Module 10: Lesson Planning

I. Definition of a Lesson Plan 2

A. What is a lesson plan? 2
B. Why use a lesson plan? 2

II. Course Syllabus 3

III. Principles of Lesson Planning 4

IV. Sample Lesson Plans 6

V. Tips on Lesson Planning 17

 Module 10: Lesson Planning

I. Definition of a Lesson Plan

A. What is a lesson plan?

A lesson plan is the design of the lesson you will deliver. It is the structure of the lesson, based
on the amount of time, the goals and of course, the content of the lesson.

Depending on the teaching methodology of the school or institute where you work, the lesson
plan will vary in its format, style, and objectives. However, all good lesson plans should always
include the lesson goals, the work to be covered, the materials used, and a summary of work
done.

B. Why use a lesson plan?

There are many reasons to use a lesson plan. Firstly, creating the plan prepares you to deliver
the lesson based on the criteria you have set out. Secondly, it serves as a record for the next
teacher who may inherit your class if you are absent or you work in a multi-trainer environment.
Furthermore, the lesson plan is often an administrative requirement of a school to ensure that
the lesson was delivered and completed. Finally, lesson plans can be copied and distributed to
students, parents or trainees to show the work they have done during the course.
II. Course Syllabus

At one point in your career, you may be in a position to write a course syllabus. Alternatively, you could
arrive in a teaching position where you are expected by the school to create an outline for an English
course if it doesn’t exist. Many ESL schools give a lot of independence to their teachers to build not only
lessons but entire syllabi for their students. It’s a wonderful opportunity to put your creative, scholarly
and expert’s hats on to deliver a productive and fun course for your language learners.

If you are building or adapting a syllabus for your class, consider this list of criteria before you get
started:

1. The level of your language learners

First and foremost, clarify the level of your learners. Based on an induction test, you can
evaluate them into beginners, elementary, pre and high intermediate, advanced and proficient
levels.
From there, you can focus your syllabus on these levels and ensure each component of every
lesson is carefully adapted to the skill level of the target learner.
2. The communicative needs of your students
Every methodology offers a different way to learn a language. The modern, ‘communicative’
approach that most progressive schools embrace, offers a balanced approach to prepare
students to communicate in English for real-life situations. Consider the contexts your learners
need to use English: participating in business meetings, going to university lectures or perhaps
attending an interview. Develop a selection of themes for your syllabus based on these
situational topics.
3. The amount of time you have to teach the entire syllabus
Some ESL schools squeeze an entire syllabus into a two-week immersion course, while extensive
training offers months and even years to cover one level in English development. Check the
amount of time you have to induct, teach and test your learners. Once you have a timeframe,
you can tailor the syllabus to fit snugly into the course schedule.
4. The materials at your disposal
Whereas most ESL schools use well-known books such as The Headway Series (published by
Oxford University Press) or Focus on Grammar (published by Pearson), some institutes prefer to
use their own materials. Find out what resources are available to you and adapt your syllabus
with their support. If there are no materials at the school, go to your local library or buy the
 most essential books (Raymond Murphy’s Grammar in Use is a must!) to have some backup
materials on the ready.
5. The structure of your syllabus
Now that you know the essential criteria for the syllabus, you’re ready to start! Create a clear,
balanced design for your syllabus and course structure. Each course should include Reading,
Writing, Speaking and Listening activities. Structure and vocabulary practice are included
(methodologies differ in opinion on how they should be taught). Last but not least,
pronunciation and sentence stress practice should be a priority in each lesson. Many curricula
exclude pronunciation to the detriment of the language learners.
6. Make sure you include regular motivational activities, assessment and update of exercises
To keep students enthusiastic and motivated throughout the course, select a fun, interesting, and
up-to-date array of themes. Keep the student age group in mind. Business employees in their
forties probably don’t want to learn ‘fun on the farm.’ If you are teaching younger children, it’s
pretty obvious that ‘Preparing for an Interview’ is completely inappropriate - so tweak your topics
to the people you are working with, and their situations at the moment

