Teaching English Foreign Language (TEFL II)

Lesson Planning

By:

Group 4

1. Tasnim Idul Haji (A1M218038)

2. La Ode Arif Wirawan (A1M218040)
3. Miranda Safira Salsabila (A1M218030)
4. Adelia Novrianti (A1M218036)
5. Sri Nita Sari (A1M218034)
6. Aulia Aisyah (A1M218028)

English Department

Faculty of Teacher Training and Education

University of Halu Oleo

Kendari

2021
 A. Introduction

1.1 Background
A lesson plan is the instructor’s road map of what students need to learn and how
it will be done effectively during the class time. Instruction is a set of events that affeect
learners in such a way that learning is facilitated. Normaly it’s regarded as being external
to the learner events embodied in the display of printed pages or the talk of a teacher.
However, we also must recognize that the events that make up instruction may be partly
internal when they constitutr the learner activity 1. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning. Having a
carefully constructed lesson plan for each 3-hour lesson allows you to enter the classroom
with more confidence and maximizes your chance of having a meaningful learning
experience with your students.
The development of science makes learning plans even more developed. The
development of knowledge that can be experienced by the teacher can make learning
poses more effective and maximized. All designs that are made must be adjusted as a
form of instruction that will be followed by students in order to achieve learning targets.
Students will find it easier and more focused in learning when everything is prepared
optimally.
Everything related to learning and material must be structured systematically so
that the implementation process can run well. In the lesson plan everything related or
everything that will be managed must be done in an organized manner. Thus, the
implementation of learning can be maximally directed.
Preparations made before starting learning are very important things to do. In the
lesson plan, the preparation that is reviewed can cover all aspects related to learning. It is
intended that in the learning process all actions taken can run smoothly according to the
target even as expected. Teachers are able to complete assignments well when they are
able to complete the preparations that have been planned maximally. That way teaching
and learning activities can run well.
1.2 Problem
1
Robert M. Gagne, Leslie J. Briggs & Walter W. Wager. Principles of Introductional Design. Harcourt Brace
College Publisher, Florida, 2005.
1. What does a lesson involve?
2. What is lesson preparation?
3. What is varying lesson components?
4. What is evaluating lesson effectiveness?
5. What is practical lesson management?

B. Discussion
 2.1 Unit One: What does a lesson involve?

The lesson is a type of organized social event that occurs in virtually all cultures. Lessons
in different places may vary in topic, time, place, atmosphere, methodology and materials,
but they all essentially are concerned with learning as their main objective, involve the
participation of learners and teachers, and are limited and pre-scheduled as regards time,
place and membership.

There are additional characteristics or perspectives to a lesson which may be less

obvious, but which are also significant. One way to become aware of these is to look at
metaphors that highlight one or another of them.

 Exploring Metaphors

According to Baekman and Callow (Parera, 2004:19) a metaphor consists of three parts.
First, the topic, namely the object or thing discussed. Second, the image, namely the
metaphorical part of the figure of speech which is used to describe topics in the context of
comparison2.

Stage 1: Choosing a metaphor

Which of the metaphors shown above expresses best, in your opinion as a teacher, the
essence of a lesson? There is of course no 'right' answer, but your choice will reflect your
own conception. If you can find no metaphor here which suits you, invent your own.

Stage 2: Comparing choices

If you are working in a group get together in pairs or threes and share your selections and
reasons for making them. Since any one choice is as valid as any other, there is no need to try
to reach any kind of group consensus as to which is the 'best', the aim of the discussion is
simply to become more aware of the different attributes different people feel are significant.

Stage 3: Analysis

Some of the main elements that may have come up in your thinking and discussion about the
various metaphors.

2
Defry Maolaa Zidny Metafora, Kecantikan Dalam Iklan Di mata Konsumen, Ethesis.uin-malang, Malang, 2013.
Stage 4: Optional follow-up

You will find analyses of each metaphor in terms of the interpretation of the concept of a
lesson which it seems to embody. These are not necessarily the only possible interpretations,
but you may be interested in looking up 'your' metaphor, and seeing if the analysis fits your
own approach.

 Aspects of the Lesson

1. Transaction, or series of transactions. This is expressed in the metaphors of shopping, a

wedding and a meal, with the emphasis on some kind of purposeful give and take which
results in a product; an acquisition or a definable mental or physical change in the
participants. If you care about the transactional element, then what is important to you is the
actual learning which takes place in the lesson.

