Phase 5 Lesson Plan

Objectives

• To understand the importance of planning a lesson for effective learning.

• To take into consideration all the factors that impact learning.

• To evaluate and use appropriate learning materials.

• To manage time efficiently for the purpose of successful lesson delivery.

• To execute a planned lesson.

The Current Phase:

Lesson planning for some teachers is the most tedious part of teaching. However, experienced

teachers are of the opinion that the more detailed a plan is, the smoother the delivery of that

plan. In this Phase, the important parts of a lesson and how to write effective lesson plans are

dealt with.

A good lesson requires good planning. Your lesson plans ensure that several things happen in

your lesson:

Six of the strongest reasons as to why you should create an ESL lesson plan to make your

class a success.

• You have a definite language point to teach. Your lesson plan should be based around a

single language point.

• What games and activities you are going to use? Certain activities work for some

language points, but not others. Make sure your games are also age/level appropriate.

• Your ESL lesson should have a purpose, it should keep building. Your students will be

lost if your lesson jumps from here to there as they won't be able to follow where you

are going.

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 • A lesson plan acts as a warning against possible difficulties in teaching the new

language, such as pronunciation. Because you have your lesson plan, you can allocate

extra time or find great activities that help to overcome the problem.

• Lesson plans will save you time because you will be likely to teach the same lesson more

than once and therefore, you can use your lesson plan over and over again.

• Using the lesson plans generally means that you are following the same pattern for all

your lessons. This helps to let your students know what's coming next, so they can focus

more on learning and not on what is going to happen next.

What to include in a successful lesson plan

Ok, so, you’ve decided that creating a lesson plan for your classes is a good idea. Now what? A

lesson plan can include just about anything - it basically tells you what to teach and how to do

it!

Following three steps are mandatory:

• Objective: What to achieve

• Aids: To facilitate teaching. For example: flashcards, worksheets, songs,

poems and black board are a few aids that are effective.

• Time: The time frame has to be kept in mind while doing any activity.

Also, the above three steps are pointless without the four essential elements that are never left

out of a good lesson plan:

• A warm-up activity

• New language

• Review

• And having fun!

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Warm-up Activity - This activity sets the mood for the rest of the lesson. The warmers are

essential because they help your students:

• To relax and feel comfortable in the classroom.

• Have fun

• Realize that “everyone is in the same boat”.

• Learn a little about their classmates.

• Gain confidence

• Get a feel of how the rest of the class will be.

New Language - This is what your lesson plan is based around and will take up the majority of

the lesson. Introducing a new language follows three main steps:

• Introduction - This is where you explain the new language. It’s important that you

try to elicit as much of the language as possible.

• Practice - This is where the language is “drilled” into the students through

repetition. This step contains teacher-controlled drills.

• Application - This is where students now get to use the language they’ve just

learned in a fun and interesting way. This activity should allow as much student to
student interaction as possible.

In summary, a new language should:

• Be introduced with a concept that the students will understand and without, where

possible, referring to the written word.

• Be elicited from the students, where possible.

• Follow a structured presentation method so that your students can, follow where you
are going. Allow for as much student to student interaction as possible.
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Review/follow up - helps your students to retain the language they have learned in the last

lesson. Essentially, it should be:

• Fun

• Short (Roughly 5-10 minutes, depending on how long your lesson is.)

• As student oriented as possible, i.e. the teacher should have minimal involvement.

• In your follow-up activity, the students should be in the driver’s seat.

Fun - Although not an actual “step” in your lesson plan, fun should be incorporated as much in

the lesson as possible. Here’s why:

• Your students will show a greater willingness to learn if they are having fun.

• Your students will be better behaved because they are not bored.

• Greater participation leads to greater language retention, which makes you look better!

• Better word of mouth - the more fun your lessons are, the more likely word will spread

about how great a teacher you are!

These are the core of your lesson plan. In the next section, we’ll take a look at some great tips to

enhance your lessons.

We can divide lesson planning into three stages:

• Long term - for the whole term.

• Short term - for a unit of work.

• One class - for individual lesson.

Long term planning:

• The planning begins either at the beginning or the end of the term.