III. Principles of Lesson Planning

So, now that we understand the importance of a clear syllabus and lesson, let’s examine the
most important criteria in an excellent lesson plan.
1. Goals
What are the goals of your lesson? Based on your teaching methodology, you can choose a
situational objective, a language goal or a grammar objective. Some lessons could include all
three targets. The point is that you must have a lesson title so both you and the students
know what the purpose of the lesson is.
2. Lesson structure
A successful ESL lesson plan should be easy to read. Use a simple template to indicate the
lesson title, the teacher’s name, the class student level, the date and time as well as the
duration of the lesson. Using headings, you can fill in the names of the materials, resources,
and exercises you will include in each section of your lesson.
Make sure that you maintain the theme and language goal through all parts of your lesson
to avoid confusion and maintain the essential practice of the language point.
3. Content
 That brings us to lesson content. Each ESL lesson should include the following:

a. Warm up Activity
Once the teacher and students have introduced themselves, the warm-up activity
should be a short exercise to break the ice, present the lesson goal and motivate the
students to the lesson. In your lesson plan, specify what this activity is.
b. Activity 1
Whether you are giving a grammar, pronunciation, conversation or vocabulary lesson,
your first activity should include the presentation of the language point followed by
interactive exercises that include both reading and writing. Indicate the type of activity
goal, content, and theme. Add the name of the book and chapter if relevant.
c. Activity 2
This part of the lesson is the development of your initial language point, taught through
a different medium. You can now include an audio, video or oral activity to consolidate
the goal. Clarify the objective of the activity, a method of learning and topic in your
lesson plan. Once again, refer to the materials/resources and unit if you are using one.
d. Production
This part of your lesson allows your students to produce what they have begun to learn
and practice in the first two activities. Ideally, this component should be a game, role-
play or another interactive exercise. In your lesson, explain what the goal of the activity
is and provide clear instructions about how it is achieved.
4. Time Allocation
How much time do you have?
If you only have one hour, you need to keep a strict eye on the clock. Write down exactly
how many minutes you have for each part of your lesson plan. Giving time limits to your
students will help them to concentrate on the work at hand.
5. Summary
The summary is located at the end of your lesson plan. In this part, you can write a brief
review at the end of your lesson, to sum up activities completed (or not), and important
notes regarding further work to be done.

6. Student Assessment
 How did students respond to the activities? Make very clear notes regarding the
performance of your learners, and specify any particular difficulty for specific students. This
is absolutely crucial for follow-up in the next lesson.
7. Follow-up for the next lesson
Whether or not you are the next teacher to conduct the next lesson, write a goal for the
following lesson so that it will be clear what to prepare for the next lesson plan. Alternatively,
explain if the lesson goal was not achieved and must be repeated.

IV. Sample Lesson Plans

Let’s go through the format of your lesson plan in greater detail. In this section, we will examine
how to write a lesson plan to teach vocabulary, speaking and writing, listening and reading.

At the top of your lesson plan, clearly outline the Class Level, Teacher Name, Lesson Objective (the
type of lesson and lesson goal), Lesson Length and Date:

LESSON PLAN SAMPLE 1: TEACHING VOCABULARY

Class Level: Intermediate Write the language level of your students

Teacher Name: Dave Winters Add your name

Lesson Objective: Vocabulary: Making Requests at the restaurant Clearly outline the
lesson type and goal

Lesson Length: 90 minutes State the lesson duration

Date: March 7th, 2015 Give the date the lesson is conducted

Now, let’s look at the stages of the lesson. See how the succession of activities is outlined in this lesson
plan.

Lesson Goal and Theme:

 Lesson Goal: Making Requests for dishes

Lesson Theme: At the Restaurant

Warm-Up Activity

In this part of the lesson, you create a ‘warmer’ that will introduce the lesson theme and goal

For example:

1. Divide the students into groups of three Initiate a student-centered class

2. Distribute handouts of pictures of different dishes Provide visuals for rapid learning

3. Distribute blank sheets of paper Provide adequate materials

4. Write the names of the dishes on the board Give more visuals and brainstorm with the
class

5. Ask students to match the dishes with the names and to create a menu, Start the creative
process

Lesson Goal: Making Requests for dishes

Lesson Theme: At the Restaurant

Activity Description of Activity Materials Time

Warm-up Create a 1. Divide students into groups of three Handouts of 15
Menu 2. Distribute the Handouts (Pictures of dishes pictures of mins
(Food and blank sheets) dishes and
vocabulary) 3. Write the names of the dishes on the board blank sheets
4. Have students match the words with the
dishes on the page
5. Ask students to create a menu with the
dishes

Activity 1

In this section of the lesson, the teacher follows the PPP method of Presentation, Practice, and
Production.

