It is important that a time plan with approximate
allocation of minutes for each learning and teaching activity be included in
every lesson.

Planning for Teaching

Planning to teach a language class for a term/ semester or a year is a

complex task. The best results can be achieved when teachers work as a
team.

Teachers tasks when planning to teach primary classes

1. Identify language functions, topic units and language items;

2. Plan sequence of lessons for each topic;
3. List sentence pattern and vocabulary for each topic;

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4. Idenitfy learning activities for each topic;
5. Prepare sample lessons;
6. List kinds of follow-up work and supplementary learnig activities;
7. List essential teaching aids and equipment required;
8. List and collect teaching and learnig materials;
9. Plan methods of evaluation of learning and teaching;
10. Plan re-teaching and revision strategies.

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