The process of thinking through and
writing down a .......... for the teaching of,
and learning within, a lesson that I will be
teaching to a specific group of students in a
specific place at a specific ……….
(Jonathan Savage: 2015)
Lesson plans help to be clear about what you want to teach. teachers need to make wise
decisions about the strategies and methods they will employ to help students move
systematically toward learner goals.
Lesson plans may also include a room for unpredictable
events. This helps teachers to be ready to cope with
Lesson plans give your teaching a framework, an overall
Lesson plans may also play the role of a reminder for
teachers when they get distracted. Commitment
It suggests a level of professionalism and real commitmen
For the teacher
o They don’t have to think on their feet. They don’t lose face in front of their
o They are clear on the procedure to follow.
o They build on previous teaching and prepare for coming lessons
For the learner
o They realize that the teacher cares for their learning.
o They attend a structured lesson: easier to assimilate
o They appreciate their teacher’s work as a model of well-organized work to
Objective & aims (specific)
Procedure & Timing
Aids & activities
Penny Ur : 2015
Lesson plans must involve a unifying theme, an
overall general …………. to accomplish by the end of
the lesson period. They must include clear statements
of what learners will be able to do by the end of the
lesson. These derive from the ………… that gives a
general direction for planning our teaching.
Aims (stage aims): What is to be taught?
Decide on the main teaching point. This may be a new structure
(pattern). If so, isolate the use (or uses) to be focused on. list the forms that
are to be included.
Which stage of practice is to be attempted with the
patterns you isolated ?
Choose a suitable situation or situations for the activities you have in mind. If the
situation is already determined by your textbook, think of ways of setting or
introducing this situation.
Aims of stages may take
The following forms:
To present and provide practice of the use of 'for' and 'since' with the present
To check that learners understand the concept and form of the new item.
Activities: What to do in the lesson?
Plan the stages to be followed in introducing and practicing the main
teaching point(s), bearing in mind what you have decided in 'Aims'.
Calculate the timing of these stages. Is there too much for
your lesson? Is there time left over?
Procedures & (interaction/focus) who does what?
T = teacher
S = an individual student
T – C = the teacher working with the whole class
S,S,S = students working on their own
S-S = students working in pairs
SS-SS = pairs of students in discussion with other pairs
GG = students working in groups
Worksheet N° 3
Jeremy Harmer, 2015
Aids: What aids are you going to use?
Which are likely to be most …………....?
Are they varied or ……………... enough?
Are you making full ……… of them?
Do not forget that the ……….. is an aid.
No need to comment on every single activity.
Mention things that went well or didn’t.
Write what to do or not (next time)
Competencies define the applied ……… and
knowledge that enable students to successfully perform
their work over a long period of time , while learning
objectives are specific to a certain course of instruction
and they are “time bound” – 45 /60 minutes.
Planning is good, but what if a zealous
conversation comes out of the blue ?
Problems we hadn’t anticipated. e.g: vocabulary input .
No lesson, even if prepared carefully, works exactly
A proposal for action rather than a rigid procedure.
Jeremy Harmer, 2015
A lesson plan ,thus, becomes……
PPU (Presentation, Practice, Use)
A framework for designing “speaking” lessons for
example. It helps create lessons that are organized,
coherent, and lead to a clear lesson objective.
The stages of a framework in this way are:
• Present - During this phase, Ss understand the context being
used, the form, meaning and use of the vocabulary, function(s),
pronunciation point or grammar, and/or the speaking skills
(stating an opinion, pausing while speaking, interrupting, etc.),
which are the focus of the lesson. (Awareness)
• Practice - Ss practice the speaking skills and/or the language
component of the lesson by doing tasks which
are designed to help Ss increase their accuracy or
move from Ss’ having no choice of what to say (repetition or
drills) to more, but still limited, choice of the form, meaning, or
use of the skill or language they use in the activity. (Accuracy)
Use - Students use the language or skill to
complete a communicative task similar to an
activity they will or may do outside the
The PDP Framework
Delivers effective listening, video and reading lessons.
Motivates, engages and makes active before, while and
after listening to, watching or reading a text.
The stages of the framework are:
Pre Ss prepare to listen:
Ø they understand what they will listen or read for in the
text before they begin working with it
Ø they can make predictions about what the text will be
During Ss focus their attention on the listening or
reading text and complete tasks which develop and
deepen their understanding of the text progressively (i.e.,
from simpler and more general to more complex and
more specific). They can also do tasks that help them
develop specific listening and reading skills.
Post Ss extend and integrate the
understanding and knowledge they gained
from working with the listening or reading text
into other skills areas or contexts.