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 • The contents or the text can be changed or the order can be altered if needed.

• The activities, topics, subjects taught should be common to all teachers.

• Materials to be used can also be planned and prepared.

Sample of a Long-term lesson plan without a textbook:

Age 3-6 years

Term 1

Months Topics to be covered

January My school, My friend,

My parents

February My Teacher, My
calendar, My birthday

March The body Food, Clothes

Short term planning:

• Short term planning may be a plan for one week, one unit or one topic.

• Decide what language item you are going to teach and how you are going to teach.

• Evaluation is a part of teaching, so write an evaluation into your plan at this stage.

• Remember the plan is a rough guide to show where you are going and what you hope to

cover.

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 Week, 4 weeks

Level Beginners

Language Topic Cartoon Characters

Language Structure Favorite phrases with the characters.

The method and Aids used Audio Visual Clips, comic strips

Activities One act play, pair interview with the superhero

Remarks Comments on whether objectives were met. If not, then state the
reasons.

Sample of a short-term lesson plan:

Age 10 to 12 years

Taking your lessons to the next level

In this section we’ll take a look at ways that you can improve your basic lesson plan. These tips

can help your good lessons become great lessons! These tips, by themselves, cannot make a

lesson plan. You should always use the steps outlined in the previous section to build the

foundation of your lesson plan, these tips are like the sizzle to the sausage!

There are several considerations to take into account when developing your lesson content.

Here are the main things that you should consider:

• Age - How old are your students? Are your activities appropriate for the age that you

are teaching?

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 • Ability/level - What do your students already know? Are you building a foundation of

knowledge or just teaching a bit from here and there?

• Classroom environment - What resources are available to you? How many students are

there? How big is the classroom? Can you take the students outside if need be?

• Sensitive topics - Be aware that as it is most likely that you will be teaching students

from a different culture than your own, they may have different values and beliefs.

To build a lesson plan, we need to know about lesson framework.

Lesson Frameworks

Lesson frameworks are lesson sequences that can be built on and modified as appropriate for

different classes. They are a sequence of behaviors and choreographies that work as a stand-

alone lesson, although they are not intended as a prescription. They are intended to meet the

following criteria:

• The language presented in contexts meaningful to the students,

• Modeling from controlled practice to more communicative practice activity,

• Variation in the modeling and practice activity,

• Remodeling target language in different modes - spoken dialogues, listening,

reading,

• Building on core materials - i.e. minimal vocabulary initially, expanded as the lesson

progresses,

• Maximizing student to student interaction,

• Modeling language first as audio input and then as a reading,

• Integrated skills development - listening, speaking, reading & writing,

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 • Grammar in context has focused upon form, or highlighting grammatical features.

Lesson frameworks are hardly a new idea, and are basically what are found in most classroom

texts. They are a suggestion, but a suggestion inviting modification and adaptation to meet the

needs of the teacher, the students and the curriculum in any given situation.

To some extent, lesson frameworks plus the lesson contexts found in this book are an

alternative to a textbook. It would be possible for the teacher, and possibly the students, to

construct their own text choosing the contexts and frameworks that best suited their purposes.

This is not a novel idea, and might provide a feasible alternative for classes who find

commercial texts difficult to adapt to their needs.

The frameworks are presented as a minimal lesson plan that includes a column for the “target

language,” and a column for “process.

Language Process

This column will define the target The process will be a brief sequence of
language either as written or as a steps for teaching the target language.
reference to a page in a text. Obviously, These are suggested steps and might be
the target language is a ‘sample’ to make varied or modified according to the
the lesson sequence and process clear. teacher’s and the students’ needs.
The teacher must substitute the
appropriate language for their students

Few examples of effective aids that one can use in a lesson plan are:

• Games

• Worksheets

Why use games? Besides being fun, why is it a good idea to use games?

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 • They provide a lot of language, repetition.

• They help to consolidate language points/vocabulary.

However, not all games are good for all classes, when choosing games, you should consider:

• Age/level appropriateness - Will the students be able to understand the game and even

enjoy it?

