2. What is a lesson?
 It is a type of organised social event that
occurs in virtually all cultures. Lessons in
different places may vary in topic, time,
place, atmosphere, methodology and
materials but, they all, essentially:
 are concerned with learning as their main
objective,
 involve the participation of learners and
teachers,
 are limited and pre-scheduled as regards time,
place and membership.

3. I always plan my lesson because it
compels me to think through my aims and
objectives and the various steps in the
lesson.
I never teach according
to my plan, so what’s
the use of having
one?
If I don’t have a plan
I have no basis for
lesson valuation.
I always have a plan
because I think it’s important
for
the teacher as well as the
learners that everyone
involved in the process knows
where they’re heading.
I think there’s a place
for broad planning but
not every single step
of the lesson.
A
B
C
D E

4. Types of plans
a) Curriculum: A description of the plan of
studies of a school, university, etc.
b) Syllabus: A description of the course
contents of a specific course.
c) Unit Plan: A description of the contents
of teaching over a unit or week.
d) Lesson Plan: A description of the contents
of teaching for a specific class.

5. Lesson planning ... why bother?Lesson planning ... why bother?
A lesson plan is important because it is the teacher’sA lesson plan is important because it is the teacher’s
organiser, his/her scheme of action to:organiser, his/her scheme of action to:
 ensure that time is taken to consider ss’ needsensure that time is taken to consider ss’ needs
 set and achieve certain aims and objectives moreset and achieve certain aims and objectives more
efficientlyefficiently
 think of the practicalities of activitiesthink of the practicalities of activities
 take time and materials available into considerationtake time and materials available into consideration
 ensure appropriate balance and variety of activitiesensure appropriate balance and variety of activities
 anticipate problems and offer possible solutionsanticipate problems and offer possible solutions
 reflect on the T’s own knowledge of what is to bereflect on the T’s own knowledge of what is to be
taughttaught
 cut down on improvisationcut down on improvisation
 serve as a record for post lesson evaluationserve as a record for post lesson evaluation

6.  GENERALGENERAL
 class profileclass profile
 previous knowledgeprevious knowledge
 main aimmain aim
 FOR EACH ACTIVITYFOR EACH ACTIVITY
 objectiveobjective
 procedureprocedure
 timetime
 materialmaterial
 patterns of interactionpatterns of interaction
 anticipated problemsanticipated problems
 possible solutionspossible solutions
 appendixappendix
Parts of a formal lesson planParts of a formal lesson plan

7.  CLASS PROFILECLASS PROFILE
Who am I teaching this lesson to? Level, ages,Who am I teaching this lesson to? Level, ages,
sexes, rapport, needs.sexes, rapport, needs.
 PREVIOUS KNOWLEDGEPREVIOUS KNOWLEDGE
What do/should ss know at this level? Are they readyWhat do/should ss know at this level? Are they ready
for what I want/have to teach next?for what I want/have to teach next?
 MAIN AIMMAIN AIM
What is it that ss will be able to do by the end of theWhat is it that ss will be able to do by the end of the
lesson that they couldn’t do at the beginning? Oncelesson that they couldn’t do at the beginning? Once
the aim has been well defined and clearly stated, wethe aim has been well defined and clearly stated, we
may start organising each of the activities which willmay start organising each of the activities which will
help to achieve this aim.help to achieve this aim.

8.  OBJECTIVEOBJECTIVE
The very specific purpose of each and every activity
in the lesson.
 PROCEDUREPROCEDURE
A detailed enough description of how each activity
has to be handled. i.e. What will the T do? What will
the ss do? When will materials be given out?, etc.
 TIMETIME
The approximate length of activities considering:
learning value, relevance to teaching point,
approximate “average length”, ss age.

9.  MATERIALMATERIAL
All the aids that are needed for every activity,
including handouts.
 PATTERNS OF INTERACTIONPATTERNS OF INTERACTION
Whether ss will be working in lockstep, pairs, groups,
class as a whole.
Is there enough variety?
 ANTICIPATED PROBLEMSANTICIPATED PROBLEMS
Very much related to objectives... What specific
problems could an activity involve? Grammar, skills,
interaction, instructions...

10.  POSSIBLE SOLUTIONSPOSSIBLE SOLUTIONS
The different ways in which the teacher should be
prepared to handle potential problems.
 APPENDIXAPPENDIX
Generally at the end of the plan, where a copy of
every handout or any other material used should be
included.

11. LESSON PLAN
ACTIVITY OBJECTIVE INTERACTION & TIME MATERIAL PROCEDURE
A letter at a first
glance
To introduce the context
of the lesson and to make
predictions about the text.
Lockstep
5 min.
Letter from Sally to
her parents
Have students look at the letter, ask them what is it (a
letter), how do they know so (because it has a greeting, it is
on a piece of paper, it looks like a letter…), why letters are
written.
What is the letter
about?
To identify the overall
message and some
details (preferences).
Individual work and
lockstep
5 min.
Letter Give a text to each student and get them to answer:
-Who is Sally with?
-Who is the letter for?
-What does the letter say?
What they like Complete a chart and talk
about other’s likes
Pair work
10 min.
Table Ss fill in the table with the information about the Riveras and
compare answers asking each other:
What does “x” like? He/She likes…
Reflection To notice the use of do as
an auxiliary verb in
questions (e.g. Do you
like football?) and in
negative statements (e.g.
She doesn’t like going to
the cinema).
Groups of 4
10 min.
Board Ask students to look at the completed table. Elicit the
following sentences:
1. They like different sports
2. Mr. Rivera likes tennis and swimming
3. Miguel doesn’t like tennis
4. He likes swimming
5. He likes soccer
6. Mrs. Rivera doesn’t like soccer
7. She loves volleyball
Ask ss to work in groups of four and discuss:
- which 3 sentences are similar (2, 4 and 5).
- what is the form of the verb of those 3 sentences (s
at the end of the verb).
- which sentences include an auxiliary verb (3 and 6),
why (to form the negative form) and in which form
(third person singular).
Continue the letter To complete a gapped
text.
Pair work
10 min.
Gapped text Get ss in pairs. Ask them to continue writing the letter using
the gaped text and the information from the table.
Homework To write a letter describing
likes and dislikes
Individual None Ask ss to write a letter similar to Sally’s in which they
describe what sports do people in their family do.
Ask them to address it to a friend.
Subsecretaría de Educación Básica
Dirección General de Desarrollo Curricular
Main aim: By the end of the session students should be able to express what sports people like/dislike. Group:
Teacher:
Date:
1
st
grade F
Montserrat Flores
11 January, 2005

12. Where do elements of the plan comeWhere do elements of the plan come
from?from?
 Main aimMain aim
 ActivityActivity
 ObjectiveObjective
 InteractionInteraction
 TimeTime
 MaterialMaterial
 ProcedureProcedure