– TKT –

PLANNING LESSONS AND USE OF

RESOURCES FOR LANGUAGE TEACHING
Teresa Gallette, LTCL Dip TESOL
teresagallete@dickens.edu.uy
TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

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 TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

• What do they like doing?

• What items of language will be studied or used in the lesson?

• What are the aims of the lesson?

• How will the chairs be arranged?

• What materials will be used for each activity?

• What activities will help the learners achieve the lesson objectives?

• What can be used for homework?

• How long is the whole lesson?

• What happens if they don’t understand my instructions?

• What topics interest them?

• Am I confident about these teaching points?

• What topics, contexts will be used?

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 TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

Identifying and selecting aims

* Aims are what teacher wants learners to learn or be able to do at the end of: 1) a lesson, 2) a sequence (series or unit) of lessons or 3)
whole class.

- Complete the chart with the examples below-

Aims may focus on: Examples:

Functions

Grammar structures
Vocabulary on a particular topic
Language skill

▪ To brainstorm and practice vocabulary related to medical services and reinforce the usage on paragraph-level writing.
▪ To make polite request in the context of making holiday arrangements.
▪ To familiarize with scanning on reading through guiding questions, form filling and comprehension questions.
▪ To present and provide controlled activities to consolidate accuracy on using “Could / couldn’t” in affirmative, negative and question
forms.

Aims do not necessarily focus on particular areas of language. They could have as purpose to create positive attitude toward foreign
language, to familiarize to listening a story for fun, to get used to skim news clips or articles, to build confidence in speaking English to an
audience, to develop presentation skills, etc

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 TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

Which of the following are aims for lessons?

Students will exchange ideas about sports and pastimes

The learners will be more confident speakers
The class will practise making question forms with conditional sentences
At the end of the lesson, the learners will be more aware of the importance of collocation
The students will present the findings of their survey to the whole class
The learners will be able to understand, use appropriately and pronounce the following 10 words
The students will improve their writing skills regarding planning and selecting appropriately
I will present and revise the main uses of the present perfect progressive using a smart board
The students will mingle to find someone who chose the same adjectives to describe their families
Students will have gained a better understanding of the nature of verbs followed by gerunds and
infinitives and be able to use them confidently

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 TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

Aims could be differentiated like the following:

Main Aim Subsidiary Aims Personal Aims

(over whole session) (Specified into skills/systems) (what the teacher aims)

Complete the columns with the corresponding information.

Grammar: Review modal verbs

Functional exponent: should/ought to/had better
To improve my board-organization. To practice and reinforce giving advice
Phonology: reduction on shouldn’t/you’d better
To try different group making. to a friend. Example exponents: You
Discourse: appropriate answers to an advice
To give personalized feedback to weaker should / you ought to / you had better
Speaking: controlled oral practice
learners.
Writing: writing a letter giving advice.
Listening: identify reduced sounds.

Aims help teacher to prepare appropriate activities to achieve the goal and serves as a basis to look back at how the lesson has been run for
further improvement.

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 TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

Here are some examples but the lesson types and the aims do not match.
Arrange the lesson types to match the lesson aims.

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 TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

Identifying the different components of a lesson plan

* Components of a lesson plan – Complete with the appropriate subheadings.

1) ______: who the lesson is for. [High beginner, 12 students]
2) ______: how the lesson is connected to the last lesson and/or the next one.
3) ______: what the learners would be able to do by the end of the lesson.
4) ______: other things we want learners to be able to do during the lesson
5) ______: aspects the teacher wants to improve.
6) ______: description of what the learners already know or can already do related to the aims.
7) ______: things that the learners find difficult / things that could perhaps happen while running activities.
8) ______: actions that we will take to deal with the anticipated problems.
9) ______: useful reminders of things to take to the lesson. Needs to be specific in forms and amount.
10) ______: how to run activities and tasks for each stage.
11) ______: length of each stage.
12) ______: ways in which learners work with each other. [individual, pair, small groups, etc]
13) ______: further work students need to do before the next lesson.

Level and number of learners - Timing - Main aim - Personal aims - Procedures - Interaction patterns
Assumptions - Anticipated language problems - Possible solutions - Homework
Timetable fit - Subsidiary aims - Teaching materials / aids / equipment

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 TKT – PLANNING LESSONS AND USE OF RESOURCES FOR LANGUAGE TEACHING

* What to take in mind when making a lesson plan:

1) How the procedures will help to achieve the established aims.
2) If the stages are strongly connected.
3) Variety: if tasks or activities require different language skills, interactions patterns and different ways of participation.
4) If the plan is clear enough to be running with security and flexibility.
5) If the teacher is completely aware of what he/she is teaching in order to adapt the plan according to the learners’ need at any
moment.
6) If the plan contains the ‘shape’ of the lesson and the kind of techniques that are most appropriate for a particular group of
learners.
-> ‘shape’ = [Ex, to introduce a new grammar point, PPP or TBL plan might be a ‘good shape’; for typical ‘receptive-skill-
based lessons, there might be pre-activities; for ‘productive-skill-based plan there might be a stage to set the scene before activity
and a feedback after production.]

* A lesson plan’s outline

1) As simple as possible – notes are better that full sentences, avoiding to include every detail.
2) Some important points should be written down with more detail. [Ex-> prompts for drilling, instructions for complex activities,
grammar point, exponents for functions, some examples, definitions, etc]
3) Easy to read – highlighted key words, different colors, underlines, italics, drawings, etc
4) Include board plan
5) Variety

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