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LESSON PLAN COMPONENTS

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Teaching Grammar Procedure

Timing Procedure Aims Aids and Interaction

Materials Patterns
5’ Warm-up or lead-in  To raise the ss interest.
 For ss to personalise  Cards T-SS
the language  Visuals Pair work (s-s)
 For ss to review the  T’s Questions Whole class
language  Class
 To engage ss Discussions

PRESENTATION To present and model:  Stories and T- whole class

15’ anecdotes
T introduces the language  how the language item
using different approaches, is made,  Student books Group work
techniques, activities and
 what the grammatical  Texts
materials. structure of the form is,
 Video tapes
T provides models (so ss  how it is pronounced
are aware of the form) in and written,  Audio tapes
context (for the ss to
understand the meaning)  how negatives and  Newspapers
questions are formed if
appropriate.  Songs
Ss identify the language
Concept - what the form actually  Pictures
T checks concept means.
to make sure ss have got it  Realia
right. Context - when the form is
actually used.
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20’ PRACTICE For ss to practise the form and Individual work

Restricted or Controlled use (meaning of the structure)  Course book
Practice For ss to develop accuracy
 Drills  Handouts
 Matching exercises Pair- Work
• Gap-filling  OHP
• Scrambled sentences
• Dictation  Projector
Group- work
• Error correction
Semi-controlled Practice
For ss to practise use/ meaning  CD player
Teacher… in context.
gives instructions, Whole class
provides material • Quizzes
collects answers • Games
checks answers and • Tests
provides feedback • Information search
• Transformation
Ss listen to instructions
sentences
Are given material, answer
exercises / do tasks • Completion sentences
Compare their answers
Are given feedback
20’ Production For students to use the language
in a life-like situation.  Role Cards Individual work

T gives instructions For ss to improve fluency,  Information Gaps

Ss perfom the activity whether oral or written, students
need to have the chance to Pair- Work
 Handouts (Class
activate their language through
activities and tasks that surveys )
T monitors ss during the encourage them to use a wide
activity. range of English as naturally as  Games
possible. Group- work
T gives feedback  Authentic
 Games Material
 Role plays
 Discussions Whole class
 Writing activities,
 Projects and tasks
 Ss presentations
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Jumbled Lesson Plan

The teacher asks students if they believe in ghost.

The teacher tells students a story about a haunted house.

The teacher asks students questions such as: Do you remember what
Sophie was doing when she found the skeleton?

The teacher writes the sentences with the information the students
remember.

Students identify the language of describing past events.

The teacher asks the students for more examples .

Students match some sentences from the story.

Students in pairs compare their answers.

Students complete some legends using the correct tenses

The teacher checks the answers.

Students, in groups tell each other a ghost story they know and decide
which is the best to be told.

One student of each group reports his/her favorite story.

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Reading Process

Pre- Reading
 Exploit title/visuals
To motivate ss interest T encourages ss to think about
 Ss predict content according to
To create expectations and discuss what they are going to
the title
To provide a need to read, to read.
 Personilised discussions
complete an activity or confirm
an idea  Brainstorm vocabulary
To train in perception,  Crocodile (know/ don’t know/
personal opinion. would like to know)
 Ss write own questions according
to what they would like to know
To help students understand T pre teaches vocabulary (key from the text.
words to make understanding
easier). Matching, realia, drawings, dictionaries
etc.

While Reading First Reading

To teach ss to read and T sets a task to assist overall
respond to texts not simply understanding.
answer comprehension Ss read for gist and perform the Title the story/ each paragraph
questions. task . Jig -Saw Reading
To develop reading Feedback Match the drawing with the story
strategies
Second reading
T sets a task to focus on more
detailed understanding . Getting meaning from context
SS read the text for the second T/F questions
time using different strategies, Information transfer
perform the task. Multiple choice
Feedback . Open- ended questions
Blanking out logical connector
Cloze text
Gap filling
Post Reading T sets a task (homework) to
To sustain interest in the text. expand their knowledge. Further reading
To increase understanding Students perform the task. Writing
To exploit text more fully Feedback. Class Discussions
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USING READING STRATEGIES

New Interchange Intro , Unit 6, Jack Richards, CUP

I. Read the text and choose the best title:
a) What’s your schedule like?
b) What do you do on weekends?
c) Where do you work?

