Lesson Planning in the Esl Classroom
Lesson Planning in the Esl Classroom
What follows is a compendium of thoughts I have on the subject of lesson planning. As I want to make good use of this document when I start teaching again, I specifically formatted it like a “quick-look” reference sheet. In fact, its format speaks volumes about how I will apply what is listed below in the future.
A good lesson:
Has a sense of coherence and flow (i.e., it is not just a sequence of discrete activities)
Exhibits variety [*see varying a lesson below] – with some elements of predictability (e.g., text, classroom routine, etc.)
Is flexible (i.e., it is not immutable, nor does it dictate how and what I teach) (Jenson, 2001)
When planning a lesson, I must consider:
My own beliefs and principles about teaching and learning
My students’ needs, interests, wants, and expectations
How it will connect to what my students already know
My students’ backgrounds – to include different learning styles and how to address these
The proficiency level of my students and the lesson’s level of difficulty
The main goal of the lesson
The reasons why I believe it should be taught
The skills to be taught, what I want my students to learn, and my intended outcomes
What will help my students’ learning and what will hinder it
How well I know the content and what steps I need to take in order to teach it confidently
How I will communicate the purpose of the lesson and activities to my students
Ways to involve all my students actively
The way it will be structured, organized and sequenced
How I will begin and conclude it
The activities and reasons for using them
The materials and how I will use them
Transitions between activities
How much time I will need for each activity, as well as how much time my students will need
The grouping arrangements I will use
Where the lesson may break down and what to do about it if it does
Unplanned lesson changes (unanticipated directions) and any alternative plans I may need
How I will check my students’ understanding
How I will assess my students’ performance
How to evaluate it after the class is over
How it ties in with my overall course framework
Connections to previous and future lessons
Structuring: Four dimensions of how lessons are organized
Openings – Procedures to focus students’ attention on the learning aims of the lesson
Sequencing – Format of the lesson (i.e., the ordering of activities)
Pacing – Extent to which a lesson maintains its momentum and communicates a sense of development (e.g., by avoiding needless or over-lengthy explanations and instructions, using a variety of activities, refraining from using predictable and repetitive activities, selecting activities that are suitable challenging, etc.)
Closure – How a lesson is brought to an end (e.g., by summarizing what has been covered in the lesson, reviewing key points, pointing out links between the lesson and previous lessons, showing how the lesson relates to students’ real world needs, etc.) (Richards & Lockhart, 1994)
Elements of effectively structured lessons:
Start with a review of previous learning
State my goals and objectives, or information or skills to be learned
Preview the lesson
Quickly