Lesson aims - These should state what you’re hoping the students will have achieved by the end of the lesson. Here is an example: By the end of the lesson learners will be better able to use ‘used to’ and ‘would’ to talk about past, Stages - This is how the class is divided, for example, often into ‘lead-in’, ‘gist task’ in a receptive skills class, ‘controlled practice’ in a language class., Stage aims - This means identifying why you’re doing each stage of a lesson., Procedure - This is the description of what is happening at each point in the class. It is helpful to think about what the students will be doing and what the teacher will be doing., Materials - Each stage of your lesson is likely to use resources of some kind. These may be visuals sourced from ‘Google images’, a supplementary resource like ‘Speaking Extra’, or a page from a coursebook. Reference these in your lesson plan., Timing - This means estimating how long an activity will take while you’re planning., Interaction patterns - This is where you note whether the students are working individually, in pairs, in small groups or whether the focus is on the teacher., Language/skills analysis - You need to really know the language or sub skills that you are planning to teach. For example, if it’s a verb, is it irregular, or does it need a particular dependent preposition? Is the spelling likely to cause problems because of silent letters or because it’s similar to a word in the students’ first language?, Anticipated problems and solutions - If you’re teaching the past perfect simple, students could think the past perfect shows how long ago something happened, rather than emphasising that something happened before something else. To deal with this, make sure that the context is clear and ask some good concept checking questions, or use a timeline to check understanding.,

components of a lesson plan

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