The document discusses the importance of effective lesson planning, outlining elements such as clear objectives, a variety of activities and catering to different learning styles. It also covers the structure of a lesson, including beginning, middle and end, as well as selecting and sequencing activities appropriately. Teachers are advised to evaluate their lessons to improve their planning and teaching skills over time.

1. Lesson Planning.
CHAPTER 17: BREWSTER, ELLIS & GIRARD
(2007). THE PRIAMRY ENGLISH TEACHER’S
GUIDE.
PROF. ESTELA N. BRAUN (PRACTICE II,
2012)

2. What is a good lesson?
 It is adaptable and flexible.
 It has clear objectives.
 It has a variety of activities, skills, interaction,
materials.
 It caters for individual learning styles.
 It has enjoyable content.

3. Are they important? Discuss these items.
 The level of challenge is right.
 It has been well-planned and well-timed.
 Disciplined learning environment.

4. Why should we plan lessons?
 The teacher feels more confident and professional.
 What other aspects should we plan in advance?

5. What is involved in the lesson planning process?
 Wilga Rivers (1985): “A lesson is a carefully planned
and managed event which needs a framework: a
beginning, a middle, and an end. (The arc of a
lesson)
 1. What is the syllabus?
 2. What are my learners’needs?
 How to provide optimal conditions for children so
that they are motivated, interested in learning, get
plenty of exposure, understand what they are doing
and why.

6. PLAN-DO-REVIEW
 Children must be able to:
 Work at their own pace.
 Experience success.
 Feel confident and secure.
 Have plenty of opportunities to use the language.
 Cope with linguistic and cognitive demands.
 Tasks and activities should be neither too difficult
nor too simple (discourage-demotivate them).

7. What content areas, materials and methodology can I
use?
 A. Define Content area.
 B. Are the content, materials and methodology in the
coursebook culturally appropriate?
 C. Can you provide material for the topic which is
more familiar to your pupils?
 D. Extra resources: In groups, Bookmark different
resources for teachers and write a review for our
blog.

8. How can we structure a lesson, select , sequence
and time activities?
 TYPES OF Activities:
 Problem solving
 Listening to a story
 Singing a song
 A guessing game
 A word puzzle
 A role-aply
 Picture dictation
 TPR

9. TYPES OF INTERACTION
 Teacher with whole class
 Teacher with individual pupils.
 Pupil with pupil.
 Whole class working in pairs or groups.

10. Language skills
 Listening
 Speaking
 Reading
 Writing

11. Related issues
 Tempo/pace
 Stir/settling activities
 Level of difficulty
 Level of pupil responsibility.
 Classroom arrangement
 Materials

12. How can I write a LESSON PLAN?
 Analyze the different models provided and choose
the one you feel more comfortable with.
 A) AIMS/ PLAN /RECORD
 B) PROCEDURES.

13. OTHER AIMS
 SOCIAL: Develop peer respect /collaborative
skills/communication strategies such as listening to
each other, turn-taking among others.
 PSYCHOLOGICAL/AFFECTIVE: development
of self-confidence, self-esteem, positive attitudes and
values.
 CULTURAL: learning about world cultures.

14. Teaching the whole person
 EDUCATIONAL /CROSS-CURRICULAR:relate
knowledge in L2 to other elements in the school
curriculum.
 CITIZENSHIP EDUCATION:to develop pupils as
future aware, responsible and tolerant citizens.

15. STAGES IN THE LESSON
 BEGINNING THE LESSON:
 WARM-UP:
 Ritual activities: take the register, greetings, date on
board, weather, song, informal chat.Transition from
another subjects to English.
 REVIEW:
 Activate prior knowledge.
 Students reflect on what they have learnt before.
 INFORM: inform students about lesson aims.

16. DO- ACTIVITY CYCLES
 I.Contextualize the lesson:
 Activate prior kol.
 Arouse their curiosity.
 Motivate them.
 Techniques: elicitation, showing pictures, playing
guessing game, flashcards.
 Aim: students predict content of the lesson.

17. Develop ACTIVITIES/TASKS
 Explain /demonstrate the activity yourself or
with some of the students.
 Observe pupils’ performance to see if they
understood the activity.
 If they have problems reinforce the language
again before moving on.
 (Controlled practice)

18. Review
 Activities which enable children to consolidate,
extend and personalize new language.
 Freer practice:
 Working independently in pairs or groups.
 Concrete outcome: eg. Produce a labelled picture,
complete a worksheet, act out a dialogue, etc.
 Review activity and children’s performance.

19. ENDING THE LESSON
 Provide homework, explain it.
 Record column: state what you actually did.

20. How can we evaluate a lesson?
 Did I achieve the aims stated in the lesson plan?
 Was my lesson different from my plan? Why?
 How did I move from one stage to the other in the
class?Were transitions appropriate?Did I keep to
timing?
 Were pupils active and involved in the lesson?
 Were there any problems? How can I solve them
next time?
 What did I do better this time than before?

21. REVIEW: