1. When we plan an individual lesson we have to ask ourselves a number of questions:
1.1. Will the topic be interesting and motivating for my learners?
1.2. Are the activities and teaching materials at the right level for all the learners?
1.3. Have I planned enough for the time available? Do I need any materials?
1.4. Have I planned too much for the time available? Are there any stages I can cut if necessery?
1.5. Have I thought about exactly how to start and end the lesson?
1.6. Does each step in the lesson help to achieve the aim?
2. A scheme of work
2.1. Less detailed
2.1.1. + teacher is free to respond to learners' needs
2.1.2. - no details of what will happen
2.2. Quite detailed
2.2.1. + some sense of directions
2.2.2. - the teacher will need to return to it and add more detail
2.3. Very detailed
2.3.1. + very clear sense of direction
2.3.2. - it's difficult to predict several exactly so the teacher will have to return and change if necessary
3. Part 2. Selection and use of resources and materials
4. Consulting reference resources to help in lesson preparation
5. Reasons for using reference resources
5.1. Checking the form and use of grammatical structures
5.2. Checking the spelling, pronunciation and use of lexical structures
5.3. Developing your own understanding of language
5.4. Anticipating learners' difficulties
5.5. Looking for new approaches to teaching lessons and new classroom activities
5.6. Finding out how to use the material in your coursebook
5.7. Getting advice about praticular lessons or teaching materials
6. Selection and use of coursebook materials
7. Questions we should ask when selecting teaching materials
7.1. Is the material visually active? Is it visually clear? Does the visual material help learners to understand context and meaning?
7.2. Is it well organised?
7.3. Is it culturally appropriate?
7.4. Is it suitable for learners' age and their needs and interests?
7.5. Will the topics be motivating to suit the age gender experiences and personal interests of learners?
7.6. Is it at the right level?
7.7. Does it give learners enough opportunities to use the language?
8. If the answer is NO
8.1. We replace the coursebook material
8.2. We adapt the courbook material
8.2.1. Extending material
8.2.2. Shortening material
8.2.3. Changing the form of tasks
8.2.4. Reodering material
8.2.5. Making use of all the resources in the book
9. Selection and use of supplementary materials and activities
10. Reasons for using supplementary materials
10.1. To fill gaps in the coursebook
10.2. To replace unsuitable material in the coursebook
10.3. To provide suitable material for learners' particular needs and interests
10.4. To give learners extra language or skill practice
10.5. To add variety to our teaching
11. Different kinds of supplementary materials
11.1. Class library of readers
11.1.1. + encourages extensive reading
11.1.2. + gives learners confidence
11.1.3. - language sometimes too simple
11.1.4. - may not be challenging
11.2. Skills practice books
11.2.1. + focus on individual skills
11.2.2. - may not fit coursebook
11.3. Teacher's resource books
11.3.1. + new ideas for lessons
11.3.2. - may not suit lesson aims
11.4. Websites
11.4.1. + variety of lesson plans, teaching materials, other resources
11.4.2. - sometimes difficult to find the right material for the learners
11.5. Video
11.5.1. + provides visual context
11.5.2. + source of cultural information
11.5.3. + shows body language
11.5.4. - equipment may not always be available
11.5.5. - language may not be graded
11.6. Language practice books
11.6.1. + extra practice
11.6.2. + learners can work alone without teacher's help
11.6.3. - repetitive exercises
11.6.4. - little or no context
11.7. Electronic materials
11.7.1. + motivation
11.7.2. + familiar technologies ffor learners
11.7.3. - difficult for teachers to control how learners are working
11.7.4. - little or no human feedback
11.8. Games
11.8.1. + enjoyment
11.8.2. + language practice
11.9. - may not be suitable for older learners
12. Selection of supplementary materials and activities
12.1. Use a questionnairy at the beginning of the course to find out what you will want to add to the coursebook
12.2. Think about how it will replace or improve on material in your coursebook