2. Interaction. This is most obvious in the metaphor of conversation, but is also expressed in
the wedding, the variety show, and, in perhaps a rather different way, in the football game.
Here what is important are the social relationships between learners, or between learners and
teacher; a lesson is seen as something which involves relaxed, warm interaction that protects
and promotes the confidence and happiness of all participants.

3. Goal-oriented effort, involving hard work (climbing a mountain, a football game). This
implies awareness of a clear, worthwhile objective, the necessity of effort to attain it and a
resulting sense of satisfaction and triumph if it is achieved, or of failure and disappointment

if it is not.

4. A satisfying, enjoyable experience (a variety show, a symphony, eating a meal). This

experience may be based on such things as aesthetic pleasure, fun, interest, challenge or
entertainment; the main point is that participants should enjoy it and therefore be motivated
to attend while it is going on (as distinct from feeling satisfied with the results).

5. A role-based culture, where certain roles (the teacher) involve responsibility and activity,
others (the learners) responsiveness and receptivity (consultation with a doctor, a wedding,
eating a meal). All participants know and accept in advance the demands that will be made
on them, and their expected behaviors. This often implies:
 6. A conventional construct, with elements of ritual (a wedding, a variety show, a
performance of a symphony). Certain set behaviors occur every time (for example, a certain
kind of introduction or ending), and the other components of the overall event are selected by
an authority from a limited set of possibilities.

7. A series of free choices (a menu, a conversation). Participants are free to 'do their own
thing' within a fairly loose structure, and construct the event as it progresses, through their
own decision-making. There is no obvious authority figure who imposes choices.

2.2 Unit Two: Lesson preparation

Stage 1: Preliminary study. Start by answering them yourself, in writing. (If you are a trainee
with limited experience, then note how you hope to prepare lessons yourself, or how you
have done so in teaching practice.) After writing each response, leave two or three lines
empty before going on to the next.

Stage 2: Interview. Now interview at least two language teachers who are experienced and
(as far as you can tell) conscientious and competent professionals. Ask them the same
questions, stressing that what you want to know is what they actually do in daily practice, not
what they think they ought to do. If you cannot find (enough) teachers to interview, you may
find it helpful to refer to conclusions.

Stage 3: Results If you are working in a group and have each interviewed different teachers,
share your results; If not, put together the different answers you got from your own
interviewees.

Stage 4: Conclusions. Think about or discuss the evidence you have gathered from
interviews, and or from the responses.

Stage 5: Personal application. Finally, revert to the answers, you wrote yourself at the
beginning of that task, and add notes below each one, recording ideas you have learned from
that inquiry that may be helpful to you in future lesson planning. 3

3
Maclennan, S. (1987) Integrating lesson planning and class management', ELT Journal, 41,3, 193-7.
 Assuming that a teacher has organized a course into major units or topics and has further
planned sequences of lessons for each, how does that teacher proceed with the design of
single lesson?

Providing for the events of isntruction including the incorporation of effecvite learning
conditions for the domain repredented in the objective of the lesson, teacher can employ a
planning sheet that will contain the following elements;

a) A statement of the objctive of the lesson and its classification as to domain of

learning outcome
b) A list of the instructional events to be employed
c) A list of the media, materials, and activities by which each event is to be
d) Notes on teacher roles and activities (prescriptions for instruction).4

6 steps for preparing your lesson plan before your class

1. Identify the learning objectives

Before you plan your lesson, you will first need to identify the learning objectives for the
lesson. A learning objective describes what the learner will know or be able to do after the
learning experience rather than what the learner will be exposed to during the instruction (i.e.
topics). Typically, it is written in a language that is easily understood by students and clearly
related to the program learning outcomes.

2. Plan the specific learning activities

When planning learning activities you should consider the types of activities students will
need to engage in, in order to develop the skills and knowledge required to demonstrate
effective learning in the course. Learning activities should be directly related to the learning
objectives of the course, and provide experiences that will enable students to engage in,
practice, and gain feedback on specific progress towards those objectives.

3. Plan to assess student understanding

4
Robert M. Gagne, Leslie J. Briggs & Walter W. Wager. Principles of Introductional Design. Harcourt Brace
College Publisher, Florida, 2005.
 Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for
students to demonstrate and practice the knowledge and skills articulated in the learning
objectives, and for instructors to offer targeted feedback that can guide further learning.

