Lesson plans: components/ headings. Planning and preparing young learner lessons

1. Lesson plans: components/ headings Planning and preparing young learner lessons

2. How do we identify the different components of a lesson plan?

• A lesson plan is a set of notes that help us to think through what we
are going to teach and how we are going to teach it. We can identify
the most important components of a lesson by thinking carefully
about our learners, what we want our learners to do and how we
want them to do it.
The main components of
a lesson plan:
aims
procedures
timing

3. Identifying and selecting aims

• Aims describe what we want learners to learn or to be
able to do at the end of a lesson or a module. Aims
may focus, for example, on grammatical structure, on
the vocabulary of a particular topic or on developing a
language skill.
• To identify and select the most appropriate aims, we
must to ask ourselves these key questions:
1)What do my learners already know?
2) What do they need to know?

4. Types of aims:

Main aim
Subsidiary aim
Personal aim
To practice making polite
requests in the context of
making holiday
arrangements.
Example exponent:
“Could you give me some
information about
hotels?”
Grammar: to revise
modal auxiliary verbs.
Phonology: to focus on
intonation.
Speaking: to give
controlled oral practice
To improve my
organization of the
whiteboard. To give
clearer examples.
A main aim describes the most important things we want the
learners to achieve
Subsidiary aims show the language or skills learners must be able to
use well in order to achieve the main aim
Personal aims show what we would like to improve or focus on in
our teaching

5. Are an aim and a procedure the same terms?

The syllabus (the course programme) and/or the
coursebook will give us a general direction for
planning our teaching. To specify main aims for a
particular lesson we think about our learners’ needs
and the stage they have reached in their learning.
Aims are not the same as procedures. Aims describe
what the learners will learn or what they will be able
to do with the language, while procedures are what
the teacher and learners do at each stage of the lesson.

6.

Extra components:
Class profile: “Who are we planning the lesson for?”
Assumptions: “What do we think learners already know or can
already do related to the aims?”
Anticipated problems: “What may learners find difficult in the
lesson? What may they not be used to doing? What may they nob
be confident about?”
Possible solutions: “What actions will we take to deal with
anticipated problems?”
Teaching aids, materials, equipment: “What should we remember
to take to the lesson?”
Interaction patterns: “In which way will learners work at different
stages, i.e. individually, in pairs, in groups, as a whole class?”
Homework: “What further work will learners need to do before the
next lesson?”

7. Assessment of learners’ progress

Assessment means collecting information about
learners’ progress in order to make judgements about
their learning
Formally
Informally

8. Thank you for attention!