Unit Four Plan your lessonMary

Principles for Good Lesson PlanningVariety: Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.

Flexibility: Planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.

Learnability: The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’coping ability will diminish their motivation.

Linkage: The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.

Macro Planning Vs. Micro PlanningIdeally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.

Macro Planning In a sense, macro planning is not writing lesson plans for specific lesson but rather familiarizing with the context in which language teaching is taking place. Macro planning involves the following:

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Teacher A: Today we’re going to learn Lesson 15. It’s question and answer practice using a substitution table. Teacher B: Today we’re going to practise present simple questions with “when…” and other time expression. Teacher C: Today we’re going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.

Three Teachers’ Instructions to the Lesson:

Language Contents and Skills language contents: structures (grammar), vocabulary, functions, topics and so on. Language skills: communicative skills involved in listening, speaking, reading and writing

Teaching Stages and Procedures Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage. The most popular language teaching stages are the three P’s model, which include presentation, practice and production.

Presentation At the presentation stage, the teacher introduce new vocabulary and grammatical structures with reference to their contextualized use.

PracticeAt the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the texts when necessary.

Production At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.