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Planning 100506195254 Phpapp02

A lesson is a type of organized social event involving learning that takes place in all cultures, with variations in topics, time, place, methodology, and materials, but all share the objectives of learning, participation from learners and teachers, and being pre-scheduled. It is important for teachers to plan lessons because planning helps ensure objectives and aims are achieved efficiently, activities are practical, time and materials are considered, and problems are anticipated and addressed. Key parts of a formal lesson plan include the class profile, objectives for each activity, procedures, time, materials, interaction patterns, potential problems and solutions.

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عمر سعودى
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44 views12 pages

Planning 100506195254 Phpapp02

A lesson is a type of organized social event involving learning that takes place in all cultures, with variations in topics, time, place, methodology, and materials, but all share the objectives of learning, participation from learners and teachers, and being pre-scheduled. It is important for teachers to plan lessons because planning helps ensure objectives and aims are achieved efficiently, activities are practical, time and materials are considered, and problems are anticipated and addressed. Key parts of a formal lesson plan include the class profile, objectives for each activity, procedures, time, materials, interaction patterns, potential problems and solutions.

Uploaded by

عمر سعودى
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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What is a lesson?

 It is a type of organised social event that


occurs in virtually all cultures. Lessons in
different places may vary in topic, time,
place, atmosphere, methodology and
materials but, they all, essentially:

 are concerned with learning as their main


objective,
 involve the participation of learners and
teachers,
 are limited and pre-scheduled as regards time,
place and membership.
I always plan my lesson because it
compels me to think through my aims and
objectives and the various steps in the
lesson.
If I don’t have a plan
I have no basis for
A lesson valuation.
B
I never teach according
to my plan, so what’s
the use of having
one? I always have a plan
C because I think it’s important
for
the teacher as well as the
I think there’s a place learners that everyone
for broad planning but involved in the process knows
not every single step where they’re heading.
of the lesson.

D E
Types of plans
a) Curriculum: A description of the plan of
studies of a school, university, etc.

b) Syllabus: A description of the course


contents of a specific course.

c) Unit Plan: A description of the contents of


teaching over a unit or week.

d) Lesson Plan: A description of the contents


of teaching for a specific class.
Lesson planning ... why bother?
A lesson plan is important because it is the teacher’s
organiser, his/her scheme of action to:
 ensure that time is taken to consider ss’ needs
 set and achieve certain aims and objectives more
efficiently
 think of the practicalities of activities
 take time and materials available into consideration
 ensure appropriate balance and variety of activities
 anticipate problems and offer possible solutions
 reflect on the T’s own knowledge of what is to be
taught
 cut down on improvisation
 serve as a record for past lesson evaluation
Parts of a formal lesson plan
 GENERAL
 class profile
 previous knowledge
 main aim

 FOR EACH ACTIVITY


 objective
 procedure
 time
 material
 patterns of interaction
 anticipated problems
 possible solutions
 appendix
 CLASS PROFILE
Who am I teaching this lesson to? Level, ages,
sexes, rapport, needs.

 PREVIOUS KNOWLEDGE
What do/should ss know at this level? Are they ready
for what I want/have to teach next?

 MAIN AIM
What is it that ss will be able to do by the end of the
lesson that they couldn’t do at the beginning? Once
the aim has been well defined and clearly stated, we
may start organising each of the activities which will
help to achieve this aim.
 OBJECTIVE
The very specific purpose of each and every activity
in the lesson.

 PROCEDURE
A detailed enough description of how each activity
has to be handled. i.e. What will the T do? What will
the ss do? When will materials be given out?, etc.

 TIME
The approximate length of activities considering:
learning value, relevance to teaching point,
approximate “average length”, ss age.
 MATERIAL
All the aids that are needed for every activity,
including handouts.

 PATTERNS OF INTERACTION
Whether ss will be working in lockstep, pairs, groups,
class as a whole.
Is there enough variety?

 ANTICIPATED PROBLEMS
Very much related to objectives... What specific
problems could an activity involve? Grammar, skills,
interaction, instructions...
 POSSIBLE SOLUTIONS
The different ways in which the teacher should be
prepared to handle potential problems.

 APPENDIX
Generally at the end of the plan, where a copy of
every handout or any other material used should be
included.
Where do elements of the plan come
from?
 Main aim
 Activity
 Objective
 Interaction
 Time
 Material
 Procedure
Thank you one and all

 Mr. Mostafa Safiy


 I wish you the best of luck.
[email protected]

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