Planning and preparing a session

Planning and preparing a session

1. Indentifying and selecting aims

   • AIMS
     • Main aims
       • Describes the most important thing we want the learners to achieve in a lesson
     • Stage aim
       • Describe the particular purpose of each stage (or short section) of the lesson
     • Personal aim
       • Show what we would like to improve or focus on in our teaching.
     • Subsidiary aim
       • Show the language or skills learners must be able to use well in order to achieve the main aim of the lesson.
     • Describe what we want learners to learn or be able to do (or do better) at the end of a lesson, a sequence of lessons or a whole course.

2. Identifying the different component of a lesson plan

   • How the lesson plan helps the teacher?
     • Before the lesson
       • Writing down the aims and procedures for each stag help us to make sure that we have planned the most logical sequence
     • During the lesson
       • The plan can also help us to check timing and to check that the lesson is following the sequence.
     • After the lesson
       • We can keep the plan as a record of what happened. We can then use the plan and notes to help plan the next lesson.
   • We can identify the most important components of a lesson plan by thinking carefully about the learners, what we want the learners to do and how we want them to do it.
   • Lesson plan components
     • Class profile
     • Timatable fit
     • Assumptions
     • Mains
     • Homeworks

3. Planning an individual lesson or a sequence of lessons

   • When we plan an individual lesson
     • We think about its aims and how to achieve them
     • The shape of the lesson
     • The kind of techniques that are the most appropriate for particular group of learnerns
     • We think about the connections between the aims of the lesson and the procedures we use to achieve the aims
   • Planning a sequence of lessons
     • Sequence of lessons is a number of related lessons that develop language knowledge and/or language skills over a period of time.
       • May develop a single topic or language area, or may involve topics or language areas that are very closely connected.