Dr.Ami Rathore ,Asst.Professor LMTT College Dabok, Janardan Rai Nagar Rajasthan Vidyapeeth (DeemedTo Be University) Udaipur

1. Dr.Ami Rathore
Assistant Professor
LMTTCollege Dabok
Udaipur(Raj)
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2. The sort of lesson
Length
Level of teaching

3. Lesson plan may differ in :
Objectives
Procedures
Order
proportion

5. Points for consideration
What are the aims of the lesson?
What language is taught I the lesson?
What skills will be developed in the lesson?
What are the main stages of lesson?

6. stages
Presentation
Practice
Production
Reading
Listening
review

7. Objectives of lesson vary according
to:
The level of teaching
Type of lesson
Language skills
Teaching points

8. Think before planning
Aim
Type of activity
Aids
Anticipated difficulty
Are students going to enjoy

10. A number of researchers (Prabhu
1987, Krashen
1985, Elley and Mangubhai 1983)
have stressed that
language is acquired when
attention is focused not on
language form, but on the
meaning of messages.

18. RECOMMENDATIONS
Teachers
• All teachers who teach should have basic
proficiency in English.
• All teachers should have the skills to teach
English in ways appropriate to their situation
and levels, based on their situation and levels,
based on a knowledge of how languages are
learnt.
These two recommendations have implications for the
content of pre-service and in-service teacher-education
programmes.
Curriculum
• A variety of materials should be available to
provide an input-rich curriculum, which
focuses on meaning.
• Multilinguality should be the aim in Englishmedium
as well as regional-medium schools.
Similarly, language-across-curriculum
perspectives should be adopted.
This has implications for textbook design and choice
of appropriate methods (class libraries and media
support).

19. Evaluation
• Evaluation to be made an enabling factor for
learning rather than an impediment. Ongoing
assessment should document a learner’s
progress through the portfolio mode.
Language evaluation need not be tied to
“achievement” with respect to particular syllabi,
but must be reoriented to the measurement
of language proficiency.
• National benchmarks for language proficiency
should be evolved as a preliminary to the
preparation of a set of English-language tests