The document discusses the essential components of an effective lesson plan, including objectives to develop language and life skills, appropriate activities and materials, and the typical stages of a lesson from warm-up to evaluation. It notes that objectives, activities, materials, sequencing, pacing, level of difficulty, individual differences, monitoring, and timing should all be considered when planning a lesson. A sample lesson plan template is provided to help organize these components.

1. Goals
 To get familiarized with the components of a
lesson plan.


 To plan a lesson.


2. Lesson Planning
PONTIFICIA UNIVERSIDAD CATOLICA MADRE Y MAESTRA
TESL TRAINING COURSE
PROF.: MANUEL PERALTA
SANTIAGO, D.R.

3. What Are the Essential Components of a Lesson Plan?
a. Objectives to develop:
• the basic skills (speaking, reading, listening and writing)
and,
• the life skills (including cultural information)
b. Activities
• controlled (e.g., repetition)
• free format (e.g., interviewing each other).
Clustering according to the activity.
c. Materials and resources.
• realia (reallife materials like bus schedules and children’s
report cards)
• visual aids, teachermade handouts, textbooks, flip chart
and markers, overhead projector, tape recorder, laptops,
etc.

4. What Are the Stages of a Lesson?
 Warm-up/Review to activate the schema.
 Introduction to a new lesson—focuses the
learners’ attention on the objective of the
new lesson. Relates the objective to their
lives. (Meaningfulness)
 Presentation—introduces new information,
checks learner comprehension of the new
material, and models the tasks that the
learners will do in the practice stage
 Practice—opportunities to practice/apply the
new information. Production:
Controlled/Free practice.
 Evaluation—how well they have grasped the
lesson. (Direct or Indirect)

5.  Sequencing—Move logically. Are transitions between
activities smooth?
 Pacing—Are activities of the right length and varied
enough?
 Level of difficulty. Are the tasks up to your students’ level?
 Accounting for individual differences. Are all students
actively involved?
 Monitoring learner versus teacher talk. Are you teaching or
facilitating learning?
 Timing—Was the amount of time allotted for each part of
the lesson sufficient? If the planned lesson finishes early,
is there a backup activity ready?(Time-filler) If the
lesson wasn’t completed as planned, how can the next
class be better. (reflective teaching)

6. Class_________________Date______________________
Time: ________________
• Lesson Objectives:
• Language Skills:
• Life Skills:
• Materials/Equipment:
 Stages of the Lesson
• Warm Up/Review
• Introduction
• Presentation
• Practice
• Evaluation