12.3. It may be useful to use authentic material
12.4. Think carefully about all the skills that are required
12.5. Think about the language they will need to understand or to produce
13. Selection and use of aids
14. Different aids and their purposes
14.1. Blackboard/whiteboard
14.1.1. Writing words and ideas that come up during the lesson
14.1.2. Drawing or displaying pictures
14.1.3. Building up ideas in diagrams, word maps etc
14.1.4. For learners to write answers
14.1.5. For whole class compositions
14.2. Overhead projector
14.2.1. Displaying results of school work
14.2.2. Building upinformation by putting one transparency on top of another
14.2.3. Covering up or gradually uncovering parts of transparency
14.2.4. Displaying pictures and diagrams on photocopiable transparencies
14.3. Video recorder
14.3.1. The information gap tasks
14.3.2. Viewing withou sound and guessing the language
14.3.3. Pausing and predicting the language
14.3.4. Filming learners' performance
14.4. Computer
14.4.1. Narrating building with a word processor
14.4.2. Supplementary materials for coursebook
14.4.3. Online language tests
14.4.4. Using online dictionaries
14.4.5. Using CD-ROMs
14.4.6. Email exchanges
14.5. Cassete recorder/CD player
14.5.1. Presenting new language in dialogues and stories
14.5.2. Giving models for pronunciation practice
14.5.3. Recording learner's oral perfomance
14.6. Language laboratory
14.6.1. Pronunciation practice
14.6.2. Monitoring and giving feedback to individual learners
14.7. Realia
14.7.1. Practising grammatical structures
14.7.2. Building dialogues and narratives
14.8. Flashcards
14.8.1. Teaching individual words
14.9. Puppets
14.9.1. Introducing new language in dialogue
14.10. Charts
14.10.1. Showing lexical set, phonemic chart, table of irregular verbs
14.11. The teacher
14.11.1. Creating context with gestures, facial expression and mime
15. Part one. Identifying and preparing a lesson or sequences of lessons
16. Identifying and selecting aims
16.1. The syllabus and/or the coursebook will give us a general direction for our teaching. To decide on aims we should think about learners' needs
16.2. We can identify and select appropriate personal aims in similar way
16.3. Aims should not be too general
16.4. We shouldn't plan too much to do in a lesson
16.5. Learners need to know what the lesson is going to be about
17. Aims are what we want learners to learn or be able to do at the end of the lesson, a sequence of lessons or a whole course.
17.1. Main aim the most important thing we want to achieve in a lesson or sequence of lessons
17.2. Subsidiary aim shows the language or skills learners must be able to use well in order to achieve the main aim of the lesson
17.3. Personal aim shows what we would like to improve or focus on in our own teaching
18. A lesson plan is a set of notes that helps us to think through what we are going to teach and how we are going to teach it
19. Lesson plan headings
19.1. Level and number of learners
19.2. Timetable fit
19.3. Main aims
19.4. Subsidiary aims
19.5. Personal aims
19.6. Assumptions
19.7. Anticipated language problems
19.8. Possible solutions
19.9. Teaching aids material, equipment
19.10. Procedures
19.11. Timing
19.12. Interaction problems
19.13. Homework
20. Main components show us:
20.1. Aims
20.2. Tasks
20.3. Procedures
21. Identifying the different components of a lesson plan
22. How can a lesson plan help the teacher?
22.1. Before the lesson writing down the aims and the procedures for each stage of the lesson helps us to make sure that we have planned the best possible sequence to enable us to achieve those aims
22.2. During the lesson the plan can also help the teacher to check timing and to check that the lesson is following the sequence we decided on
22.3. After the lesson we can keep the plan as a record of what happend
23. Planning an individual lesson or a sequence of lessons
24. Choosing assessment activities
25. Assessment means collecting information about learners' performance in order to make judgements about their learning
25.1. Formal
25.1.1. Tests
25.1.2. Examinations
25.1.3. Grades
25.2. Informal
25.2.1. Normal classroom teaching activities and learning activities
25.2.2. Homework tasks