English Language Teaching

Teaching & Classroom Management Skills

#3. Lesson plan

Ngo Le Hoang Phuong

Review
• Discussion: work arrangement (pros & cons)
Possible problems of grouping learners

A some students get bored

B some students use L1 too much
C some students always dominate
Possible solutions
A some students get bored
B some students use L1 too much
C some students always dominate
1. Plan extra activities for students who may finish before the others.
2. Make sure students know the language they need to complete the tasks.
3. Introduce more challenge into the activities.
4. Arrange groups carefully, and re-group students whenever necessary.
5. Create a purpose for doing group or pairwork in English.
6. Teach the language needed for frequent classroom activities.
7. Raise awareness of the importance of giving everyone a chance to take
part.
8. Select topics and tasks that motivate the learners.
Possible solutions
A some students get bored
B some students use L1 too much
C some students always dominate
1. Plan extra activities for students who may finish before the others. A
2. Make sure students know the language they need to complete the tasks. B
3. Introduce more challenge into the activities. A
4. Arrange groups carefully, and re-group students whenever necessary. C
5. Create a purpose for doing group or pairwork in English. B
6. Teach the language needed for frequent classroom activities. B
7. Raise awareness of the importance of giving everyone a chance to take
part. C
8. Select topics and tasks that motivate the learners. A
SHAPE OF A LESSON & LESSON PLANNING
AIMS
• To raise awareness of different pre-service teachers’ attitudes towards
lessons and lesson planning.
• To enable pre-service teachers to reflect on their perception of the
lesson planning procedure.
• To help pre-service teachers think about potential problems they may
have with lesson planning.
• To provide pre-service teachers with some guidelines for writing
effective lesson plans.
• To make pre-teachers aware of what makes an effective lesson plan.
• To help pre-service teachers to be more flexible in lesson planning.
AIMS
• To raise awareness of different pre-service teachers’ attitudes towards
lessons and lesson planning.
• To enable pre-service teachers to reflect on their perception of the lesson
planning procedure.
• To help pre-service teachers think about potential problems they may have
with lesson planning.
• To provide pre-service teachers with some guidelines for writing effective
lesson plans.
• To make pre-teachers aware of what makes an effective lesson plan.
• To help pre-service teachers to be more flexible in lesson planning.
In your opinion, what can a lesson be generally compared to?
• A musical performance
• A wedding
• A football game
• Climbing a mountain
• Eating a meal
• A menu
• Doing the shopping
• A conversation
WHY LESSON PLANS???
WHY LESSON PLANS???
• the purpose of the lesson (the aims),
• what the teacher and students will be doing during the lesson as
well as how they will do it (the procedures).
• other parts of the lesson are there to
• aid us to think about issues that would arise during the lesson,
• remind us what things we need to keep in mind about the
students.
(TKT Cambridge, Module 2)
How does a lesson plan help a teacher?
• Before the lesson

• During the lesson

• After the lesson

How does a lesson plan help a teacher?
• Before the lesson
Writing down the aims and procedures for each stage of the lesson
helps us to make sure that we have planned the best
possible sequence to enable us to achieve those aims.
• During the lesson
The plan can help the teacher to (a) check timing – the amount of
time we plan for each stage and (b) check that the lesson is
following the sequence we decided on.
• After the lesson
We can keep the plan as a record of what happened, making any
changes necessary to show how the lesson was different from the
plan.
We can then use the plan and notes to help plan the next lesson.
Think about the following questions:
• Should lesson plans follow a particular format?

• Should all lesson plans have the same components?

• What components should be included in a lesson plan?
BASIC COMPONENTS:

• Class details
• Aims/ objectives
• Stages, steps, work arrangements, activities, timing, materials, teaching
aids, equipment
• Anticipated problems, timetable, extra activities.
• A written lesson plan will vary depending on the teacher and the class,
but all plans have the same components:
• who is going to be taught,
• what they are going to learn,
• how they are going to learn, and
• with what.
Variety and flexibility in a lesson plan
Variety
• To make learning stimulating and interesting
• To make learning challenging and not monotonous
• To give learning a purpose or aim
• To meet the individual needs of learners
• To cater for different learners’ styles at different times

Ways that the teacher can provide variety in his/her lesson:

1. Different types of activities
2. A wide selection of materials
3. Good planning
Flexibility
• The lesson plan may not be appropriate in some way.
• While the lesson is going on, the teachers should teach the students
and not the lesson plan.
• Flexibility enables the teacher to change the lesson in some ways so
that it is more appropriate.
• Think of some teaching situations in which the teacher needs to be
flexible in his/ her class.
DEVELOPING A LESSON PLAN
What are the steps of developing a lesson plan?
Steps of developing a lesson plan

Step • Defining learning objectives (unit/lesson)

1
Step • Identifying sequence of activities
2
Step • Developing a specific plan of activities
3
Step • Reviewing the lesson plan
4
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Lesson objectives/aims
Case studies
(group work)
Writing lesson aims
• Aims/learning outcomes explain what the learners will be able to do
(or do better) as a result of taking part in a lesson.