For example:

1. The teacher gives a presentation of Requests and explains the typical expressions This is
the Presentation
2. The teacher then divides the class into groups of three and gives handouts of a three-person
conversation with gaps This is a student-centered activity to initiate interaction (practice).
3. Students must complete the gaps to complete the Requests using affirmative, negative and
interrogative sentences The activity should consolidate the points of the presentation
 4. They then perform the exercise This activity develops reading comprehension skills.

Activity 1: Dialogue Presentation Focus on 20

Presentation (Making The teacher gives a presentation of Requests Grammar, mins
Requests) and an explanation of the language on the Intermediate
board
Practice Practice
1. The teacher then divides the class into
groups of three and gives handouts of a three-
person conversation with gaps.
2. Students must complete the gaps to
complete the Requests using affirmative,
negative and interrogative sentences.
3. They then perform the exercise.
Activity 2

In this section of your lesson, the teacher introduces a new language point but connects it to the first
one in Activity 1. Once again, the teacher follows the method of Presentation, Practice and Production.

For example:

1. The teacher presents vocabulary for food on the board – or gives a handout from a vocabulary
book this language point is different from Activity but connects requests when ordering
food.
2. The teacher then divides the class into groups of four people and gives a writing assignment
Note that this activity is more creative than Activity 1 and offers a new skill.
3. Together, they must write a recipe using the words Note that the activities remain
interactive
4. The teacher offers continuous support and correction throughout the exercise The trainer
remains fully involved in the learning process.

Activity 2 Writing a Presentation Chapter 1.2 of 20

Presentation Recipe The teacher presents vocabulary for food and English mins
(Vocabulary dishes Vocabulary in
for Food) Practice. Use
Practice 1. The teacher then divides the class into
groups of four people and gives a writing
assignment.
2. Together, they must write a recipe using
the words.
3. The teacher offers continuous support and
correction throughout the exercise.
Production

In this component of the lesson plan, the teacher allows students to produce language acquired in the
first two activities.

Example:

1. The teacher divides the class into groups of three people the production exercise is fully
interactive and orally-based.
2. One person is the waiter/waitress and the other two people are the guests The role-play
offers a fun theme so students can enjoy the activity.
3. The former must welcome the guests and use Requests to make polite offers. He/she can
describe the menu
4. The guests must use Requests to make an order and vocabulary to specify the dishes they want
The students activate the vocabulary acquired in Activities 1 & 2.

Production At a Production 25
Restaurant The teacher divides the class into groups of mins
(Requests and three people.
Food 1. One person is the waiter/waitress and the
vocabulary) other two people are the guests.
2. The former must welcome the guests and
use Requests to make polite offers. He/she
can describe the menu.
3. The guests must use Requests to make an
order and vocabulary to specify the dishes
they want.

The final four boxes comprise instructions for feedback in the last few minutes of your lesson, a brief
summary of the lesson after its completion, assessment of student performance and notes for the next
lesson.

Feedback The teacher gives feedback to the students 5–

and then distributes grammar exercises for 10
homework. mins
Summary We covered all components of the lesson
today.
Assessment Yuko, Mathias, and Fabien did very well in
Activities 1 and 2 but Yuko struggled in the
role-play. Luc needs more written homework
but succeeded in oral practice.
Notes for the Check all grammar homework on the Present
next lesson Perfect Simple and do one more activity on
this structure before moving on to the Present
Perfect Continuous.
Let’s take a look now at lesson plan samples for teaching Speaking and Writing, Reading and Listening
and finally, Pronunciation.