4. Plan to sequence the lesson in an engaging and meaningful manner

Robert Gagne proposed a nine-step process called the events of instruction, which is useful
for planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with
Bloom’s Revised Taxonomy of Educational Objectives (link) aids in designing engaging and
meaningful instruction.

5. Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your list to the two or three
key concepts, ideas, or skills you want students to learn in the lesson. Your list of prioritized
learning objectives will help you make decisions on the spot and adjust your lesson plan as
needed.

6. Plan for a lesson closure

Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful
for both instructors and students.

You can use closure to:

1. Check for student understanding and inform subsequent instruction (adjust your teaching
accordingly)
2. Emphasise key information
3. Tie up loose ends
4. Correct students’ misunderstandings
5. Preview upcoming topics5

2.3 Unit Three: Varying lesson components

5
Prabhu, N. S. (1992) The dynamics of the language lesson', TESOL Quarterly, 26, 2, 225-41.
The teaching/learning tasks and topics which form the basis of different components of a
language lesson have been discussed in earlier modules: presentation of new material,
practice activities or tests, accurate reception or production of the language's pronunciation,
vocabulary or grammar, or more fluency-oriented work such as discussing or writing essays.

In this unit, we shall be looking at the 'packaging' of such components: how they may be
combined with each other and presented as a varied and effective lesson program. In a lesson
which is entirely taken up with one kind of activity, interest is likely to flag: learners will find
it more difficult to concentrate and may get bored and irritable which will detract from
learning and may produce discipline problems in some classes. A varied lesson, besides
being more interesting and pleasant for both teacher and learners, is also likely to cater for a
wider range of learning styles and strategies, and may delay onset of fatigue by providing
regular refreshing changes in the type of mental or physical activity demanded.

How many different ways of varying language-learning activity within a lesson can you think
of, it helps to think in terms of contrasts: For example, rapid-moving versus leisurely
activities; or individuals versus pair or group versus full-class organization.

 Selection and organization

Variation of components within the program of a lesson is a good principle, but it is not
enough. Varied activities flung together in random order can result in a feeling of restlessness
and disorder; it is therefore worth defining some principles of selection and organization of
components to construct a smooth, coherent program. Which components should come
earlier, which later in a lesson, which are likely to fit together well to form a coherent
sequence and so on.

Below are some guidelines for the combination of different components that have found
useful and relevant in teaching.

 Ways of varying a lesson

1. Tempo

Activities may be brisk and fast-moving (such as guessing games) or slow and reflective such
as reading literature and responding in writing).
 2. Organization

The learners may work on their own at individualized tasks; or in pairs or groups; or as a full
class in interaction with the teacher.

3. Mode and skill

Activities may be based on the written or the spoken language; and within these, they may
vary as to whether the learners are asked to produce (speak, write) or receive (listen, read).

4. Difficulty

Activities may be seen as easy and non-demanding: or difficult, requiring concentration and
effort.

5. Topic

Both the language teaching point and the (non-linguistic) topic may change from one activity
to another.

6. Mood

Activities vary also in mood: light and fun-based versus serious and profound; happy versus
sad; tense versus relaxed.

7. Stir-settle

Some activities enliven and excite learners (such as controversial discussions, or activities
that involve physical movement); others, like dictations, have the effect of calming them
down (Maclennan, 1987).

8. Active-passive 6

Learners may be activated in a way that encourages their own initiative; or they may only be
required to do as they are told.

 Guidelines for ordering components of a lesson

6
Maclennan, S. (1987) Integrating lesson planning and class management', ELT Journal, 41, 3, 193-7.
 1. Put the harder tasks earlier

On the whole, students are fresher and more energetic earlier in the lesson, and get
progressively less so as it goes on, particularly if the lesson is a long one. So, it makes sense
to put the tasks that demand more effort and concentration earlier on (learning new material,
or tackling a difficult text, for example) and the lighter ones later. Similarly, tasks that need a
lot of student initiative work better earlier in the lesson, with the more structured and
controlled ones later,

2. Have quieter activities before lively ones

It can be quite difficult to calm down a class - particularly of children or adolescents who
have been participating in a lively, exciting activity. So, if one of your central lesson
components is something quiet and reflective it is better on the whole to put it before a lively
one, not after. The exception to this is when you have a rather lethargic or tired class of
adults; here 'stirring' activities early on can actually refresh and help students get into the
right frame of mind for learning.

