Lesson

Planning

What to plan?

A Lesson

A series of lessons

How to plan?

LESSON FOCUS

GRAMMAR FUNCTION SKILL OTHER

Lesson aims

• What do my learners

already know (can do)?

• What do they need to

know (to do)?

Types of aims

Main aim

Subsidiary aims

Personal aims

Task

Types of aims A main aim describes the most important thing we want the learners to achieve in a lesson

or sequence of lessons. For example, we may want learners to understand and practise

using new language; to reinforce or consolidate (i.e. to make stronger) the use of language

they already know by giving them further practice; or to revise language they have recently

learnt. If the main aim is to teach new language, the lesson plan should also include an

example of the target language we are planning to teach.

Subsidiary aims show the language or skills learners must be able to use well in order to

achieve the main aim of the lesson. Subsidiary aims usually contain language that is already

known to the learners. Stating both main and subsidiary aims is a good way of making sure

that our lesson plan focuses on what we want our learners to learn, or to be able to do.

Personal aims show what we would like to improve or focus on in our teaching. Like those

given in the first table above, these might be about improving the way we handle materials

and teaching aids (things we can use to support our teaching in the classroom) or particular

teaching techniques, or they might be about our relationship with the learners. Here are some

more examples:

•to reduce my TTT

•to get quieter learners to answer questions

•to get learners to work with different partners

•to get students to listen more to each other

Stage aims In addition to the main and subsidiary aims, a lesson plan will also

include a number of stage aims, describing the particular purpose of

each stage (or short section) of the lesson. Look at the examples of

stage aims in this extract from a lesson plan.

How it works

• Identify main aims

• Identify subsidiary aims

• Design stage aims and activities

• Choose materials

• Look back

Key points

Coursebook aims

+

Students’ needs

Lesson aims

Key points

Aims

are not

procedures

“Listening to a recording”

vs

“Practice listening for gist”

Key points

Aims

should be

SPECIFIC

Key points

Look from the

learner’s point of view (learner’s objectives and outcomes)

“Learners will be able to use/understand/express…”

Key points

Think if you want to

announce your aims

Lesson plan components

Aims

Procedures

Timing

Lesson plan components

Also think about: • Materials

• Target language / skills

• Anticipated problems

• Solutions

Lesson plan components

Lesson plan components

A good lesson plan is…

Relevant (helps to achieve goals)

Includes different types of activities

As simple as possible

Clear and easy to read

Is divided into two parts (background

and procedure)

How do people learn a language?

How do people learn a language?

Sequencing lesson components

Sequencing lesson components

Alternatives to present-practice