Lesson Planning in the Esl Classroom
What follows is a compendium of thoughts I have on the subject of lesson planning. As I want to make good use of this document when I start teaching again, I specifically formatted it like a “quick-look” reference sheet. In fact, its format speaks volumes about how I will apply what is listed below in the future.
A good lesson:
• Has a sense of coherence and flow (i.e., it is not just a sequence of discrete activities)
• Exhibits variety [*see varying a lesson below] – with some elements of predictability (e.g., text, classroom routine, etc.)
• Is flexible (i.e., it is not immutable, nor does it dictate how and what I teach) (Jenson, 2001)
When planning a lesson, I must consider:
• My own beliefs and principles about teaching and learning
• My students’ needs, interests, wants, and expectations
• How it will connect to what my students already know
• My students’ backgrounds – to include different learning styles and how to address these
• The proficiency level of my students and the lesson’s level of difficulty
• The main goal of the lesson
• The reasons why I believe it should be taught
• The skills to be taught, what I want my students to learn, and my intended outcomes
• What will help my students’ learning and what will hinder it
• How well I know the content and what steps I need to take in order to teach it confidently
• How I will communicate the purpose of the lesson and activities to my students
• Ways to involve all my students actively
• The way it will be structured, organized and sequenced
• How I will begin and conclude it
• The activities and reasons for using them
• The materials and how I will use them
• Transitions between activities
• How much time I will need for each activity, as well as how much time my students will need
• The grouping arrangements I will use
• Where the lesson may break down and what to do about it if it does
• Unplanned lesson changes (unanticipated directions) and any alternative plans I
A good lesson:
• Has a sense of coherence and flow (i.e., it is not just a sequence of discrete activities)
• Exhibits variety [*see varying a lesson below] – with some elements of predictability (e.g., text, classroom routine, etc.)
• Is flexible (i.e., it is not immutable, nor does it dictate how and what I teach) (Jenson, 2001)
When planning a lesson, I must consider:
• My own beliefs and principles about teaching and learning
• My students’ needs, interests, wants, and expectations
• How it will connect to what my students already know
• My students’ backgrounds – to include different learning styles and how to address these
• The proficiency level of my students and the lesson’s level of difficulty
• The main goal of the lesson
• The reasons why I believe it should be taught
• The skills to be taught, what I want my students to learn, and my intended outcomes
• What will help my students’ learning and what will hinder it
• How well I know the content and what steps I need to take in order to teach it confidently
• How I will communicate the purpose of the lesson and activities to my students
• Ways to involve all my students actively
• The way it will be structured, organized and sequenced
• How I will begin and conclude it
• The activities and reasons for using them
• The materials and how I will use them
• Transitions between activities
• How much time I will need for each activity, as well as how much time my students will need
• The grouping arrangements I will use
• Where the lesson may break down and what to do about it if it does
• Unplanned lesson changes (unanticipated directions) and any alternative plans I
References: Hadley, A. O. (2001). Teaching Language in Context. Boston: Heinle & Heinle. Jensen, L. (2001). “Planning Lessons.” In Celce-Murcia (ed.) Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle. Richards, J., & Lockhhart, C. (1994). Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. New York: Cambridge University Press. Woodward, T. (2001). Planning Lessons and Courses. New York: Cambridge University Press.