The document provides guidance for teachers on planning English language lessons. It discusses considering the aims, language, and skills covered in a lesson. Lessons should include stages like presentation, practice, and review. Introducing each stage helps students understand the purpose. Developing a lesson plan helps teachers prepare and later evaluate what happened in the lesson. Teachers should use provided materials as a guide rather than strict instructions.

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2. Planning a lesson USING THE TEACHER’S NOTES AIMS AND CONTENT OF THE LESSON Language Skills STAGES OF THE LESSON WRITING A LESSON PLAN

3. USING THE TEACHER’S NOTES There are four main things that a teacher needs to know before going into the class to teach a lesson: 1st The aim of the lesson. 2nd What new language the lesson contains. 3rd The main stages of the lesson (i.e. how it divides into different activities). 4th What to do at each stage. *

4. Points to consider If the teacher’s book does not give enough information, then it is very important for teachers to make their own plan for the lesson. If the teacher’s book does give adequate information, teachers should still decide for themselves how best to teach the lesson. They should use the teacher’s book as a guide and a source of good ideas, not as a set of instructions that must be followed precisely.

5. AIMS AND CONTENT OF THE LESSON A particular topic – so the aim of the lesson may be “To learn the names of colors” or “To practice language for buying clothes”. It is always important to see what the general aim of the lesson is. A lesson may focus on: A particular structure – so the aim of the lesson may be “To describe actions using the present continuous tense” or “To practice going to for talking about future plans”. A skill – so the aim of the lesson may be “To understand instructions for using a machine” or “To express opinions freely in English about marriage”. *

6. Activity 2-B Teacher A is not thinking of the aim of the lesson at all – she seems to see it just as “a lesson in the book” that has to be taught. Teacher B has thought about what language is being taught in the lesson. Teacher C has the clearest idea of the aim of the lesson. She is thinking not only what language she will teach, but also what the students will learn to do in the lesson.

7. Language It is important for the teacher to know exactly what language will be taught in the lesson. Most lessons introduce either new vocabulary or a new structure, or both. New Vocabulary Structures

8. Skills The teacher needs to be aware of what skills will be developed in the lesson: speaking, listening, reading or writing. If possible, the lesson should include practice of more than one skill – this will increase the variety and interest of the lesson.

9. STAGES OF THE LESSON PRESENTATION PRACTICE PRODUCTION READING LISTENING REVIEW Note: the stages listed here are only the most important ones; there are other activities that could form part of a lesson (e.g. setting and marking homework, introducing the lesson, chatting to students, introducing a topic, giving a test). *

10. Activity 3-2 1. REVIEW 2. PRESENTATION 3. ORAL PRACTICE 4. WRITTEN PRODUCTION 5. READING

11. The students , as well as the teacher, need to know the aim of the lesson as a whole and the purpose of each stage. So it is important for the teacher to introduce each stage of the lesson. - What could the teacher say to introduce the lesson, to make the aims clear to the class? Introducing the whole lesson : “Today we’re going to talk about clothes. We’re going to say what clothes people are wearing. Then you’re going to write about your own clothes. And if there’s time, we’ll read something about clothes as well.”

12. - What could the teacher say to introduce each new stage of the lesson? Introducing each stage : 1. Do you remember last week’s lessons? We learned some words for clothes. Can you remember them? 2. Now, let’s learn some new words. Here are some clothes. What are they made of? . . . 3. Let’s practice talking about clothes. Look at the picture on page 93. 4. Now, I want you to write about yourselves, about your own clothes. What were you wearing last weekend? Do you remember? 5. Now, we’re going to read about other countries. First, look – here are three countries (writing on board). Where are they? . . . *

13. WRITING A LESSON PLAN A lesson plan should not be written just for the benefit of the inspector or head teacher; its main purpose should be to help the teacher. Writing a lesson plan helps teachers to prepare the lesson; it helps them to decide what they will do and how they will do it. Teachers can look at the lesson plan again after the lesson, and use it to evaluate what happened. (Did they do what they planned to do? Was each stage successful?)

14. There is no “correct” way to write a lesson plan, although a good lesson plan should give a clear picture of what the teacher intends to do in the lesson. The plan in the copies is intended as an example of how a lesson plan can include some of the features discussed in this session, but not necessarily as the “best” way to write a plan.

15. FURTHER READING Adrian Doff (1993) Teach English (Unit 8: Planning a lesson), Oxford University Press. A training course for teachers. P. Hubbard et. al. (1993) A Training Course for TEFL (Chapter 5: Planning and preparation), Oxford University Press. A detailed analysis of the language content of a lesson; designed to help teachers evaluate and supplement the textbook. Callum Robertson & Richard Acklam (2000) Action Plan for Teachers (Chapter Planning: Pre-planning and Lesson Plan), British Broadcasting Corporation. A guide to teaching English.

16. Don’t forget! “ The best teachers teach from the heart, not from the book!” “ If you're not having fun, your students aren't having fun. And if your students aren't having fun, they're not learning. So make sure you have fun in your classes!” Good luck with your classes!