Every lesson needs a
plan. The level of detail it contains, and whether it is mainly in your head or
mainly on paper, will vary depending on your training and experience, the type
of class (one-to-one classes often have a much more fluid plan, for example)
and the time that you have available to plan.
The main reason to
have a plan is to know, firstly, the aim of your lesson and, secondly, what
you’re going to do during the lesson in order to achieve that aim. If you don’t
know what you want your students to be able to do by the end of the lesson, you
risk them going away feeling that they haven’t achieved anything.
What should a lesson
plan include?
Everything that you
might want to include in your plan derives from the main aim and how you’re
going to achieve it. What materials do you need for the activities that you’ve
planned in order to achieve your aim? How long will each of these activities
take? What problems might your students have in dealing with a particular
activity or language point? And so on.
As we said, for most teachers it is impractical to plan every
lesson with this amount of detail. But these kinds of detail should at the very least be in
your head, even if the paper version is just a few scribbled lines – and
writing a few plans in this way is the best way to get yourself into the habit
of thinking about these
kinds of detail when you’re planning, even if you don’t have the time to
actually write them.
Although there are
other possibilities, here’s a list of the main things to include in a detailed
plan:
Main aim
Subsidiary aims
Personal aims
Materials
Anticipated problems and
solutions
And for each stage of the lesson itself:
Timing
Stage aims
Activities
Focus
Main aim
What should the main
aim be? Ideally it should come from a course plan which outlines a logical
progression of aims for every lesson in a course. How does this lesson that
you’re teaching today fit into the bigger picture of what your students want or
need to achieve on the course? The aim might be based on a language point
(grammatical, lexical or phonological), or it might be based on a skill
(reading, writing, listening or speaking).
The key is to think
not in terms of what you want to teach, but in terms of what you want
your students to be able to do. By thinking from your students’ perspective
you are more likely to choose activities which will help them achieve this aim,
rather than activities which are easy for you to teach. if your aim is grammar
or vocabulary based, you also avoid the risk of “teaching” the form and then
thinking “okay, they’ve got it, job done”.
So, instead of “to teach
will and going to” or “to practice listing for gist” try “to enable students to
discuss future plans using will and going to” or “to develop students’ ability
to identify the main ideas in a reading text”. Think along the lines of “to
help / to enable / to develop/ to improve…” rather than “to teach / to
practice”.
It’s also a good idea
to make a note of how you will recognise when your students have achieved the
main aim. This can help you afterwards to critically analyse your lesson, think
about ways to improve it if they didn’t achieve the aim, and decide what
further work is needed on a particular language point or skill.
You may also have some
secondary aims that you would like to work on. In the “Used to” lesson below
the main aim is based on a language point, but we do some listening work to
provide the context for presenting this language, so we take the opportunity to
develop the students’ listening skills. We also introduce some vocabulary, not
just because we need it to understand the text, but because we would like our
students to be able to use this vocabulary outside the lesson.
You might also have
something that you want to achieve on a more personal level. Maybe in your last
lesson you weren’t happy with your board work and you want to improve on this.
If there are several aspects of your teaching that you want to improve or
develop, try focusing on one at a time here – work on it for a few lessons
until you’re happy with it, then move on to the next one.
What materials will
you need for each of your activities? Make sure you won’t need to run back to
the photocopier during the class by going through all the stages of your lesson
one by one – have you forgotten anything?
Anticipated problems and solutions
Take a little time to
go through the stages of your lesson and anticipate the problems your students
may have and what you will do if these problems crop up. Anticipating the
unexpected allows you to, as far as is possible, avoid the danger of being left
stranded without an answer. This can help you feel more confident and deliver a
more effective lesson.
Think in terms of
vocabulary in a text that you may have to pre-teach in some way, potential
issues with pronunciation and how you’re going to deal with them, possible lack
of student imagination in creative tasks, possible confusion of tenses and how
you’re going to resolve this, and so on. It’s important to be precise here. If
you say “students may be unfamiliar with some words in the text” it doesn’t
really help you to prepare a solution. If you say “students may be unfamiliar
with the words “to give up, to quit…”, you can think about the best way to
present or elicit the meaning of each.
