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: