Main aim - A. The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills., Personal aim - B. What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard., Procedure - C. The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs., Stage - D. A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc., Timing - E. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan., Aids - F. The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need., Anticipated problems and solutions - G. When teachers are planning a lesson, they think about what their students 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., Assumptions - H. When teachers think about what they believe their students will know or how they will behave in a particular lesson., Interaction pattern - I. The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class., Timetable fit - J. How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson., Subsidiary aim - K. The secondary focus of the lesson, less important then the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim.,

Identifying the different components of a lesson plan

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