CRMEF-Inzegane

Department of English

Planning Lessons
& Courses

Prepared and presented by:

 Presentation Outline

Introduction
1. Purpose of a lesson plan
2. Four Major Elements of a lesson plan
3. Six common mistakes in writing LPs
4. Lesson plan the easy way
5. Alternatives to formal planning
6. Planning a course
7. Samples
conclusion
What does lesson planning mean?

Lesson planning is the art of

combining a number of different
elements into a coherent whole
so that a lesson has an identity
which students can recognise,
work within, and react to.
 Purpose of a lesson plan:
To
• structure the lesson
• organize its contents/materials
• determine method of its delivery
• assess students’ learning
• evaluate its application/effectiveness
 FOUR MAJOR ELEMENTS

• Educational Objectives
• Content and Appropriate Teaching
Activities
• Preparation of all the Material
• Monitoring & Assessing Learning
 Six Common Mistakes In
Writing Lesson Plans
1. Poorly written objectives lead to faulty
inferences.
2. The lesson assessment is not connected
with the behavior indicated in the
objective.
3. Prerequisites are not specified or are
inconsistent with the lesson requirements.
4. The materials specified in the lesson are
irrelevant to those described learning
activities.
5. Teacher’s instructions are inefficient
6. Students activities do not contribute
effectively to the lesson objective
Lesson Plan the Easy Way

The clearer the

structure of a lesson
and the more precise
the directions on what
is to be accomplished,
the higher the
achievement rate.
 FIVE LEVELS OF PLANNING

1. Daily planning … (Teacher)

2. Weekly planning… (Teachers-individually

as well as in groups)
3. Unit planning … (Teachers’ Group
/Co –
ordination)
4. Term planning …
5. Yearly planning …
 … Lesson Plan The Easy Way
Characteristics
A Good Lesson Plan is
a. based upon previous knowledge.
b. caters to the age level of students.
c. uses motivational techniques
d. includes necessary materials
e. is student centered, flexible, complete,
interesting & activity based
f. has proportionate time allocation
g. includes evaluation process
h. includes all the essential elements of a
lesson plan
 … Lesson Plan The Easy Way
Advantages of lesson plan

• makes the work regular & organized

• it induces confidence.
• it saves time
• promotes learning.
• it makes conscious for the achievement
of objectives.
• improves results
EDUCATIONAL OBJECTIVES

…….are the learning outcomes of

a lesson i.e. what the students
should be able to know or do at
the end of the lesson that they
could not do at the beginning!
 … EDUCATIONAL OBJECTIVES

• Specify the new skills that the

students will gain as a result of the
lesson
• Focus on student’s (not teacher’s)
attainment
• Determine the degree or criterion
for satisfactory attainment of the
objectives.
… EDUCATIONAL OBJECTIVES
Setting Objectives
What will the learner be able to:
• Know (concept…cognitive)
• Do (skill… psychomotor)
• Feel (behavior, attitude, appreciation or
ideas…affective)
Each defined objective is matched with:
• Teaching Method
• Learning Activities
• Type of Assessment
Note: Relevance is the essential quality of
the educational objectives
Activity # 2 :EDUCATIONAL OBJECTIVES

Objectives Write SMART Objectives

for:
should be
English & Urdu:
SMART: Comprehension
• Specific Creative writing
• Measurable Grammar
Literature – summary ,
• Attainable RTC.
• Realistic Mathematics
Science
• Time bound
Social studies
Library
 ROLE OF
LEARNING MATERIALS

• Defines Instructional Objectives

• Sets Tasks to Attain Objectives
• Informs Learners of Tasks they have to Perform
• Provides Guidance and Practice
• Provides Feedback on Retention of acquired
Skills
• Makes the teaching effective.
• Supplies concrete basis for conceptual thinking.
• Makes learning permanent
Teaching Materials / Resources

A. COURSE BOOKS
B. SUPPLEMENTARY MATERIALS:
1. Teacher’s book
2. Work book
 C. SUPPORTING MATERIAL:

1. Audio Materials
2. Visual materials
3. Audio-visual materials.
4. Multi media
Before Planning a Lesson
Questions you need to ask are:
• What are the inputs?
• What is the output?
• What do I expect the student to be able to
do by the end of the time available?
– What will I do in order to make that
possible?
– How will I break up the time into main
stages?
– What will be the main stages be linked?
– What materials/aids will I need to achieve
these aims?
 … Activity

Process
Input

Process

Output
Alternatives to formal planning

The alternatives to formal lesson plan are some

kinds of plans that can replace the formal
planning.