• To achieve your aim/learning outcome, you need to be clear about

where you’re going before you start and use this destination to help
you make decisions when you are planning.

• Any activities you plan to do should directly link to that aim/learning

outcome.
Writing lesson aims

• Effective or SMART aims/learning outcomes should tell us what

learners will be able to do at the end of the lesson, the language/skills
they will use and the context or topic. A good way to begin is:
• By the end of the lesson, you’ll be able to...

• So, what is a SMART aim?

2018 National Curriculum for General Education
2018 National Curriculum for General Education
Practice: which aims/objectives?
1. By the end of the lesson, you’ll know animal names and body parts.
2. To present and practise third person simple present.
3. By the end of the lesson, you’ll be able to read a text about wild
animals and complete a table with facts about them.
4. By the end of the lesson, you’ll be able to match and name ten wild
animals (giraffe, lion, etc.).
5. By the end of the lesson, you’ll be able to listen to a vet giving
advice.
6. By the end of the lesson, you’ll be able to ask and answer questions
about your pet/favourite animal (appearance, diet, environment, etc.).
Example: Eng.9 – Unit 11: Changing Roles in Society- Reading

Learning objectives: By the end of this lesson, students will be able to:
1. Knowledge:
- recognize and use new words related to the topic of roles in society.
- identify appropriate strategies of reading for general ideas and specific
information.
- analyse the changing roles in contemporary society.

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 Example: Eng.9 – Unit 11: Changing Roles in Society- Reading

Learning objectives: By the end of this lesson, students will be able to:
2. Skills:
- skim and scan the reading text for for general ideas and specific information
about the topic.
- express their opinions on the issues of changing roles in society.
- give a presentation on the related topic.
- develop their creativity and collaboration through group/pair-work activities
based on the topic.
3. Attitudes:
- develop positive attitudes towards the changing roles in society. 30

- form responsibilities towards the change of society.

- be motivated in English learning.
Defining Objectives

Learning Objectives can be defined for the whole unit, lesson and
each activity

Suggested by Brown & Lee (2015)

Terminal objectives: final learning outcomes
Enabling objectives: interim steps within a lesson building on each
other and ultimately leading to a terminal objective.

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Practice
Terminal Objectives / Learning outcomes: Students will be able to:

Enabling Objectives: Students will be able to:

- Give instructions and commands using imperatives.

- Categorise giving imperative commands in terms of appropriateness.
- Practice giving appropriate commands using imperatives through a
situational activity.
- Use imperatives in a socially appropriate manner.
- Practice imperatives through an information gap activity.
Step 2: Identifying the sequence of activities

Define the lesson’s focus

Define the activities’ objectives
Adopt methods and techniques of teaching and
assessing
Set up time allotment

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Step 3. Developing learning activities

1. Objectives
2. Content
3. Outcomes (Suggested answers)
4. Implementation/procedure

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 Lesson Plan
Unit: ………
(Allotted time: ......)
I. Learning Objectives: By the end of the lesson/unit, the students will
be able to:
1. Knowledge
2. Competences /Skills
STRUCTRE OF A 3. Attributes / Attitudes
LESSON (DISPTACH II. TEACHING AND LEARNING RESOURCES
5512/BGDĐT-GDTrH) III. PROCEDURE / LESSON STAGES
1. Activity 1: Engage (name of the activity)
a. Objective(s)
b. Content
c. Outcomes
d. Procedure/Implementation
2. Activity 2: Study (name of the activity)
3. Activity 3: Study/Activate (name of the activity)
4. Activity 4: Activate (name of the activity) 35

.....
AIMS - Reflection
• To raise awareness of different pre-service teachers’ attitudes towards
lessons and lesson planning.
• To enable pre-service teachers to reflect on their perception of the lesson
planning procedure.
• To help pre-service teachers think about potential problems they may have
with lesson planning.
• To provide pre-service teachers with some guidelines for writing effective
lesson plans.
• To make pre-teachers aware of what makes an effective lesson plan.
• To help pre-service teachers to be more flexible in lesson planning.