LESSON PLAN SAMPLE 2: TEACHING SPEAKING AND WRITING

Class Level Intermediate Conversation and Writing

Teacher Name Michelle Matthews
Date August 2, 2015
Time 9AM – 10:30 AM (90 mins)
Lesson Goal: Asking Questions

Lesson Theme: Life Experiences

Activity Description of Activity Materials Time

Warm-up Have you 1. Divide students into pairs Handouts of 15
ever? 2. Distribute the Handouts (Have you ever? Have you mins
(Present Questionnaires) ever?
Perfect 3. Have students ask each other the questions questions
Simple) to practice using the Present Perfect Simple
Activity 1: Skit Presentation Focus on 20
Presentation (Present The teacher gives presentation and Grammar mins
Practice Perfect explanation of the structure on the board
Simple) Practice
1. The teacher then divides the class into
groups of three and gives handouts of a three-
person conversation with gaps.
2. Students must complete the gaps to
complete the Present Perfect Simple
affirmative, negative and interrogative
sentences.
3. They then perform the exercise.
Activity 2 Sentences of Presentation Focus on 20
Presentation Transformatio 1The teacher presents the use of Since / For Grammar mins
Practice n and how they are used in the Present Perfect
(Since and Simple structure
For) Practice.
1. The teacher then divides the class into
groups of four people and gives a writing
assignment.
2. Together, they must transform sentences
in the past simple into sentences in the
present perfect simple, using since and for.
3. The teacher offers continuous support and
correction throughout the exercise.
Production An Interview Production 25
(Present The teacher divides the class into groups of mins
Perfect Simple three people.
 with Since / 1. One person is the job applicant and the
For) other two people are the interviewers.
2. The interviewers write questions in the
Present Perfect Simple to ask the interviewee.
3. The latter must welcome the candidate and
ask questions in the Present Perfect Simple to
know more about his experience.
4. The job applicant must give information and
examples of his experience, using the Present
Perfect Simple
Feedback The teacher gives feedback to the students 5–
and then distributes grammar exercises for 10
homework. mins
Summary We covered all components of the lesson
today.
Assessment Yuko, Mathias, and Fabien did very well in
Activities 1 and 2 but Yuko struggled in the
role-play. Luc needs more written homework
but succeeded in oral practice.
Notes for the Check all grammar homework on the Present
next lesson Perfect Simple and do one more activity on
this structure before moving on to the Present
Perfect Continuous.

LESSON PLAN SAMPLE 3: Teaching LISTENING AND READING

Class Level Advanced Listening and Reading

Teacher Name Kristen Stevens
Date November 2nd, 2015
Time 9AM – 10:30 AM (90 mins)
Lesson Goal: Listening and Reading for Main Ideas

Lesson Theme: Animals

Activity Description of Activity Materials Time

Warm-up Describing 1. The teacher starts by writing a list of 15 mins
movies film genres and adjectives to describe
(Using types of movies.
Adjectives) 2. The teacher asks students to work in
groups of three people. Together, they
select one movie and decide on its genre
and adjectives.
Activity 1: Movie Presentation: Listening for detail https://www.youtub 20 mins
Presentation Review The teacher distributes questions related e.com/watch?v=8-
Practice to a movie review (‘March of the p9ma2Y1QQ
(Keywords Penguins’). The teacher asks the students
reading to read the questions, highlight the
technique; keywords and to listen for those keywords.
listening Practice
for The teacher then divides the class into
keywords) pairs and starts the listening practice
(movie review). The listening can be
played twice. Check for answers.
Activity 2 Reading a Presentation: Reading for the Main Ideas http://www.reading 20 mins
Presentation story The teacher asks students to prepare to esl.ca/stories/index_
Practice (Skim and read a text and then ‘skim and scan’ for nature.htm#story5
Scan) the key ideas. They can use a highlighter or
pen to underline these main points.
Practice:
1. The teacher distributes a story about
animals.
2. The teacher writes questions on the
board about the story.
3. The teacher gives a time limit. Students
must skim and scan the story to find the
answers.
4. As a group, the teacher and class find
the answers to the questions.
Production Reading Production http://www.bbc.co.u 25 mins
and 1. The teacher divides the class into groups k/worldservice/
Listening of four people. learningenglish/sixmi
for the 2. The teacher distributes a news article nute/2012/10/12100
Main Idea (GM animals) from BBC Learning and asks 3_6min
students to read for the main idea using _gm_cows_story.sht
the skim and scan technique. ml

