Lesson PlanningPre-Planning: Knowledge of students and syllabus(a) Student language level(b) Student educational and cultural background(c) Student likely levels of motivation(d) Student different learning styles(e) Knowledge of content and organisation of the syllabus(f) Requirements of any exams

Four main planning elements(a) Activities: the way students will be grouped / move around the class /

work quietly side-by-side / involved in a boisterous group-writing activity: VARIETY

(b) Skills: language skills and sub-skills to practise(c) Language: morphology, syntax, vocabulary, meaning and functions,

pronunciation, spelling(d) Content: provoking interest & involvement; even when textbook is

used, we need to judge topics and content; replace if necessary(e) Even the most interesting content relies on good activities and tasks(f) Practical realities

Lesson Planning

Pre-planning and the plan

See chapter 22, page 310, Figure 25.

The planning continuumOn the one end of the continuum(a) In their head, while going to class(b) Following a course book(c) ‘jungle path’: teachers walk into class with no real idea of that they

are going to do(d) Student different learning styles(e) Knowledge of content and organisation of the syllabus(f) Requirements of any exams

At the other end of the continuum(a) Writing formal plans for their classes: what they are going to do and

why (either because they are going to be observed or required by some authority)

Vast majority of lesson planning(a) Takes place between these two extremes: scribble things in their

notebooks e.g. book page number, write something complex (list of words needed, questions to ask); list of web sites to visit with the information they want the students to look for

Lesson Planning

Making a plan

Read from chapter 22, pages 312-320.