• Safety - Don’t risk your student’s safety for the sake of a fun lesson.

• Number of students - Some games only work with a certain number of students.

Why should you use worksheets in the classroom?

• Worksheets help to consolidate learning as well as providing an opportunity for student

to student interaction.

• They can also help you to gauge how well a student is doing as you never know what

kind of “help” they’ve received at home with their homework.

Does it flow?

• The whole point of a lesson plan is that at any point in your lesson, you can quickly

glance at what you have covered and know what’s coming up next. If you can’t make

sense of it, then you’ve wasted your time on a worthless lesson plan and possibly the
student’s time by planning a poor lesson.

• Lesson plans take the guess work out of calculating the length of your lessons. This

allows you to include as much of the content as you had intended.

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Sample lesson plans

A day at the beach

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ge level : 8 to 10 years (beginners) Objective: By the end of the lesson the students will be

able to use vocabulary associated with the beach in simple sentences Aids : Song, Flash
cards, Sea shells , role play .

Lesson 1: Introduction to the beach

Vocabulary Taught: wave, ocean, sand, sand castle, sea-shell, beach

Phonics taught: s-a-n-d, s-h-e-l-ls, c-r-a-b-s, w-a-v-e-s, b-e-a-c-h-

Aids: Flashcards, sea shells (if available), paint (if you are going to use the “Sea Shells”

activity), “Ice-cream song” if desired, paper for drawing your family at the beach.

Time: About an hour, depending on class size.

Activity: Paint Sea Shells or Draw your family at the beach with family members

Possible sentence structures for this lesson:

1. What is it? It’s a sea shell.

Warmer: Ice-cream song/any song related to the beach

Duration : 5minutes

Objective : will be able to identify the context

Introduction: 10 minutes

Objective : will show recognition of newly acquired vocabulary

Procedure :

• Use a big picture of a beach and introduce and drill the new vocabulary.

• Get the students to draw each part of the beach according to the words pointed out

by the teacher.

• Get the students to hold up their pictures and encourage them to say two sentences

about it.

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 Follow up activity: 20 minutes.

• Today’s activity: Painting Sea shells or sketching your family at the beach.

If you have sea shells, or you can get them easily, children usually enjoy painting

sea shells. It gives them something that they can touch and take home at the end of

the day.

• If you don’t have any sea shells , then get your students to draw a picture of

themselves, their friends and their families at the beach.

Phonics: 5 minutes s-a-n-d: Drill phonic values.

Fun activity: 5-7 minutes Themes – give the students a theme and play the animal

theme that always works well.

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Framework of a lesson plan

Teacher:

Lesson no.

Duration:

Level:

No. of students:

Date:

Topic: Context

Final Objective: What will they be able to do at the end…………. How…….. and about

what.

Qualifying Objectives: What will they be able to do during or at the end of each stage of

the lesson?

1.

2.

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3.

Aids or materials used:

Vocabulary taught:

Time Taken Teachers’ Activity Students’ Activity Anticipated

Difficulties

14
Kindly refer to these following samples to have a better idea about lesson planning

Lesson Plan–Conversation Skills (L&S) Date:

Trainee Name: Lesson Model:

Conversation Skills – L/S

Trainer’s Name: Sign:

Lesson Title: New Neighbor

No. of students: 15

Language Level: Intermediate

Language(s) spoken/nationality(ies) of students:

Average age of students: 13 years

Duration: 1.5 hours

Terminal Objective: At the end of the lesson students will be able

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 to

• listen to an audio and answer questions based on it.

• do a speaking activity/speak a few lines based on the

audio with about 80% accuracy

Enabling Objectives: At the end of each stage of the lesson, students will be able to

• (Warmer) –feel comfortable and be energized

• (Context setting) –respond to the visual aid and predict the topic

• (Pre- listening) –follow the bridge dialogue by listening to the teacher and respond to
the teacher/repeat the dialogue

• (While listening) –answer “Wh” questions after listening to the audio

• (Post listening) –speak the dialogue with about 80% accuracy.

