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Lecture 01 Lesson Planning

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Lecture 01 Lesson Planning

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nessrinedahmoun
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University of Algiers II- English Department- Third year LMD- Introduction to Didactics- S6-

Dr. Bouchama- Sari-Ahmed-

Lecture 01 : Lesson Planning

I- Definition
The term ‘lesson’ refers to a number of activities that cover a period of classroom time, usually
ranging from forty to ninety minutes (Brown, 2001 ). According to Bailey and Nunan (1996), “a lesson plan
is like a road map which describes where the teacher hopes to go in the lesson, presumably taking the
students along” (p. 18). This short definition suggests that teachers should try to draw this road map as
clearly and carefully as possible.
Lesson planning helps teachers (novice and experienced) to organize content, materials, learning
objectives, strategies, instructional procedures, assessment, and time allotted for each activity. It allows the
teachers anticipate problems that students might encounter in their learning process (Brown, 2001). Besides,
a lesson plan produces more unified lessonS (Celce-Murcia, 2001).
Lesson planning starts with the preplanning stage. This requires teachers to assess students’ needs,
and to gather ideas and teaching materials. According to Harmer (2007), “a good plan tries to predict
potential pitfalls and suggest way of dealing with them” (p. 373).

II- Elements of a lesson plan


The essential elements of a lesson plan are:

 Goals: a lesson aim is a very general statement of what the overall goal of the lesson is. Teachers
should be able to identify the overall purpose or goal that they will attempt to accomplish by the end
of the class period. Examples of goals are: understanding telephone conversations, writing an
application letter, writing an email.

 Objectives: lesson objectives are the measurable stages learners need to go through in order to
fulfill the overall lesson goal. Teachers need to decide what learners need to be able to DO by the
end of the lesson. Starting with lesson objectives helps teachers ensure that the tasks and activities of
the lesson are appropriate and will lead to the achievement of the stated objectives. The latter should
be brief, clear, unambiguous, measurable, clearly formulated, observable, and stated in terms of overt
performance. Objectives must not include the phrase ‘to know’, ‘to learn’ but active verbs as
‘demonstrate’, ‘analyze’, ‘formulate’, ‘produce’, ‘describe’ and ‘identify’. Some examples of lesson
objectives are:

-Students should be able to request information.


- Students should be able to understand and produce verbs in the present simple tense.
-Students will produce questions with when, where, and what.

 Materials and equipments: teachers should know before going to class about the materials needed
for the lesson in order to have them in class. Materials consist of: CD players, posters, handouts,
workbooks, overhead projectors, data shows, a laptop.
 Procedure: this point encompasses variation, but Brown (Brown, 2007) suggests a general set of
guidelines including: a warm up activity, practice activities, and closing.

 Evaluation: teachers need to check whether the lesson objectives have been achieved or not.
Evaluation consists of formal or informal assessment that can be administered by the end of the
lesson, after learners have had the chance to build certain abilities, in order to evaluate their success
and make adjustments in the lesson plan.

 Extra-class work: this consists of applications or extensions of classroom activities that intend to
help students do some learning beyond the class hour. Extra-class work needs to be planned carefully
and communicated clearly to students.

References

Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy.


Englewood Cliffs, NJ: Longman.
Brown, D. (2007). Principles of language learning and teaching. San Francisco: Pearson Education.
Celce-Murcia, M. (2001). Teaching Englishs as a second or foreing language. Boston: Heinle &
Heinle.
Davies, p., & Pearse, E. (2000). Success in English Teaching. Oxford: Oxford Unversity press.
Harmer, J. (1998). How to Teach English. Longman. Harmer, J. (2007). The Practice of English
Language Teaching. Pearson Education Limited

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