II. Answer the following questions

1.- What time does each person get up?
2.- Who works on weekends? Who works on weekdays?
3.- Who eats breakfast in the morning?
4.- Who works five days a week?
III. Put in order Joshua’s activities.
______ He takes a lunch break.
______ He gets up.
______ He goes for a run.
______ He works until six.
IV. Look in the text the words or phrases which mean the following
12:00 o’clock at night-
12:00 in the morning –
Not to work for a company or somebody else-
To look for information in the Internet-

V. What about you?

1. Find one thing you like about each person’s schedule.
2. Find one thing you don’t like about each person’s schedule.

VI. Look in the text for all the expressions related to days, or parts of the day.

VII. For homework, look for information about your favorite singer’s routine.
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Listening Processs

• 1. Arouse ss insterest and set the scene

Before • 2. Teach key words/ phrases
Listening

• 1. Set a task to help ss overall understanding

• 2. Give the listening text for the first time (either play the
First recording or read the text)
Listening • 3.Feedback

• 1. Set a task for a more detailed information

• 2. Give the listening text for the second time (either play the
Second recording or read the text)
Listening • 3.Feedback

• Encourage Personal Response

After • Listening can be integrating with speaking practice
Listening
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PRACTICE
For questions 30-36, put the stages (A-H) of a reading skills lesson plan in order.
Mark the correct letter (A-H) on your answer sheet.
The first stage (A) is done for you. Do not use A again.

0 .A... A The teacher tells students the title of the story “A long journey”.

B Students read for gist to see if their predictions were right, and the class
30 ... ...
discuss their answers with the teacher.
31 ... ... C The teacher gives students comprehension questions to read.

D Students brainstorm words connected with journeys.

32 ... ...
E Students read for specific information.
33 ... ... F In pairs, students check their answers.

G Students use their answers to re-tell the story in pairs.

34 ... ...
H The teacher gives students a list of words from a story about a journey.
Students check which of their words are in the list, and then guess what
35 ... ... the story will be about.

36 ... ...

http://www.cambridgeesol.org/teach/tkt/data/Sample%20Sequencing%20Task.pdf
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Speaking Process

1. Make ss be interested.

2. Set up the activity , give clear instructions and check that they have been understood.

3. Make sure ss have enough time to prepare.

4. Make the activity more a “process” rather than a “product”-based by encouraging

rehearsal if appropriate, particularly with role plays.

5. Monitor the activity. Don’t interrupt except to provide help.

6. Evaluate the activity. Make notes to provide later feedback.

7. Provide Feedback.

SPEAKING ACTIVITIES
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Writing Process

1. Introduction T stimulates ss interest through a listening or reading text, speaking activity.

T creates a situation where a piece of writing is required.

2. Working with ideas SS brainstorm, use word pools, mind maps, etc.
SS note down ideas
Develop ideas, choose those ideas to keep and those to be rejected.

3. Planning T provides models, and reminds ss of the typical features and structures on
the text type they are writing.
SS organise ideas, divide their ideas into paragraphs.

4. Drafting Ss write a first draft individually or in pairs. They may need to refer to
dictionaries, grammar reference books, model texts.

5. Reviewing/Editing SS correct and edit their first draft _ looking at content, language accuracy,
organization, style etc.

6. Re drafting Ss write out another version, read it again or give it to someone to read it
(proof reading) to check mistakes.
7. Word processing
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Planning a lesson and Planning a series of lessons

I. When we plan an individual lesson, what questions do we have to ask ourselves

about... ?

aims
motivation
activities and materials
time
flexibility
steps

II. Planning a series of lessons.

What aspects do you have to think of while planning a series of lessons? Complete the
following sentence.

A _____________________ describes the language and the skills to be covered in a course.

______________________ is the likely time which different activities or stages in a lesson plan
should take.

There should be __________________ in the activities, language, skills, interaction patterns, level of
difficulty, pacing and timing into a lesson, so that students stay interested.

Students need to ______________________ in order to revise the language they have learned.

Teachers need to plan a series of lessons while working with a ____________ approach, since
there are different tasks that students need work on in order to achieve the main aim.
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Using a coursebook

Reasons for using a coursebook Reasons for using supplementary

materials

COURSEBOOK MATERIALS

a) It is used regularly by students in class _______________________________.

b) A _____________________ accompanies the coursebook and it has teaching ideas, tapescripts and answers
to the coursebook.
c) A _______________________ has extra practice and it is often used for homework.
d) The _____________________ are used for the students to develop listening while they do some exercises.
e) A ________________________ has extra activities, games and photocopiable material to be used in class
(also to extend the length of the course).
f) A _______________________ provides extra exercises for students to practice using a computer.
g) A _______________________ allows teachers to create their own exams.
h) A _________________________ helps students to see how the language they learn is used everyday.
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Using coursebooks

Making Decisions

Problems Strategies -Possible Solutions-

 Ss need more practice.

 There aren´t enough exercises.
 Ss don´t need so much practice.
 The exercises are too long.
 All the exercises are similar.
 Ss get bored.
 The task doesn´t suit the ss needs.
 The reading texts –exercises- are too
difficult or too easy.
 The units follow the same order.
 Ss need to practice things in a different
order.
 Ss need more practice.
 Ss need to revise particular items.
 T wants to reinforce particular items.
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Choosing Assessment Activities

I. Look at the exercises of American Headway, Unit 3 by John and Liz Soars, Oxford
University Press. Answer the following questions.
1. What’s the main aim of the lesson?
2. What are the aims of each exercise?
3. What skills are they focused on?
4. What kind of exercises are they?
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