3. Think about transitions

If you have a sharp transition from, say, a reading-writing activity to an oral one, or from a
fast-moving one to a slow one, devote some thought to the transition stage. It may be enough
to 'frame' by summing up one component in a few words and introducing the next; or it may
help to have a very brief transition activity which makes the move smoother (Ur and Wright,
1992, for some ideas).

4. Pull the class together at the beginning and the end

If you bring the class together at the beginning for general greetings, organization and
introduction of the day's program, and then do a similar full-class 'rounding-off' at the end
this contributes to a sense of structure. On the whole, group or individual work is more 7
smoothly organized if it takes place in the middle of the lesson, with clear beginning and
ending points.

7
Ur, P. and Wright, A. (1992) Five-Minute Activities, Cambridge: Cambridge University Press.
 5. End on a positive note

This does not necessarily mean ending with a joke or a fun activity though of course it may.
For some classes it may mean something quite serious, like a summary of what we have
achieved today, or a positive evaluation of something the class has done. Another possibility
is to give a task which the class is very likely to succeed in and which will generate feelings
of satisfaction. The point is to have students leave the classroom feeling good.

2.4 Unit Four: Evaluating lesson effectiveness

It is important to stop and think after giving a lesson whether it was a good or not, and why.
This is not in order to indulge in self-congratulation or vain regrets, but in order to have a
basis for your own learning from reflection on experience: this lesson was unsatisfactory,
what could I have done to improve it or this lesson was good, what was it exactly that made it
so. Other units in this module have dealt with criteria that can be applied to the design or
assessment of particular procedures; this one concentrates on overall evaluation of the lesson
event: effective, or not.

 Criteria for Evaluating Lesson Effectiveness

1. The learners were active, attentive, enjoying themselves

If learners are active, attentive, enjoying themselves and motivated. They are likely to be
learning better. On the other hand it is very possible to activate learners effectively and
enjoyable and hold their attention for long periods of time in occupations that have little
learning or educational value.

2. The class seemed to be learning the material well

The main goal of a lesson, when all is said and done, is to bring about learning: the problem
is how to judge whether learning is in fact taking place.

3. The lesson went according to plan

On average, I would guess that a lesson that went on the whole according to plan is more
likely to have been effective; but this does beg the question of whether the plan was a good
 one in the first place. Also, a sensitive and flexible teacher may well deviate from an original
plan in response to changing circumstances or learner needs, with positive results.

4. The language was used communicatively throughout It is certainly important to do

activities that involve communication, but non-communicative activities (for example,
grammar explanations) also have their place and assist learning.

5. The learners were engaging with the foreign language throughout

The engaging with the material to be learnt (in this case the language) is surely a prerequisite
for learning that material. Learning, however, will result from this process only if the
material and task are of appropriate level.

2.5 Unit Five: Practical lesson management

 Hints for Lesson Management

1. Prepare more than you need, it is advisable to have an easily presented, light ‘reserve'
activity ready in case of extra time.

2. Similarly, note in advance which components of the lesson you will sacrifice if you find
yourself with too little time for everything.

3. Keep a watch or clock easily visible, make sure you are aware throughout how time is
going relative to your program. It is difficult to judge intuitively how time is going when you
are busy, and the smooth running of your lesson depends to some extent on proper timing. 8

4. Do not leave the giving of home work to the last minute. At the end of the lesson learners'
attention is at a low ebb, and you may run out of time before you finish explaining. Explain it
earlier on, and then give a quick reminder at the end. 9

8
Underwood, M. (1987) Effective Classroom Management, London: Longman.

9
Robert M. Gagne, Leslie J. Briggs & Walter W. Wager. Principles of Introductional Design. Harcourt Brace
College Publisher, Florida, 2005.
5. If you have papers to distribute and a large class, do not try to give every paper yourself to
every student. Give a number of papers to people at different points in the class, ask them to
take one and pass the rest on.

6. If you are doing group work, give instructions and make sure these are understood before
dividing into groups or even, if practicable, handing out materials; if you do it the other way
round, students will be looking at each other and at the materials, and they are less likely to
attend to what you have to say.

