. Who are we planning the lesson for?, Class profile, 2. How is the lesson connected to the last lesson and/or the next one?, Timetable fit, 3. What do we want learners to learn or to be able to do by the end of the lesson?, Main aim(s), 4. What else do learners need to be able to do during the lesson to enable them to achieve the main aim?, Subsidiary aims, 5. What is the purpose of each stage of the lesson?, Stage aims, 6. What aspects of our own teaching do we want to develop or improve?, Personal aims, 7. What do we think learners already know or can already do related to the aims?, Assumptions, 8. What may learners find difficult in the lesson? What may they not be used to doing? What may they not feel confident about?, Anticipated problems, 9. What action will we take to deal with the anticipated problems?, Possible solutions, 10. What should we remember to take to the lesson?, Teaching aids, materials, equipment, 11. What are the tasks and activities for each stage?, Procedures, 12. What length of time will we need for each stage?, Timing, 13. In which ways will learners work at different stages, i.e. individually, in pairs, in groups, as a whole class?, Interaction patterns, 14. What further work will learners need to do before the next lesson?, Homework, A. The teacher plans to spend five minutes on the warm-up, fifteen minutes on vocabulary presentation and twenty minutes on speaking practice., Timing, B. The teacher wants students to be able to give advice about health problems using should and shouldn't by the end of the lesson., Main aim(s), C. The teacher decides to use pictures, flashcards, a projector and a worksheet to support the lesson., Teaching aids, materials, equipment, D. The teacher knows that the students have already learned vocabulary related to common illnesses in previous lessons., Assumptions, E. The teacher plans to demonstrate the first activity before asking students to complete it, as some learners may not understand the instructions., Possible solutions, F. The teacher has a group of twelve teenage learners aged 13–15. Most are at A2 level, but three students need additional support., Class profile, G. The teacher asks students to work individually during the reading activity, in pairs during the speaking task and in groups during the final discussion., Interaction patterns, H. The teacher wants to improve the clarity of their instructions and reduce the amount of time they spend talking during lessons., Personal aims, I. The teacher asks students to write an email to a friend giving advice about healthy habits and bring it to the next lesson., Homework, J. The teacher plans to begin with a short discussion about healthy lifestyles to introduce the topic and activate students' previous knowledge., Stage aims, K. The teacher expects some learners to confuse should and must when giving advice., Anticipated problems, L. The teacher plans to begin by showing pictures of different health problems, then elicit vocabulary, present the target language and organise a role-play activity., Procedures, M. In the previous lesson, students learned vocabulary related to health problems. Today's lesson focuses on giving advice, and the next lesson will involve writing a health advice article., Timetable fit, N. The teacher plans to review vocabulary related to illnesses so that students can use it when practising how to give advice., Subsidiary aims

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