FORMAT OF A LESSON PLANNING 

A. Format Of A LESSON PLANNING

1.      Goal(s)

You should be able to identify an overall purpose or goal that you will attempt to accomplish by the end of the class period.

2.      Objectives

 Objectives are most clearly captured in terms of stating what students’ will do.   Try   to avoid vague, unverifiable statements like these: Students will learn about the passive voice,  Students will practice some listening exercises, Students will do the reading selection, Students will discuss the homework assignment.

3.      Materials and Equipment

It may seem a trivial matter to list materials needed, but good planning includes knowing what you need to take with you or to arrange to have in your classroom.

4.      Procedures

At this point, lessons clearly have tremendous variation. But, as a very general set of guideliness for planning, you might think in terms of making sure your plan includes.

5.      Evaluation

Evaluation is an assesment, formal or informal, that you make after students have sufficient opportunities for learning, and without this component you have no means for (a) assessing the success of your students or (b) making adjustments in your lesson plan for the next day.

6.      Extra-Class Work

Sometimes missnamed “homework” (students don’t necessarily do extra-class work only at home), extra-class work, if it is warranted, needs to be planned carefully and communicated clearly to the students.

B. Guideliness For Lesson Planning

1.      How to begin planning

choosing what to teach. For teacher, scripting out a lesson plan helps you to be more specific in your planning and can often prevent classroom pitfalls where you get all tangled up in explaining something or students take you off on a tangent.

2.      Variety, sequencing, pacing, and timing

As you are drafting step-by-step procedures, you need to look at how the lesson holds together as a whole. Four considerations come into play here:

3.      Gauging difficulty

Some difficulty is caused by tasks themselves: therefore, make your directions crystal clear by writing them out in advance. I have seen to many classes where teachers have not clearly planned exactly what task directions they will give.

4.      Individual defferences

For the most part, a lesson plan will aim at the majority of students in class who compose the “average” ability range. But your lesson plan should also take into account the variation of ability in your students, especially those who are well bellow or well above the classroom norm.

5.      Students talk and teacher talk

Our natural inclination as teachers is to talk too much! As you plan your lesson, and as you perhaps script out some aspects of it, she to it that student have a chance to talk, to produce language, and even to initiate their own topics and ideas.

6.      Adapting to an Established Curriculum

The assumption is that your primary task is not to write a new curriculum or to revise an existing one, but to follow an established curriculum and adapt to it in term of your particular group of students, their needs, and their goals, as well as your own phylosophy of teraching.

7.      Classroom lesson “Notes”

Some refer to put lesson notes on a series of index cards for easy handling..

C. Sample Lesson Plan

1.      Goal

Students will increase their familiarity with conventions of telephone conversations.

2.      Objectives

A.    Terminal objectives.Students will develop inner “expectancy rules” that enable them to predict and anticipate what someone else will say on the phone.Students will solicit and receive information by requesting it over the telephone.

B.     Enabling objectives

Students will comprehend a simple phone conversation (played on a tape recorder). In the conversation, students will identify who the participants are, what they are going to do, and when.

3.      Materials and equipment

Tape recorder with taped conversation, A telephone (if possible) or a toy facsimile, Eight different movie advertisements, Movie guide page for extra-class work

4.      Procedures

Pre-listening, Listening to the tape, Whole-class discussion, Schemata-building discussion, Listening activity , Post-listening activity, Extra-classwork assignment

5.      Evaluation

Terminal objectives (1) and enabling objectives (1) through (5) are evaluated as the activities unfold without a formal testing component. The culminating pair work activity is the evaluative component for terminal objective (2) and enabling objective (6). As pairs work together, T circulates to monitor students and to observe informally whether they have accomplished the terminal objective. The success of the extra-class assignment-enabling objective (7)-will be informally observed on the next day.

REFERENCES

H. Douglas Brown.(2007). Teaching by Principles An Interactive Approach to  Language Pedagogy (3rd Edition). New York:Pearson Longman.

Akihito, T & Makato, Y. (2004). Ideas for Establishing Lesson Study Communities. Teaching Children Mathematics.

Richardson, J. Lesson Study. Tools for Schools. Retrieved from www.nsdc.org/library/publications/tools/tools-04rich.cfm

Global English TESOL Courses, Lesson Planning and Staging, Retrieved from : https://www.globalenglish.com/custom/courses/pdf/sample_d_lesson_planning_and_staging-2.pdf

Lesson Planning