Introduction
Adult English language learners generally have limited time to devote to participating in language classes. A good lesson plan is an important tool that focuses both the instructor and the learners on the purpose of the lesson and, if carefully constructed and followed, enables learners to efficiently meet their goals.
A lesson is a unified set of activities that focuses on one teaching objective at a time. A teaching objective states what the learners will be able to do at the end of the lesson. Teachers use the information learned through the needs assessment to develop the objectives. For example, if the learners identify “understand written communication from my children’s teachers” as a goal, an objective might be “learners will be able to interpret a child’s weekly homework form” or “learners will be able to read the notes that their children’s teachers send from school.”
The Essential Components of a Lesson Plan
A lesson plan identifies the enabling objectives necessary to meet the lesson objective, the materials and equipment needed, and the activities appropriate to accomplish the objective.
Enabling objectives are the basic skills (language skills such as vocabulary, grammar, and pronunciation) and the life skills (including cultural information) that are necessary to accomplish the objective.
Materials and equipment should be identified and secured well before class time to ensure that activities can be carried out as planned. These may include realia (real- life materials like bus schedules and children’s report cards), visual aids, teacher- made handouts, textbooks, flip chart and markers, overhead projector, tape recorder, etc.
Activities generally move from more controlled (e.g., repetition) to a less structured or free format (e.g., interviewing each other). They should be varied in type (e.g., whole group, paired, individual) and modality (e.g., speaking, listening, writing).
The Stages of a Lesson Good lesson
The design of a good lesson plan begins with a review of previously learned material. New material is then introduced, followed by opportunities for learners to practice and be evaluated on what they are learning. In general, a lesson is composed of the following stages:
Warm-up/Review—encourages learners to use what they have been taught in previous lessons
Introduction to a new lesson—focuses the learners’ attention on the objective of the new lesson and relates the objective to their lives
Presentation—introduces new information, checks learner comprehension of the new material, and models the tasks that the learners will do in the practice stage
Practice—provides opportunities to practice and apply the new language or information
Evaluation—enables the instructor and learners to assess how well they have grasped the lesson.
Practical Considerations in Planning Lessons
A good lesson plan involves consideration of more than just what is going to be taught (the objective) and how it will be taught (materials, equipment, and activities).
The following elements also need to be thought about and planned for:
• Sequencing:
Do the activities move logically so learners are progressively building on what they already know? Do the activities flow well? Are transitions between activities smooth?
• Pacing:
Are activities the right length and varied so that learners remain engaged and enthused?
Gauging difficulty: Do the learners have enough skill and knowledge to do the planned activities? Are the instructions clear?
• Accounting for individual differences:
Do the activities allow for learners of varying proficiency levels to receive extra attention they might need, whether below or above the norm? Are all students actively involved?
Monitoring learner versus teacher talk:
What is the balance between learner talk and teacher talk? Does the lesson allow a time for learners to interact, producing and initiating language?
• Timing:
Was the amount of time allotted for each part of the lesson sufficient? If the planned lesson finishes early, is there a backup activity ready? If the lesson wasn’t completed as planned, how can the next class be adjusted to finish the material?
Most of these aspects of lesson planning are learned by experience, so it is important for the instructor to evaluate how the lesson went at the end of each class period. Ask the following questions:
What went well? Why?
What did not go as planned? Why?
If I had it to do over again, what would I change?
What have I learned about my students that I can account for in future lesson planning?
A lesson plan acts as a road map for a class session. It identifies the destination (objective of the lesson) and marks out the route (activities for each stage of the lesson). It is an aid for both new and seasoned teachers. New teachers should write down the details of each activity, perhaps even script them. Experience will guide how detailed a lesson plan needs to be. Sharing the plan with learners (e.g., writing the objective and a brief description of activities on the board) keeps both the teacher and the learner focused on where they are going, how they are going to get there, and when they arrive.