Introductory dialogue/Reading material (include video or images):

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Vocabulary Introduction (spoken & shown with images, not written):

• Neighbor
• Grocery store
• Laundromat
• shopping center
• across from
• barbershop
• Pine Street
• Move
• Around
• Thank you (may be added)

Vocabulary & Conversation Practice:

Debate or Conversation Theme:

A conversation between two neighbors where one is new to the neighborhood is asking for
directions to the grocery store and a Laundromat.

(details in the lesson procedure also)

Conversation/Debate/Q&A based on reading text or the video (practice of learned

vocabularies):

Q1. What is Jack looking for?

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 • Grocery store and a Laundromat
Q2. Where is the grocery store?
• On Pine Street
Q3. Where is the Laundromat?
• Across from the shopping center.
Q4. What is there in the shopping center?
• A barbershop.

Speaking (assignment):
Students practice the script in pairs and do a role play.

YouTube Video Link (relevant to lesson):

https://www.youtube.com/watch?v=pRpeEdMmmQ0

Statement& Evidence of support material (images, fill in the blanks page, list of
vocabularies):

While listening Audio -

Picture used for context setting -

Target Vocabulary -
Neighbor, Grocery store, Laundromat, shopping center, across from, barbershop, Pine Street

Homework/Follow-up task (assignment – e.g. Audio or Video project on Job interview,

Shopping, etc.):
Record a dialogue with a peer, where he or she is asking you, about your neighborhood, eg -
where is the bank, a gas station and the post office.

Lesson Procedure:
(Please mention time/duration for each stage/activity)

____________________________________________________________________________________

• Warmer- Teacher greets students and models the warmer, she does one demo and the

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 students follow. ( e.g. ‘Chinese whisper’ – related to listening/speaking skill) 15 min
• Context setting - a picture with arrows showing directions was shown. The teacher
elicits response and writes the topic on the board (10 min) and reviews the vocabulary
written by emphasizing on the correct pronunciation (5 min)
• Pre listening – Bridge dialogue (20 min)
A – Excuse me, are there any grocery stores around here?
B – Yes, there are some on pine street.
A – And is there a Laundromat near here?
B – I think there’s one across from the shopping Centre.

Teacher models all 4 lines twice.

T/T line A and B x 2/3 times
T/S line A and B x 2/3 times
S/T line A and B x 2/3 times
S/S line A and B x 2/3 times
Teacher elicits on the board and repeats the entire process with the next two lines.

• While listening – (20 min)

Teacher prepares students for the audio and asks the first “Wh” question.
Teacher writes Q - on the board
Teacher plays audio, students respond.
Teacher writes only key word answers
Teacher repeats the same procedure with the rest of the “Wh” questions.

• Post listening - (20 min)

Teacher models the entire script once.
Teacher distributes scripts to students.
T reviews with whole group – Teacher reads and students repeat. T takes up one role
and students take up the other and read the script as role play practice/vice versa
Teacher models the script again with one student explaining how it is to be done,
Students practice and do a role play.

Home work/follow – up task – please mention task

____________________________________________________________________________________

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Differentiated tasks if any:
___________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________________________

Anticipated Problems:

• Warmer –
Teacher’s instructions are not clear and not level appropriate.
Teacher is too tense and not smiling.
No modeling and too much teacher talk.

• Context setting –
Teacher forgets to set context.
Unrealistic or unrelated
Does not expand.

• Pre-listening –
Steps not in sequence or steps skipped.
Teacher is speaking too fast.
Teacher forgets to elicit on the board.
Teacher doesn’t ensure maximum coverage of the students.

• While listening –
Teacher plays the audio first.
Teacher doesn’t prepare students for the activity.
Teacher forgets to write the keyword answers on the board.
Audio is not clear.
Teacher writes the entire question on the board.

• Post listening –
Teacher forgets to model the script.
Teacher forgets to call student to do a role play.
There are insufficient scripts.

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 No monitoring while the students’ practice.

