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7. What is a Lesson Plan?
What the Lesson Plan reflects?
Teachers Philosophy
Student Population
Resource and guide
Text Books
Goals for the Students
How is it used?
useful toolIt is a extremely

8. What format should I choose?
Check List
Customized Format
your School’s Format
Template
Lesson Plan
is also Know as:

9.  To decide what to teach, in what order and for how
much time
 To sequence our activities
 To remind us the goals and objectives
Warm up
Introduction
Practice
Production
Home work
“Given a piece of text Ss will be able to […]”

10.  A Lesson plan is a record of what we did in class
This records are valuable resource when planning…
Measure assessments
Quizzes
Midterms tests
And final tests

11.  A record of previously taught Lesson is useful when:
 we need to teach the same course again
 We have to miss a class (and a colleague
needs a guide to cover us).
One aspect to take in count is that the lesson
plan is not written in stone, we can always
modify it
It benefits many stakeholders

13. • Macro planning is a high level of lesson plan, is
planning over a longer period of time, for instance,
planning for a whole program or a whole-year
course.
Reflected in the methodology, the syllabus,the text, and
the other course materials and finally result specific
lesson.
• Micro planning is planning for a specific unit or a
lesson, from one to two weeks or forty to fifty
minutes respectively.
Micro planning should be based on macro planning,
and macro planning is modified as lessons go on.

14. • Knowing about the profession:
The teacher should get to know which language
areas and language skills should be taught or practiced
in the course, what materials, what methods and
techniques can be used.
• Knowing about the institution:
The teacher should get to know the institution’s
arrangements regarding time, length, frequency of
lessons, physical conditions of classrooms, and exam
requirements.

15. • Knowing about the learners:
The teacher should acquire information about
the students’ age, social background,
motivation, attitudes, interests, learning needs
and other individual factors.
• Knowing about the curriculum/syllabus:
The teacher should be clear about the
purposes, requirements and targets specified
in the syllabus.

16. • Knowing about the textbook:
The teacher should know the textbook well in
terms of its philosophy of teaching, organization of
learning contents, major topics, recommend
teaching methodology, unit components and ways
of assessment.
• Knowing about the objectives:
The teacher should get to know what learners are
expected to achieve and able to do after one
semester or a year’s learning.

18. • A teacher must consider:
The Background of students
The objectives of the lesson
The skills to be taught
The activities
The materials and text.

19. • Some instructors like to keep notebooks of
lesson plans for each class.
• Others may use note cards or loose sheets of
paper that can be shuffled around .
• Many instructors now use computer to write up
lesson plans

20. • It is important to add the date as well as the
week and day of the course .
• Some teachers list the grammatical
structures and key vocabulary terms that will
be introduced as well.

21. • The day´s goals and objectives should be
included as should a list of texts:
• Materials and equipment such as audiovisual
aids.

22. The middle component of a lesson plan is the
lesson´s content this includes:
•Procedures or activities along with transitions
notes .

23. • Lesson usually begin with warm-up/or review
activities.
• Once warmed up, the class is them ready for
the presentation and practice stages of the
lesson.

24. • The language form or content is introduced and
presented.
• Second comprenhesion is checked before a form
of guide practice is implemented.
• Some type of less structured communicative
activity takes place so that students can practices
what they have learned in a less controlled, more
natural situation.

25. • Provides and opportunity for students to
integrate the new knowledge presented in the
lesson with previous knowledge.
• It is a good ideas to include space for lesson
evaluation by the teacher after the class.

26. • Provides and opportunity for honest reflection
about :
• What activities worked or did?
• How the lesson plan could be improved or
modified the next time around ?

28. • As with any skill, lesson planning becomes
easier over time.
• As teachers gain experience in the
classroom, they learn certain principles
about planning.

29. -Principles have proven useful for all
teachers, not just the second/foreing
language teacher:
1. A good lesson have the sense of
coherence and flow.
2. A good lesson exhibits variety.
3. A good lesson is flexible.

30. • Knowing how to go about planning a
secong/foreing language lesson is the
result of many other stages of preparation.
• The teacher must be familiar with the
principles of SL learning and teaching, as
weel as the needs of the institution and
the student population.

31. Animated by
Jesús Buelna
Slides by
Melissa Montoya
Alejandra Bastian
Lucy Jaen
Jesus Buelna
Written by
Linda Jensen
Compiled by
Tatiana Galvan de la Fuente
Subject matter
Didáctica del Idioma de Instrucción
How to Plan and Begin a Lesson Plan