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Academic Year :2012-2013Department :English Language and LiteraturFilire :TEFL Master programSemester : 3, MODULE 9

Course : ESPFacult des Lettres

LESSON PLAN

AN INTRODUCTION

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GENERAL

Walking into a classroom to teach a group of new

students is a very daunting experience even for

experienced teachers

This is what makes nearly all teachers use lesson

plans to give the class direction

A lesson plan has other benefits, both for us as

teachers and our students

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Some reasons for

planning lessons

allowing the teacher to time the individual

components

providing for a logical progression of activities

showing students that some time has gone intopreparing their lesson

enabling the teacher to see whether there is a

balance of activities and skills within the lesson

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Lesson framework.

The purpose of a lesson plan is to provide us with

a lesson framework

Our lesson will need to include a variety of

components, because students will quickly get

bored if we just do one thing, The lesson plan helps us order these components

This order should be logical and enable us to see a

link between each of the components This way we are lead to achieve the aim of the

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Elements of a lesson plan

We need to consider four elements in our

planning

1. Lesson Aim: What do we want to achieve in this lesson?

2. The Class How many students, ages, sexes, group dynamics etc.

3. How to achieve the lesson aim Which combination of activities will be successful?

4. The unexpected What will we do if something goes wrong?

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Stages of a lesson

The stages of a lesson are usually broken into 5

components:1. Stage 1Engagement activity

2. Stage 2Presentation

3. Stage 3Study4. Stage 4Practice

5. Stage 5Warm down

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Stage 1Engagement activity

When your class arrive, they may not be in tune or

ready for English, an engagement activity (sometimes called a

warmer) gets your students speaking, wakes themup mentally and enables them to get ready for

what is to come; It usually takes no more than 5-10 minutes,

sometimes less, and

It allows a time buffer between the start of theclassroom time and the start of the lesson proper.

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Stage 2Presentation

Thewhy of this stage:

This stage is designed to introduce the theme to the class, it can be combined with the Engagement Activity,

In the past (and maybe in many present-day classrooms)there was often nothing preceding open your books at page54.

Presumable, this is behind the failure of teachers to engagetheir students into what followed, leading to some studentslosing interest and shutting off mentally;

It aids learning, as the brain is activated, ready to find outmore.

It should be lively, predominately oral, and take no longerthan about 10 minutes.

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Stage 2PresentationHow is this stage achieved?

The best way to create good engagement activities isto select a main activity or theme from the studypart of the lesson and work backwards; e.g. it could be a yes/no game about the topic of a a

reading activity you have selected ; this could be a section

from Nelson Mandelas autobiography; You can only answer YES or NO

Once, they have guessed the person, you can ask furtherquestions such as:

a) What do you know about Nelson Mandela?

b) Is he a popular figure in your country?

Finally, Invite general feedback and comment from theclass.

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Stage 3Study

What is the study aspect of the plan?

This is the lesson core;

It may be a reading, writing, speaking or listening

activity that you have chosen or a combination of

them in some form; the activity should act as a base for some sort of

analysis or study; and

there should be a link, thematic or otherwise withthe engagement activity.

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Stage 3Study

There two reasons that motivate this stage:

the students study an area or a particular skill;

they also prove they have grasped the area underanalysis in a task or series of tasks.

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Stage 3Study

How is this achieved?

The tasks may be a series of practices around agrammar focus, for example; or

they may be more broadly based to improve all

round competencies in the language; Having selected the Mandela reading, see how it

can be used as:

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Stage 3StudyI. a revision of past tenses

i. i) Students underline examples of the past simple. Thencircle the past continuous.

ii. ii) Compare them on the board, eliciting answers fromthe class about form and usage.

iii. iii) Prepare controlled exercises ensuring students

understand the difference between simple andcontinuous. One way of doing this is through a clozeexercise where students fill in the missing word in asentence with the correct form of the verb. For example:I ___________ (read) the section on the Study Stage at

the moment.

iv. iv) Students mark each others work as you all go throughthe answers as a class.

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St 3 St d

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Stage 3Study

II. A focus is on language development,i. Pre-teach new language to students

ii. Students read text and answer set questions in

controlled environment

iii. In groups, discuss answers to broader conceptual

questions which deal with the underlying message of

the text

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Stage 3Study

Controlled exercises are tasks that allow a

limited response only:

They serve to ensure that the target language is

being used accurately;

It is important that this focus on accuracy is done

before any work on fluency is undertaken.

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Stage 4Practice

What is the practice phase?

the phase that allows the students more freedomto use what they have learned in thestudy phaseand practices it in different contexts

This phase generally contains more open tasks(rather than the controlled practices thatcharacterised the earlier stage) that allow for anatural use of the target language;

This phase is often referred to as a free practice.

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Stage 4 Practice

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Stage 4Practice

Why do we do this?

It is important that students can use the targetlanguage outside of controlled exercises;

they have the opportunity to explore the

language.

They are more likely to speak and write naturally if

they have the opportunity to practise in the

classroom.

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Stage 4 Practice

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Stage 4PracticeHow is this achieved?

There are a variety of freer tasks depending on what you wishto practise;

These include games, class discussions, free writing tasks andcommunication activities; e.g.: we can continue with the revision of the past tenses, which

provides us a good opportunity to use narrative tenses. For example,put the phrase:

It was a dark and stormy night... on the board. Ask your students (in pairs or small groups) to prepare

the continuing story. Or,

continue the theme of Nelson Mandela, have students write a shortsummary paragraph of what they have read, detailing their ownthoughts on his experiences

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Stage 4Practice A final word:

The 3 main stages of the lesson; presentation, study and practice willwork particularly well when you have a structured language point to work

through. It provides an excellent model for teaching lower ability groups, but may

be found a little predictable for more advanced groups.

As you get more confident you can adjust the order, or even havedifferent phases repeated.

If you have a very imaginative higher level group, you might lead in withthe practice phase and the narrative idea It was a dark and stormynight... and give them 10 minutes to prepare something.

Go around the class eliciting a sentence each on the board to completethe story.

Analyse grammar, vocabulary, sentence structure etc. together using theboard work as a prompt.

You could return to the freer practice by asking students, in groups, to telleach other about the scariest thing that has ever happened to them.

But that all comes later.

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Stage 5 Warm down

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Stage 5Warm down

The final part is a warm down stage. This is often

overlooked by teachers,

it is probably the most omitted part of plans when

things dont run to time,

But it is here that you and your students can take a

breath, You can use it as a recap of the main points of the

lesson, or if your lesson has been quite work focused

then it can be a good chance to do something lighter.

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LESSON PLAN

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LESSON PLAN

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Trainer : .. Date: Time / Venue:.

Textbook :.......................................................Level /

Option:.Unit Title:

Session Objectives: ( Minimum 2 maximum 5 )

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.

..

.. Materials/Resources to be used ( Textbook , workbook , and supplementary material

)

..

...

Activities and their timing :

Additional Info ( in relation to participants , venue , programme..)

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