Lesson Plan – 4 Skills & Grammar Date:

Trainee Name: xxxx

Lesson Model: Integrated

Trainer’s Name:

Sign: xxx

Lesson Title: My favorite

photograph

No. of students:10

Language Level: Beginner

Language(s)

spoken/nationality(ies) of

students: Marathi/Indian

Average age of students:

13 years

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 Duration: 1.5 hours

Terminal Objective: At the end of the lesson, students

will be able to listen, speak, read, write and complete an

individual grammar activity based on the topic with

about 80% accuracy.

Enabling Objectives: At the end of each stage of the lesson

students will be able to -

• Warmer - relax and feel comfortable

• Context setting - understand the clues and predict the

topic

• Listening - listen to an audio based on the topic and

answer the ‘Wh’ questions given by the teacher

• Speaking - speak the dialogues in the script using the

up-down script

• Vocabulary and grammar - identify the prepositions

and complete the given grammar exercise

• Reading - answer correction questions and completion

questions by reading the given text

• Writing - describe and write a paragraph (state number

of words or sentences) about their favorite photograph.

Introductory dialogue/Reading material:

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 Rose: Hey! Do you remember this photograph?
Jack: Of course, I do. It’s my favourite photograph.
Rose: It snowed so heavily that day in Denver. I was sad
because I wasn’t wearing any boots.
Jack: It seemed like Daniel and his friend were trying to
make a snowman.
Rose: Yes. He was only about five or six then.
Jack: They had so much fun that day.

Speaking task - ‘Wh’ questions asked out of the audio.

• Why was the woman sad? (she was not wearing
boots)
• Where was the photograph taken? (in Denver)
• What were Daniel and his friend trying to make? (a
snowman)

• How old was Daniel when this picture was taken? (five to six years)

Vocabulary & Grammar Introduction:

Vocabulary introduced: photograph, snowman, boots, favorite, five, six, wearing, sad, snowed

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Prepositions introduced e.g. to, over, before, in, on, by,

Vocabulary & Grammar Exercises:

Where can you keep photos? Complete the expressions with the correct preposition.

As In By On

1. a wall, Facebook, Flickr, my computer, my mobile,

the table
2. an album, a frame, my purse/wallet, my
bedroom/office
3. My bed, my computer
4. A screensaver

Reading Text:

A favorite photo

One of my favorite photos is of my nephew and his friend in snow in Denver. My cousin took
the photo last March. My nephew Daniel and his friend are playing in the park before school.
It looks like they are making a snowman. I remember that it snowed all day that day. It often
snows in Denver!
My sister said that she was really sad because she wasn’t wearing boots.
Daniel and his friend didn’t want to go to school because they were having so much fun. I
think Daniel was about five or six when this photograph was taken. I keep this photo on my
living room wall in a frame called ‘Snow in Denver’.

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Conversation/Debate/Q&A based on reading text (practice on learned vocabularies &
grammar):

Correction question (True/False)

• It seldom snows in Denver. (false - often)

• My sister said that she was really sad because she wasn’t wearing boots. (true)
• My cousin took the photo last March. (true)
• Daniel was about seven or eight when this photograph was taken. (false – five or six)
• I keep this photo by my bedside. (false – on my living room wall)

Completion question

• My cousin took the photo last __March.

• My nephew and his friend are playing in the park before the _school.
• It looks like they are making a snowman.
• It _often__ snows in Denver.
• I keep this photo on __my living room wall in a frame called “Snow in Barcelona”.

Writing (assignment):

Write 4-5 lines describing your favorite photograph.

YouTube Video Link (relevant to lesson):

https://www.youtube.com/watch?v=o-wWIdQ1H98

Statement & Evidence of support material (images, fill in the blanks page, list of
vocabularies):
• Printout / photocopies of the text /script (as per head count and one for the teacher)
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 • Printout / photocopies of the worksheet (as per head count and one for the teacher)
• Projector, sound system and computer (checked for working condition)
• Reading text
• Homework assignment
• Grammar exercise questionnaire
• Printout of relevant Google images (in case of technical failure)
• List of vocabularies - Photograph, Snowman, Boots, Favorite, Five, Six
• Audio clip recorded

Homework/Follow-up task (assignment):

Using the vocabulary that was taught, write a paragraph about your favorite season and how
you spent your holidays during that season.

