1. Lesson Planning
Ur, P. (1999). A Course in Language Teaching: Trainee
Book. 1st ed. Cambridge University Press (pp. 95-100)

2. Metaphors for a Lesson
 a variety show
 a conversation
 climbing a mountain
 doing the shopping
 eating a meal
 a football game
 a wedding
 a symphony
 a menu
 consulting a doctor

3. Lesson Preparation
BOX 15.2: QUESTIONS ON LESSON PREPARATION
1. How long before a specific lesson do you prepare it?
2. Do you write down lesson notes to guide you? Or do you rely
on a lesson format provided by another teacher, the
coursebook, or a Teacher’s Book?
3. If so, are these notes brief (a single page or less) or long
(more than one page)?
4. What do they consist of?
5. Do you note down your objectives?
6. Do you actually look at your notes during the lesson? If
so, rarely? Occasionally? Frequently?
7. What do you do with your lesson notes after the lesson?

4. Guidelines for ordering
components of a lesson
1. Put the harder tasks earlier
학생들의 집중력을 생각할 것.
2. Have quieter activities before lively ones
활동에 따른 교실의 동학 dynamics 을 고려할 것
3. Think about transitions
활동을 자연스럽게 이을 수 있는 방법을 고민할 것
4. Pull the class together at the beginning and
the end
‘수미상관법’을 적용할 것
5. End on a positive note
수업이 학급의 분위기에 미치는 영향을 고려할 것

5. HINTS FOR LESSON
MANAGEMENT
 Prepare more than you need. (Predetermine
lesson you will sacrifice if you find yourself with
too little time for everything.)
 Keep a watch or clock easily visible.
 Do not leave the giving of homework to the last
minute.
 Give instructions and make sure these are
understood before dividing into groups.

6. Description for a Lesson
 See Box 15.5
1. Can you see how the class went?
2. Which component of the class is most
interesting to you?
3. Which activity would be challenging to you as a
novice teacher?