The problem is, of course, that the young teacher mentioned at the beginning of this unit may
well have in fact been told previously, by me or by someone else, to prepare reserve
activities. But frequently such advice is not in fact remembered and used until you actually
experience the need for it more often than not, as here, through encountering a problem
which its implementation could have prevented! Perhaps each of us has to discover the
usefulness of such hints for ourselves. But at least their provision in advance may accelerate
and facilitate such discovery when the time comes.

 Lesson preparation

1. Some component tasks or texts may have been prepared days or weeks in advance, but
prepare the specific lesson usually not more than a day or two in advance, so that it can be
linked to the one before and the program of activities is fresh on their mind.

2. Always write down lesson notes.

3. These notes are usually very brief, less than a page

4. The notes consist of brief headings and abbreviations (probably largely incomprehensible
to anyone else) reminding me what they wanted to do and in what order; page numbers, if
they are using a book, notes of specific language items to intend to teach, or cues or
questions for tasks, a reserve activity for use if they find with extra time.

5. Aware of teaching objectives, but do not write them down.

6. Look at notes only very occasionally during the lesson: usually only for specific
information like page numbers or vocabulary items. It is the writing itself which is important
and helps you to organize yourself; once the plan is there, it is usually fresh enough in your
memory not to have to refer to it during the lesson. However, you like to have it there.

7. Keep the notes for a while. Periodically, when you have time, just go through them and
note down and file ideas that were successful and that you therefore want to remember and
re-use; the rest you throw away.

C. Conclusion

3.1 Suggestion

This order will quite probably be different from yours; and you found some decisions about
the ranking you will have done very difficult to make. Here are some of the criterion. The
first criterion has to be the learning; that is the main objective of a lesson. The fact that it is
difficult to judge how much learners have learned does not let us off the duty of trying our
best to do so. We can usually make a fairly good guess, based on our knowledge of the class,
the type of activity they were engaged in, and some informal test activities that give feedback
on learning. The amount of learning is very likely to correlate highly with the amount of the
foreign language the class engages with in the course of a lesson. If the foreign language
material is too difficult, or the task too slow, or too much time is spent on organization or
mother-tongue explanation, the amount of learning will lesson.

Learners who are really engaging with the language must be attentive; loss of attention
means loss of learning time. However, this attention may be directed at activities which
produce little learning which is why this item is not higher up the list. Enjoyment and
motivation are important because they make it more likely that learners will attend; they also
contribute to learners' holding a long-term positive attitude towards language lessons and
learning in general. But it is possible to have participants thoroughly enjoying a lesson
without learning anything. Active learning is usually good learning. However, learners may
be apparently passive (quietly listening or reading) and actually learning a lot and conversely,
may be very active and learning nothing. It is common and dangerous for teachers to over-
estimate the importance of learners being active all the time. Most teachers plan carefully,
and if the plan was a reasonably good one, then a lesson that accorded with it was probably
also good.

However, a specific plan may turn out to be not so good, in such a case following it may be
disastrous, and inspired improvisation more successful. Also, occasionally unexpected
circumstances or learner demand may result in changes, with similarly positive results. In
summary, a criterion that has some use, but too dubious to be put very high. Communication
is important for language learning, but non-communicative activities can also teach; for some
learner lesson time spent on the latter may actually be a better long-term investment. The
higher you rank this criterion, the more crucial you feel the communicative character of the
lesson to be, obviously this is personally do not feel this to be as important a factor as the
others.
 References

Cagne, Robert M et al (2005) Principles Of Instructional Design, Harcourt Brace College

Publisher, Florida.

Maclennan, S. (1987) Integrating lesson planning and class management', ELT Journal, 41,

3, 193-7. (Lesson planning, with particular reference to the 'stir-settle' factor)

Prabhu, N. S. (1992) The dynamics of the language lesson', TESOL Quarterly, 26, 2,

225-41. (An interesting analysis of various facts of the lesson, principally comparing the
 contribution of transactional and interactional elements)

Underwood, M. (1987) Effective Classroom Management, London: Longman. (Various

aspects of classroom management and lesson planning: practical and comprehensive)

Ur, P. and Wright, A. (1992) Five-Minute Activities, Cambridge: Cambridge University

Press. (A collection of short activities which can be used to ease transitions, as reserves,

or to introduce or round off lessons)

Zidny, Defry Maolana. (2013) Metafora Kecantikan Dalam Iklan di Mata Konsumen,

Malang.