Stages of the lesson
Now we come to the lesson itself. There are four things to
consider here:
Timing
Your lesson has a fixed length and so you’ll need to think about the timing of
each activity. This helps you to know that you have planned a long enough
lesson, and during the lesson itself will serve as a self-check to make sure
you achieve what you want to achieve. If you find that you haven’t planned
enough material, make sure any new activities you add contribute to your lesson
aim – avoid the temptation to crow-bar in activities that don’t really fit. You
could also go back and think about the activities you already have – could you
expand on them or change them in any way?
Stage
aims
These are the aims of the individual stages of your lesson, as opposed to the
main aim of the lesson as a whole. There should be a logical progressions here
towards achieving the main aim. Stage aims should answer the question “Why am I
doing this?” rather than “What am I doing?” – the answer to this second
question comes in the next column.
The stages that you
include in your lesson will depend, of course, on the type of lesson. The “Used
to” lesson follows a traditional PPP (presentation, practice, production)
model. We therefore expect to see a stage where the language is presented in
some way. This could be a situational presentation, a presentation from a text,
or one of a number of different techniques to present new language. We also
expect to see some practice stages, probably some restricted followed by some
freer practice. These stages could be either oral or written. Finally, we
expect to see a production stage or, as we have called it in this lesson,
authentic practice.
Activity
This is what you actually do at each stage of the lesson. Be specific here.
Instead of “Look at and discuss pictures”, break it down and say exactly how
you’re going to do this: “Students look at photos of children doing things;
Students discuss in pairs whether or not they did these things in the past and
whether or not they do them now”. Being this specific will help keep you on
track and ensure that you don’t forget a crucial part of an activity.
Focus
This tells you whether the activity is pair-work (S-S), group work (S-S-S), a
teacher-led activity (during the presentation stage, for example – T-Ss) and so
on. This can show you whether or not you have a range of different activity
types – is your lesson too teacher-centered? Is every activity pair work? Have
you mixed up the groups for different activities?
Here’s the “Used to” lesson plan, with an extra activity at the
end.
Main aim
·
To develop students’ ability to talk about past habits
using “used to” in the context of childhood and addictions.
How will I know if this aim has been achieved?
·
Students will, during the less restricted practice
stage, use the target language with sufficient accuracy for their partner to
understand their past habits.
|
Subsidiary aims
·
To develop students’ ability to listen for the main
ideas in a text.
·
To improve students’ ability to talk about the topic of
addictions by introducing an “addiction” lexical set.
|
Personal aims
·
Give students more time to discuss in pairs after a
listening activity before feedback.
|
Materials
·
Realia – chocolate, cigarettes, coffee, a PC
·
Pictures or short video clips of children playing on
swings, dressing up for Halloween, studying at school.
·
Listening CD and photocopies of tapescript from Language To Go Intermediate (Longman, 2002)
lesson 11.
·
Photocopies of handout for each student.
|
Anticipated
problems and solutions
·
Problem: Students may be unable to think of three things
they did as a child but don’t do now on the spur of the moment.
·
Solution: Provide prompts and examples if necessary.
·
Problem: Students will not be familiar with “to give
up”, to quit”, “to cut down on” in the listening text.
·
Solution: Elicit these items in the context of
addictions.
·
Problem: Students will be unfamiliar with the
pronunciation of “used to” – /juːstə/
·
Solutuon: Drill in affirmative, negative and question
forms
|
Timing
|
Aims
|
Activity
|
Focus
|
8 mins
|
Lead in
to set the
context for the lesson and generate interest
|
·
Ss look at photos of children doing things
·
Ss discuss whether or not they did these things in the
past and whether or not they do them now
·
Ss write three things they did as a child but don’t do
now and give them to T
|
S-S-S
|
7 mins
|
Lexis
to introduce
vocabulary for listening stage
|
·
Ss look at coffee, cigarettes, chocolate and a PC
·
Ss discuss whether or not they use these things, how
often, and whether they can stop
·
T elicits addict, addicted, addiction, to quit, to give
up, to cut down on, willpower
|
S-S
S-S
T-Ss
|
10 mins
|
Listening
to practise
listening for gist
|
·
Ss listen to four people describing their addictions:
Does the person have the same addiction as you? If not, what are they
addicted to; Have they given up?