1- A brief ‘running order’

2- Flow chart
3-Dream through the lesson
4-Focus on the ‘critical learning moments’
5-Half-plan
6-Where’s the meat?
7-Lesson images
8-The jungle path
 1- A brief running order

It is the simplest type of lesson plan where a teacher notes activities in

a quick way, with specific language points or materials.
1 -chat – last night (pub/disco/home)
2 – recall things people said
(collect as direct speech on board)
3 – pairs turn into reported speech (write)
4 –stand up – tell each other about last night using
reporting verbs
5 – focus on useful verbs e.g (explained, demanded,
promised, apologised, decide, offered,
replied + elicit others
6 – do course book ex. 3 + 4
7 – filler game – famous quotations ( if time)
 2- Flow chart

To write procedure notes in sketch boxes, rather

than in traditional linear dawn-the-page fashion.

example of a flow chart:

 If problems Teach new items
Pain work Review phrases for (questions about
information gap
(job interview job history, personal experience) using
interests, personal anecdote

Do demo interview Second practice

Myself ( t+one task
( instant
interview )

Listen to
recording if students bored Go on to globalisation
with interview topic reading
Page 129
3-Dream through the lesson

Teachers don’t write anything. They

repeatedly imagine their way through
the lesson, with closed eyes.
4-Focus on the critical learning moments

When writing a formal lesson plan, it is useful to

mark critical moments, and give more detailed
information about how these will be dealt with.
 5-Half-plan

It is for more experienced teachers or others who

feel confident about their own language
awareness and of their ability to quickly think
of mini-activities.
To put energy into planning how the class will do
skills work(e.g. reading, speaking), whereas
language issues like (grammar, lexis…)
should be spontaneously worked on if they are
useful, interesting and appropriate for
students.
 6-Where’s the meat?

In the lesson plan, the teacher lists “challenge”

that students may face during the lesson;
- what is expected to be important, difficult,
hard to understand..
- where they will make mistakes.
The teacher focuses on this challenge to decide
on his teaching strategies.
 7-Lesson images

Draw sketch pictures of the class at several key

moments in the lesson to show what learners and
teacher are doing.
It is not appropriate for traditional classrooms.
 8-The jungle path

It’s when the teacher does not plan anything for

the lesson, but creates the lesson moment by
moment in class, with learners.

Example:
The teacher asks “how was the weekend?”( or a similar question)
and after listening to a number of answers, leads this into a
discussion based on something a student said. At some point, he
selects particular items of language that a student has used, focuses
on this to invent a simple exercise that will help students work on
this.
 Planning a course

1 - definition of the course

2 - selecting lesson content
3 - definition of the syllabus
4 - timetables and work plans
5 - benefits of a work plan
6 - types of work plans
7 - unrealistic requirements
(the concept of parabola)
 1 - Definition of the course

A course is a complete series of the lessons or studies.

 2 - Selecting lesson content
There are many reasons for choosing what to teach:
* I think this will be useful for students
* This is appropriate for their level
* I have noticed that the students seem to need this structure
* I think they might enjoy my lesson
* They have problems with this
 3 - Definition of the syllabus

A syllabus is a list of subjects that are included in

a course of study.
* characteristics of a syllabus:
- It provides a long-term overview
- It lists the content of a course and puts the separate items in an
order.
- It may simply be a coursebook or there maybe a much more detailed
requirement
- A syllabus can be mainly grammatical or functional or lexical or a
mixture of work on systems and skills.
- A syllabus can be helpful, setting out clearly what teachers are
expected to cover with the class
4 - Timetables and work plans
What is a timetable?
In school management, timetabling refers to the
preparation of an overview master plan of which classes
are with which teachers in which rooms at which times.

For a teacher, timetabling refers to the day-to-day, week-

to-week decisions about how to interpret a syllabus into a
series of lessons.

We can call this a work plan or a scheme of work.

What is a work plan?
It is an outline of all tasks that need to be completed in order
to finish an entire project.
A work plan includes managements layout for each member
in the team and the tasks that each individual will be
performing.
The work plan is the teacher’s translation of the syllabus
requirements into a balanced and interesting series of
lessons.
The process of making a work plan involves looking at a
school syllabus or a coursebook contents and trying to map
out how the content will be covered in the time available.
5 - Benefits of a work plan

- Enables other teachers to understand what work is

being done in your class.
- The information it provides maybe especially
important if another teacher shares your class with
you, if you are ill or absent one day, or if your
manager is concerned about your class in any way.
- The work plan should give others a clear idea of
what work was planned for a particular lesson and
also show how that fits into the overall shape of the
week and the course.
6 - Types of work plans
1- a task-based work plan
It is a work plan that is built on tasks learners
should do, instead of listing language skills and
systems. It plans the days in terms of preparation
for an undertaking of real-world tasks( e.g.
“phoning and asking for information”, “asking for
directions and finding a location”…)
time Monday Tuesday
9.00 – 10.30 Introduce task Introduce task.
Language help and planning Language help and
planning.
task Review and feedback
on task
10.30 – 12.00 Review and feedback on task Introduce real-world
Reseach to enrich task task.
performance Read follow-up
material.
Language help and Listen to competent
replainning language users doing
Listen to competent task
lang.users doing task
1.30 – 3.00 Repeat task Introduce real- world
Review and feedbackon task. task.
Language review and
Follow-up reading. feedback on task.
2- A topic based work plan
It is a work plan based on topics. Having a single
theme may help to give a sense of coherence to the
work. This can help the teacher findgood ideas
about the topic.
7 - unrealistic requirements
(the concept of parabola)

Teachers are often faced with planning a course

when there are syllabus requirements they don’t
agree with or teaching material that they don’t
like. It is often possible to do what is expected of
you, to reach the goals you have been told to
reach, to use the pages of the book you have been
told to use. The parabola means the ending point,
but follows a much more interesting route to
reach that point.