Lesson Procedure:

Greeting: Greet the class

______________________________________________________________________________

Warmer (10 minutes) : name of the warmer

Teacher models and students follow/participate preferably linked with listening or any
linguistic warmer e.g. word association/ word race….

____________________________________________________________________________________
__________

Context setting - (5 min) Teacher shows a YouTube video referring to the topic and asks a few
questions.
Teacher elicits responses from the students and writes the topic on the board.

Teacher practices vocabulary elicited emphasizing on correct pronunciation (5 min)

____________________________________________________________________________________
__________
Listening - (15 min)
• Teacher instructs/asks the students to listen to the audio clip and answer the questions
asked by the teacher
• Teacher focuses/writes the first ‘Wh’ question on the board.
• Teacher plays the audio.

26
 • Teacher elicits the responses from the students and writes only the key word answers
on the board.
• Teacher repeats the above process with other ‘Wh’ questions.

____________________________________________________________________________________
__________
Speaking: (15 min)

• Teacher models the entire script once.

• Teacher distributes scripts to students.
• T reviews with whole group – Teacher reads and students repeat. T takes up
one role and students take up the other and read the script as role play
practice/vice versa
• Teacher models the script again with one student explaining how it is to be
done,
• Students practice and do a role play.
____________________________________________________________________________________
__________
Grammar Introduction: (5 min)
• Teacher contextualizes prepositions for the students using the classroom as the basis
for a game on preposition
e.g. ….
____________________________________________________________________________________
___________
Grammar exercise: (10 min)
• Teacher identifies the prepositions with the students and elicits them on the board
• Teacher asks the students to complete the grammar task given at the end of the hand
out with the help of the words given on the board

____________________________________________________________________________________
Reading – 20 min

Pre – Reading: -

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 • Teacher models demo of the Skimming activity on the board.
• Teacher distributes the envelops and instructs the students to match picture with the
text.
• Teacher monitors while students do the activity.
• Teacher collects back the envelops after the task is completed.

While – Reading: -

(Correction question)
• Teacher models a sample question on the board.
• Teacher asks the first correction question from the given text.
• Students scan for the response in the text and respond.
• Teacher elicits responses from the students and writes only the key word answers on
the board.
• Teacher repeats the process for the next correction question.

____________________________________________________________________________________
__________

(Completion question)
• Teacher models a sample question on the board.
• Teacher asks the first completion question from the given text
• Students scan for the response in the text and respond.
• Teacher elicits responses from the students and writes only the key word answers on
the board.
• Teacher repeats the process for the next completion question.
__________________________________________________________________________________
Post Reading – Writing (10 min)

Teacher samples the writing task on the board (about her own favorite photograph. Students
write about their favorite photograph as indicated by the teacher.
____________________________________________________________________________________
___________________________________________________________________________________
____________________________________________________________________________________
___________________________________________________________________________________
____________________________________________________________________________________
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____________________________________________________________________________________

Differentiated tasks if any:

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Anticipated Problems:

• Warmer: teacher forgets to introduce herself.

• Teacher too tensed.
• Teacher does not smile
• Instructions for the warmer not clear
• No demonstration from the teacher
• Excessive teacher talk

Context setting:
• Teacher forgets to set context
• Context is unrealistic or unrelatable
• Irrelevant probing questions asked
• Teacher fails to acknowledge the responses
• Forgets to elicit the topic on the board
Listening:
• Instructions not clear
• Audio not clear
• Technical glitch
• Teacher writes the entire question on the board
• Teacher forgets to elicit key word answers on the board
Speaking:
• Teacher forgets to model the role play
• Inadequate number of scripts
• Instructions not clear
• No class control
Vocabulary and grammar:
• Teacher does not contextualize preposition
• Excessive teacher talk
• Instructions for the game not clear
• Teacher forgets to write preposition words on the board
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 • Instructions for the grammar exercise not clear
Reading:
• Teacher forgets to model sample question on the board
• Sample questions are not relatable
• Correction and completion questions are irrelevant.
Writing:
• Teacher forgets to write a sample on the board
• Instructions not clear
• No modeling no check
• Poor classroom management

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