Level 9 Level 11
Level 10

Module 2. Lesson Planning

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The things that a teacher uses in a class, e.g. handouts, pictures, flashcards.
What the teacher wants to achieve in the lesson or in the course.
Main aim
The most important aim, e.g.it could be to teach the present perfect or develop listening skills.
Stage aim
It is smth like a step or short section of a lesson, e.g. to provide controlled practice of the present perfect or to develop listening for gist.
Subsidiary aim
It is the secondary focus of the lesson, less important than the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim of the lesson.
Personal aim
What the teacher would like to improve in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard.
Analyse language
To think about language, to examine it and to break it into parts in order to understand it, e.g. what the form of the structure is and why it is being used in this way in this situation.
Anticipate (language) problems
When teachers are planning a lesson, they think about what their learners might find difficult about the language or skills in the lesson so that they can help them learn more effectively at certain points in the lesson.
Arouse, generate, stimulate interest
To get learners interested in a task or topic.
When teachers think about what they believe their learners will or will not know or how they will behave in a particular lesson.
Class profile
A description of all the learners and any other information related to their learning including their age, ability, strengths and weaknesses in language and skills.
Components (of a lesson plan)
The main parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns, anticipated problems...
To return to something in order to allow learners to understand and remember it more completely.
To help someone be able to do something.
When a teacher helps learners to succeed by giving them confidence, e.g. ‘Of course you can do it! You're doing very well'.
To tell learners how well they are doing. This could be at a certain point in the course, or after an exercise that learners have just completed.
Peer feedback
Information given to a learner by another learner in the class.
Something or someone that can change easily to suit new situations.
To mark words on paper, on the board or on a computer screen using a colour or underlining so that they are easier to notice. To draw attention to or focus on something so that learners realise it is important.
Interaction patterns
The different ways learners and the teacher work together in class, e.g. learner to learner, in pairs or groups or teacher to learner, in open class.
The activity or activities used to prepare learners to work on a text, topic or main task. It often includes an introduction to the topic of the text or main task and possibly study of some new key language required for the text or main task.
Based on reason.
These are specific learning targets that help achieve a lesson's aims, e.g. learners will be able to understand the gist of the text. understand the gist of the text.
Result. This is what the teacher hopes will be the result in terms of learning at the end of the lesson.
The speed of the lesson. A teacher can vary it in a lesson by planning different activities in order to keep the learners' attention.
Before introducing a text to learners, the teacher can teach give vocabulary from the text which they think the learners do not already know and which is necessary to understand the main points of a text.
The details of exactly what is going to happen in each stage of a lesson, e.g. learners practise the language of complaints in a role-play in pairs.
Raise awareness
To help learners to start to understand something that they may not already know by drawing attention to it.
The reason for doing something, e.g. it Is resonable for pre-teaching vocabulary before learners read a text is to help learners read the text more easily.
To focus on words or structures that have been taught before, for revision and more practice.
Reflect on
To think about a lesson after teaching it or to think about learning in order to decide what worked, what did not work and how to improve teaching/learning in the future.
Report back
When a learner tells the whole class what was discussed in group or pairwork.
Scheme of work
A basic plan of what a teacher will teach for a number of lessons.
It is a series of things, which follow each other in a logical order. E.g. Learners can put pictures in order in a story.
Set a task
To give learners different types of work for writing or speaking.
Set the scene
To explain or present the context of something learners will read, hear, talk or write about, to make the situation clear for them, e.g. before playing a recording a teacher might tell learners who the people are on the recording and where they are.
A clear and exact description of something, e.g. aims.
Stage, step
A section of a lesson, such as lead-in, presentation, controlled practice etc.
Stimulate discussion
To encourage learners to talk about something.
When the learners are at the centre of the activities and have the chance to work together, make choices and think for themselves in a lesson.
This describes the language and skills to be covered on a course, and the order in which they will be taught.
Teacher talking time
The total time in a lesson that a teacher speaks, compared with the total time the learners speak.
When the teacher is at the centre of most stages of the lesson, controlling the lesson often from the front of the classroom.
Timetable fit
How a lesson fits logically into a sequence of lessons; how what goes before a particular lesson links to, and helps learners with, the following lesson.
When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan.
To introduce different things such as different types of activities or tasks, language skills, interaction patterns, pacing or timing into a lesson.