Session 12 Lesson planning

Learning Outcomes
By the end of the session participants will have:
 reflected on their experience of lesson planning
 discussed the importance of lesson planning
 discussed and explored lesson objectives and outcomes

Key Learning Points

 Planning a lesson is important for a teacher firstly for identifying the objectives
and outcomes of the session.
 Language in the objectives should be learner-centred.

Preparation: As Handout 1 for Tasks 2 and 3 prepare photocopies of different lessons

from existing textbooks. Alternatively, ask participants to bring the textbooks they use to the
session. There should be one lesson for each group.

Plan
1 Lead in & Reflecting on lesson planning 15
Outcomes practice and planning the minutes
learning outcomes to
participants
2 Lesson objectives Discussing and practising 30 Handout 1
establishing lesson objectives minutes
3 Lesson outcomes Discussing and practising 25 Handout
establishing lesson objectives minutes 1from Task
2
4 Reflection and Reflecting on workshop and 15
action plan selecting goals for development minutes

1. Lead in & Outcomes

Objectives: to help participants to reflect on their own experience in planning a
lesson; to help participants understand the outcomes of the session
Time: 15 minutes
Materials: none
Interaction: plenary

Procedure:
 Ask participants the following questions:
o Do you plan your lessons? Why?
o Why is planning a lesson important?
o What does your lesson plan include?
o What is the most difficult to formulate in the lesson plan?
 Establish that
o planning a lesson is important because it shows what the teacher
hopes to achieve in the lesson and how s/he hopes to achieve it.
o among other components, a lesson plan usually includes information
about the objectives and outcomes of the lesson.
 Tell participants that in this session they will have a chance to explore
objectives and outcomes of the lesson. In the next session they will discuss
how to achieve them.
NB: For the purposes of the session the lesson objectives are not differentiated from lesson
aims.

2. Lesson objectives
Objective: to help participants to explore and practise establishing lesson
objectives
Time: 30 minutes
Materials: Handout 1
Interaction: group work, plenary

Procedure:
 Ask participants why it is important to identify the objectives of the lesson.
Elicit responses in plenary.
 Establish that identifying objectives of the lesson is important because
teachers need to know what they hope to achieve and what it is they want
their pupils to be able to do at the end of the lesson that they couldn’t do
before.
 Write the following on the board (alternatively, prepare a poster beforehand):

Objectives:
 to help pupils practise use of the Simple Present Tense for related
activities, expressions of frequency, as well as words and expressions
associated with household chores;
 to enable pupils to talk about common, everyday household chores.

 Ask participants to work in groups of 3-4 to decide which lesson in Handout

1the objectives on the board belong. Distribute Handout 1 to participants and
ask them to do the task.
 Discuss the answers in plenary.

Answer key: Lesson C.

 Ask participants to look at the objectives again, this time focussing on the
language used for writing them, and to decide why the teacher used ‘to help
practise’ and ‘to enable’ instead of ‘to teach’.

Answer key:
These verbs are learner-centred and mean that pupils will be involved actively in the lesson.
The verb ‘to teach’ does not imply that pupils are involved in the lesson. Teaching does
not always mean learning.
 Learner- centred Teacher- centred

 Ask participants to copy the table into their notebooks. Tell that you will
dictate verb phrases used for writing lesson objectives and that they will have
to write them in the correct column.
 Dictate the following verb phrases: to help pupils to discuss, to present, to
give opportunity to practise, to enable, to explain, to help pupils to explore
 Discuss the answers in plenary.

Answer keys:
Learner- centred: to help pupils to discuss, to give opportunity to practise, to enable, to help
pupils to explore
Teacher-centred: to present, to explain
 Briefly ask participants to give the meaning of each verb phrase and to
suggest their equivalents in their native language(s).
 Tell participants that now they will practise writing lesson objectives using
learner centred verb phrases.
 Tell participants that they will work in groups and write objectives for the other
lessons in Handout 1. Remind them to use the learner centred verb phrases.
 Put participants in groups and allocate the remaining three lessons (Lessons
A, B and D) to different groups.
 When groups finish, ask them to display their lessons and objectives on the
wall, to walk around, to read other groups’ lessons and objectives and to
comment on them.
 To initiate feedback and summarise ask participants the following questions
and elicit responses in plenary:
o Which objectives did you like? Why?
o Which objectives do you think should be changed? Why? How they
should be changed?

3. Lesson outcomes
Objective: to help participants to explore and practise establishing lesson
outcomes
Time: 25 minutes
Materials: Handout 1 from the previous task.
Interaction: group work

Procedure:
 Explain to participants that formulating objectives also important for being
able to see the outcomes of the lesson – that is what will be the end result of
the lesson in terms of pupils’ skills, abilities and knowledge. Ask participants
to give the equivalents of lesson outcomes in L1.
  Discuss the outcomes of Lesson C from the previous activity (the one to
which participants identified objectives) by asking the following questions:
o What language knowledge will pupils have by the end of the lesson?
o What topic will pupils be able to communicate (write, speak,
understand while listening and reading) on?
o What skills will pupils have developed by the end of the lesson?
o What cultural knowledge will pupils gain from the lesson?
 Discuss answers in plenary.

Answer keys:
o Pupils will have knowledge about the simple present for repeated
activities, expressions of frequency.
o Pupils will be able to communicate about common, everyday household
chores.
o Pupils will have developed reading, writing, speaking and listening skills.
o Pupils will learn more about household chores of their classmates.

 Establish that discussing these questions help teachers to identify the

educational, developing and upbringing outcomes of the lesson (Uzbek:
darsining ta’limiy, rivojlantiruvchi va trabiyviy maqsadlari; Russian:
образовательные, развивающие и воспитательные результаты урока).
 Ask participants to look at their lessons from Task 2 (Handout 1:
Lesson A, B or D) again and discuss the following questions in their groups:
o What language knowledge will pupils have by the end of the lesson?
o What topic will pupils be able to communicate (write, speak,
understand while listening and reading) on?
o What skills will pupils have developed by the end of the lesson?
o What cultural knowledge will pupils gain from the lesson?
 Ask participants to write the outcomes of ‘their’ lesson and present it to the
bigger group.
 Discuss the outcomes presented by each group and comment if necessary.

4. Reflection and action planning

Objectives: to help participants to reflect on the tasks they practised; to give
participants opportunity to think of the things they would like to use in
their teaching
Time: 15 minutes
Materials: none
Interaction: individual, pair work, plenary

Procedure:
 Ask participants to complete the following sentences
o One thing I found interesting in the session is ...
o One thing I will try in my teaching or lesson planning is ...
 Ask participants to get into pairs and discuss their answers.
 Elicit random responses in plenary.
 Summarise the session by establishing that
o Planning a lesson is important for a teacher firstly for identifying the
objectives and outcomes of the lesson.
o Lesson planning helps teachers to think of the essential aspects of the
lesson objectives and outcomes:
 Language knowledge pupils will achieve
 Abilities pupils will develop.
 Skills pupils will develop
 Cultural knowledge pupils will gain
Handout 1
Lesson A: page 26, English Matters 6 – Unit 3, lesson 1.
Handout 1
Lesson B: page 62, Fly High 5 – Unit 10, lesson 1
Handout 1
Lesson C: page 32, English Matters 6 – Unit 3, lesson 7.
Handout 1
Lesson D: page 72, Fly High 5 – Unit 12, lesson 1.