Lesson planning is the art of combining a number of different elements into a coherent whole so that the lesson has an identity which students can recognize, work within and react to.

1. LESSON PLANNING
TeacherTrainee : MEHDI BOUGUERINE TeacherTrainer : Mr. AYAD CHRAA
CRMEF INZEGANE 2021

2. DISCUSS :
• « A goal without a plan is just a wish. » -Antoine de Saint-Exupéry
• “By failing to plan, you are planning to fail.” –Benjamin Franklin
• “Plan for the future, prepare for the worst and hope for the
best.”
• “Life is what happens when you’re busy making other plans.”?
“ Lesson planning is the art of combining a
number of different elements into a
coherent whole so that the lesson has an
identity which students can recognize,
work within and react to. “

3. LESSON PLANS
• Plans are developed to provide students with meaningful(1) learning
experiences.
• Plans connect to related(2) learning opportunities.
• Teaching is based on instructional strategies that focus on best practice(3) and
research.
• Teaching is supported by strategies that foster(4) interest and progress.
1: stimulating situations from the real
world (ex: dialogue between a doctor
and patient).
2: previous knowledge / Background.
3: gained from people’s experiences.
4: involve / engage the learners.
AUTHENTIC
LEARNING
IMPROVEMENT
Lesson plans are proposals for
action rather than scripts to be
followed slavishly.
The lesson plan should
be flexible and open
to change.

4. LESSON PLANNING
• → Successful teaching.
• → Planning ahead of time.
• → Establishing confidence. (cognitive confidence)
• → Good teaching.
• → Good classroom management (material/activities/time/space/content/mode of teaching).
• → No set format. (layout)
• → Reconciling approaches to devise a lesson plan.
• → Make lessons consistent (relevant – logical consistency) Learning is gradual.
• → Good organization of the course. (following it step by step : ex listening → reading → writing)

5. PRE-PLANNING
Presupposes an awareness of:
• Students’ language level (the teacher should adjust/adapt to the learner’s level).
• SS’ educational and cultural background.
➢ Personalized material.
➢ Neutrality.
• SS’ level of motivation (students have different levels).
• SS’ different learning styles.
➢ How do my students learn best?
➢ What modifications in instruction teaching methodology might I need to make?
• Knowledge of syllabus content and organization.
• Variety of activities (such as auditory, visual, projects)
➢ Never stick to one way of teaching.
NB :
❖ A curriculum : meant to
shape the profile of the
nation’s whole education
system.
❖ A syllabus: concerned
with a particular subject.
❖ A textbook: aimed at a
certain grade
(translation of a syllabus
into concrete content)

6. PRE ASSESSMENT
▪ What are the characteristics of the learners in the class? (age group/
cultural background..)
▪ What do students already know and understand? (diagnostic text →
remedial work)
▪ How do my students learn best?
▪ What modifications in instruction teaching methodology might I need
to make?

7. PRINCIPLES:
▪ Structure & writing (design)
▪ Logical sequence / order / progression
▪ Flexibility vs. Rigidity (facing unexpected difficulties)
▪ Adapting plans: adjusting according to what went wrong after
teaching or while teaching.
▪ Contingency activity: supplementary activity.
▪ Allowing creativity spontaneous interaction
→Coming up with new ideas
→Do not have one resource
→Do not use the same plan for many
years.
→A teacher should mirror the real world.
→Students should be at ease.
▪ Collaboration with colleagues (exchanging
lesson plans).

8. PLANNING ELEMENTS:
➢ Activities.
➢ Skills (competency)
Listening → Speaking → Reading →Writing
✓ Develop Autonomy
✓ STOP SPOON FEEDING
➢ Language : class interaction
➢ Content : provoke interest and involvement
✓ Respond to the SS’ needs
✓ Engage the SS

9. COMPONENTS OF A LESSON PLAN
▪ The lesson topic
o (Textbook – level – period – class size – unit – lesson – skills)
▪ The lesson objectives (provide action verbs)
→show the way students are going to successfully achieve an objective.
→only state what you can reach.
▪ The procedure : the major steps of a lesson
→introduction (pre-entry performance, link, review)
→presentation (method, teaching aids...), concept check
→Evaluation (SS production)
Ex: asking the students to give their own examples
Recognition & Use
➢ Assignment: Homework
Aim → SS’ independence /
autonomy
➢ Contingency plan (whole lesson
plan)
➢ Comments.

10. CHECKLIST
Before the lesson planning
▪ State clear objectives.
▪ Know how much & what to teach. (good time
management)
▪ Think of how to teach the new lesson.
▪ Set the exact time for each activity.
▪ Anticipate unpredictable problems.
▪ Have in mind contingency activities.
After the lesson – Evaluating
▪ Spot the positive aspects of the lesson to
adopt them. (comments)
▪ Identify problem areas in the lesson. (to
improve)
▪ Think of how to solve them.
▪ Be ready to implement new solutions in the
classroom.
▪ Use a checklist to help you reflect on your
lesson.

11. A. Keeps the teacher and students
on track.
B. Achieves the objectives.
C. Helps teachers to avoid
unpleasant surprises.
D. Provides the road map and visuals
in a logical sequence.
E. Provides direction to a substitute.
F. Encourages reflection,
refinement, and improvement.
G. Enhances student achievement.
GOOD
PLANNING
A. Frustration for the teacher and
the student.
B. Aimless wandering.
C. Unmet objectives.
D. No connections to prior learning.
E. Disorganization.
F. Lack of needed material.
G. A waste of time.
H. Poor management.

12. A GOOD LESSON INCLUDES:
▪ Objectives. (a teacher shouldn’t be over ambitious)
▪ Pre-assessment.
▪ List of materials. (a teacher should have a rationale behind using a teaching
aid)
▪ Warm-up and introduction.
▪ Presentation.
▪ Practice. (manipulation)
▪ Evaluation.
▪ Closure.
▪ Application.

13. Thank you