Feedback The teacher gives feedback and distributes 5 to

homework to the whole class 10 mins
Summary We covered all components of the lesson
plan today.
Assessment The warm-up was very interactive, and
Activity 1 was successful for the whole
class. Yannis and Juan struggled during the
listening section, but they both did much
better in the role-play. Yuko and Sara did
better today in the role-play but Sara is
still not speaking enough.
Notes for Revise listening skills with Yannis and Juan.
Next Session Give more speaking time to Sara in the
next lesson.

LESSON PLAN SAMPLE 4: TEACHING PRONUNCIATION

Class Level Elementary Pronunciation

Teacher Name Peter Clarke
Date February 16th, 2015
Time 2PM – 3PM

Lesson Goal: Pronunciation of /s/ and /z/

Lesson Theme: Introducing yourself and your family

Warm-Up (10 mins)

Title = Introducing my family

Goal = Using this and these accurately

1. Divide students into pairs

2. Distribute the Handouts (dialogues of introduction)

3. Have students complete the phrases using this and these.

4. Students read the dialogues aloud.

Activity 1 (15 mins)

Title = Describing objects

Goal = Pronouncing /s/ and /z/ in plurals

1. The teacher gives presentation and explanation of the sounds /s/ and /z/

2. The teacher then divides the class into groups of four and distributes Handouts about objects and
things.

3. Students write the names of the items, say them aloud and decide whether they go into the /s/ or /z/
category. The teacher supports and corrects throughout the activity.

Activity 2 (15 mins)

Title = Tongue Twisters

 Goal = Consolidating the use of /s/ and /z/

1. The teacher presents the tongue twisters on a handout or on the board.

2. The teacher plays an audio of the tongue twisters.

3. The teacher reads the tongue twisters and the students join in.

Production (20 mins)

Title = Describing actions games

Goal = Describing using /s/ and /z/ sounds

The teacher divides the class into two teams. One leader is assigned to each team.

Each student is giving a piece of paper with an action. For example: ‘’dancing’’ or ‘’jumping’’. Every
student takes a turn to perform the action. His or her team must guess the action in 1 minute with the
correct pronunciation. The team with the most correct answers wins.

Summary of Lesson:

We covered all the components of the lesson today.

Assessment:

Good performance of activities. Carlos and Juanita need further support in the pronunciation of /s/
sounds, but everyone is ready to move on to the next pronunciation objective.

Notes for next lesson:

Please cover the sounds /t/ and /dj/.

V. Tips on Lesson Planning

Here are some final tips on how to write a successful lesson plan that will help your English
classes take off!
a. Maintain the theme of your lesson plan
Keep to a clear theme and objective for each lesson. In this way, you can stay focused on
what you are doing and students will understand the purpose of being in your class.
b. Keep your lesson plan simple but interactive
If you are writing multiple lesson plans during the week, keep your notes brief yet succinct.
The lesson plan should be easy to understand and follow – after all, you may not be the next
teacher using this lesson plan. The other point is to include plenty of interactive work to
make sure you keep your lesson student-centered.
c. Include all learning strategies
 A productive lesson includes all aspects of language development: speaking, listening,
reading and writing. Your lesson plan should reflect the use of this variety of learning
strategies.
d. Make sure you indicate the names of all materials and resources
Write down the titles of the resources, books, and materials you are using for the lesson. It’s
a useful reminder for either you or a substitute teacher who may not be aware of the course
book.
e. Have filler and backup activities prepared
Always have a Plan B! In case a well-planned activity is a complete flop, have a backup game
ready to keep the dynamic positive in your class. Some useful backup games are Pictionary,
songs and lyrics with gaps, fun quizzes and interactive exercises.