·
Feedback on board
|
S
Ss-T
|
12 mins
|
Presentation
·
to introduce target language
·
to manipulate form
·
to provide restricted practice in using target language
and standardise pronunciation
|
·
T elicits target language:
- Did he smoke in the past? Yes
- Once or many times? Many times
- Does he smoke now? No
“He used to smoke”
·
T repeats with other examples and elicits negative and
question
·
T drills target language
|
Ss-T
|
10 mins
|
Less restricted
practice
to give students
restricted practise in using target language
|
·
T writes on board one thing that each student used to do
as a child
·
Ss circulate, asking each other questions to find out
who used to do what
·
Feedback
|
T-Ss
S-S-S
Ss-T
|
3 mins
|
Less resticted
written practice
to provide a
written record of the target language
|
Sts write 2
sentences about themselves and two about other sts using target language
|
S
|
10 mins
|
Authentic
practice
to give students
authentic practice in using target language
|
·
T gives handout with prompts – last house, last job,
appearance 10 years ago
·
Ss circulate and ask and answer questions based on
prompts
|
S-S-S
|
This lesson follows a typical PPP (Presentation, Practice, Production) model.
With this model we first present or elicit the language in some way. The
students then practise it in more or less controlled situations and finally
produce it in a more authentic situation. Have a look below for more about
these practice and production stages.
PPP is just one of several possible lesson models – as such we
have not covered all of the possible lesson stage types and have only touched
on some of the terminology that you might include in these stages. But we’ll
expand on some of the terminology and stages that we have mentioned in more detail here:
Lead in
A lead in activity is designed to “warm the students up” – to generate interest
and get them thinking about the topic. When you introduce a topic, for example
with pictures, a video or some questions, you activate in your students minds a
mental image or expectation based on their existing knowledge of the topic.
This mental image is often called a schema, and so we can say that
the aim of a lead-in stage is to “activate your students’ schemata”. Your
students’ existing knowledge and experience can then be used to personalise the
lesson.
Target language
The aim of the presentation stage is to present or elicit the target language –
the language that we want the students to be able to use correctly in order to
achieve the aim of our lesson. There are different ways to do this – in this
case the teacher elicits the meaning of the target language with a series of concept questions before giving the target sentence
itself.
Manipulating form
By this we mean that the teacher presents (or elicits) the question and
negative forms of the target language, as well as, perhaps, other examples in
the first, second or third person.
Restricted / controlled practice
The first practice stage, where the teacher drills the pronunciation of the
target language, is very restricted, in the sense that students focus entirely
on the sentence containing the target language. There is no opportunity at this
stage to incorporate other language. The practice stage of PPP lessons tends to
start with restricted practice in this way, and then gradually move on to less
restricted and eventually much more authentic practice.
In the less restricted practice stage of this lesson, students
are given the chance to circulate and ask each other questions (using the
material that was gathered during the lead in). The focus is still very much on
the target language, but much less restricted or controlled than the previous
exercise.
Authentic / Free / Fluency practice
Finally, the students are given the opportunity to produce the target language
in a much freer context. The activity in this lesson encourages them to talk
about the past, and they may naturally use the target language during their
conversations, but they are also free to use other language. There shouldn’t be
any pressure on the students at this stage to use the target language, and you
may find that they don’t use it very much at all. This is why we can call this
stage authentic practice – in an authentic situation we wouldn’t
use “used to” in every sentence when communicating with someone – we would
maybe use it once or twice in addition to other forms.
eslbase.com
.jpg)
