The term “lesson” is popularly considered to be a unified set of activities that cover a period of classroom time, usually ranging from forty to ninety minutes. These classroom time units are administratively significant for teachers because they represent “steps” along a curriculum before which and after which you have a hiatus (of a day or more) in which to evaluate and prepare for the next lesson.
Format of a Lesson Plan
While variations are plenty, seasoned teachers generally agree on what the essential elements of a lesson plan should be
- Goal (s)
We should be able to identify an overall purpose or goal that we will attempt to accomplish by the end of the class period. In the sample lesson plan, “understanding telephone conversation” generally identifies the lesson topic.
It is very important to state explicitly what you want students to gain from the lesson. Explicit statements here help you to
- Be sure that you indeed know what it is you want to accomplish,
- Preserve the unity of your lesson,
- Predetermine whether or not you are trying to accomplish too much, and
- Evaluate students’ success at the end of, or after, the lesson.
Objectives are most clearly captured in terms of stating what students will do. However, many language objectives are not overtly observable. Try to avoid vague, unverifiable statements like these:
- Students will learn about the passive voice.
- Students will practice some listening exercies.
- Students will do the passage some listening pasty.
- Materials and Equipment
It may seems a trivial matter to list materials needed, but good planing includes knowing what you need to take with you or to arrange to have in classroom.
At this point, lessons clearly have tremendous variation.
We have to think in terms of making sure your plan is included.
Next, how can you determine whether your objective have been accomplished?
- Extra-Class Work
Sometimes misnamed “homework” (students don’t neccessarily to extra = class work only at home), something. Whether you are teaching in an EFL or ESL situation, you can almost always find applications or extentions of classroom
Douglas, H. Brown. 2001. Teaching by Principles and Interactive Approach to Language pedagogy