PRE LESSON PLAN COMPONENTS

When we plan a lesson, we ask ourselves a number of questions.

Lesson plan components

Class profile Who are we planning the lesson for?

How is the lesson connected to the last

Timetable fit
lesson and/or the next one?
What do we want learners to learn or to be
Main aim(s)
able to do by the end of the lesson?
What else do learners need to be able to
Subsidiary aims do during the lesson to enable them to
achieve the main aim?
What is the purpose of each stage of the
Stage aims
lesson?
What aspects of our own teaching do we
Personal aims
want to develop or improve?
What do we think learners already know or
Assumptions
can already do related to the aims?
What may learners find difficult in the
lesson? What may they not be used to
Anticipated problems
doing? What may they not feel confident
about?
What action will we take to deal with the
Possible solutions
anticipated problems?
Teaching aids, materials, What should we remember to take to the
equipment lesson?
What are the tasks and activities for each
Procedures
stage?
What length of time will we need for each
Timing
stage?
In which ways will learners work at different
Interaction patterns stages, i.e individually. in pairs, in groups, as
a whole class?
What further work will learners need to do
Homework
before the next lesson?

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PRE LESSON PLAN COMPONENTS

When we plan a lesson, we ask ourselves a number of questions.

Lesson plan components

Class profile

Timetable fit

Main aim(s)

Subsidiary aims

Stage aims

Personal aims

Assumptions

Anticipated problems

Possible solutions

Teaching aids, materials,

equipment

Procedures

Timing

Interaction patterns

Homework

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COMPLETE LESSON PLAN COMPONENTS

Lesson plan components

Level and number of 24 students at Intermediate (B2) level

learners/class profile
Students have already worked on simple
Timetable fit descriptions of people
To extend range of vocabulary for
Main aim(s) describing people
Oral fluency practice
Students use appropriate language for
Subsidiary aims basic physical
Students can use present simple & past
Assumptions simple to describe habits and past events
Students may be unwilling to repeat the
Anticipated problem same task in the last stage of the lesson
If necessary, suggest that students report
Possible solution description from their original partner
rather than repeating their own

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 Aids and Interaction
Timing Procedure Stage aims
material pattern

Warmer/lead-in: to Family
Students talk
get students talking photographs
5 minutes about their Pairwork
and introduce the brought by
families
topic students
Short gapped Individual
Students select
transcripts work
appropriate
pairwork
adjectives to
Recorded
complete
dialogues CD
descriptions of
To introduce new player
family members
vocabulary
10 minutes in transcript of
mini-dialogues

They listen to the

mini-dialogues
Intensive listening Teacher
and check
whole
answers
class
To give students (none) Pairwork
Students fluency practice:
exchange describing (Teacher
10 minutes
information personalities, monitors)
about their own habitual behaviour
family members and specific past
events
To highlight need Teacher’s Teacher
Teacher gives for new language notes whole
feedback on Whiteboard class
10 minutes language used To introduce new
language
Students do Worksheet Individual
gap-fill task To focus on work
accuracy
To provide an (none) Pairwork
opportunity for (new
students to improve partners)
Students repeat their spoken
10 minutes family performance
description task
To give students
further fluency
practice

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COMPLETE LESSON PLAN COMPONENTS

Lesson plan components

Level and number of

learners/class profile

Timetable fit

Main aim(s)

Subsidiary aims

Assumptions

Anticipated problem

Possible solution

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 Aids and Interaction
Timing Procedure Stage aims
material pattern

5 minutes

10 minutes

10 minutes

10 minutes

10 minutes

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PLANNING A LESSON OR A SERIES OF LESSONS

Most learners
Subject Be able to… Be aware …
should know
that perspective is
a way demonstrate
That the further
perspective of Demonstrate
away things are,
Art showing the 3-D perspective in a
the smaller they
world in a landscape
look
landscape in two
dimensions
That sequence of Complete a
That sequence
numbers are series of different
Maths are found in the
arranged sequences and
natural world
according to a rule explain the rules
Show that only
Of the
How to conduct a one factor is
Science importance of
fair test changed during
fair testing
an experiment

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EXAMPLE OF A CLIL SCIENCE LESSON PLAN FOR YOUNG LEARNERS

Content : Introduction to magnetism: materials and their properties

Teaching aims : To enable learners to understand that different
materials have different properties, to develop learners’
abilities to group materials and to predict, observe and
record findings of an experiment, to raise learners
awareness of magnetism
Assessment
Learning outcomes:
Can the learners…
Know:
Identify and name properties of a
the names of some materials and
range of materials?
their properties

that some materials are magnetic

and some are not

Be able to:
Sort materials into different groups
Classify materials according to
and state classification?
different criteria using a Venn
Make predictions?
diagram
Record findings accurately?
Make predictions
Observe and record findings

Be aware:
That some materials have iron (fe) in
them of how to cooperate in a group
Cooperate in a group?

Communication Examples of communication

Vocabulary
Revisited: familiar classroom objects Pointing to and naming materials
fabric, glass, metal, paper, plastic, Labelling materials
wood Sharing ideas about properties, then
reporting classifications
New: paper clip, jar, envelope, straw,
bottle top
Soft – hard smooth – rough
Transparent – opaque light – heavy
Flexible – rigid
Stating which objects are magnetic /
Structures: will stick to magnet
(I think) it’s….. (I think) they’re…
It will stick – It won’t stick

Functions:
Describing materials
‘will’ prediction

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Cognition Example of Cognition
Identifying objects and properties of Sorting materials into two different
the objects groups
Comparing different materials (See Venn diagram below)
Predicting and reasoning Classifying (range of properties)
Guessing and then explaining why
some materials are magnetic

Citizenship Example of Citizenship

Be aware of recycling issues Separating magnetic and non-
magnetic objects into different bins

Resources
3-4 bags of 10-12 objects (at least half of which are known to the
learners), magnets
Drawing of two Venn diagrams on board:

A B

Worksheet + differentiated worksheets for less able learners

Vocabulary cards

Procedure
Whole class: Activate prior knowledge of materials. Learners look
around the classroom and ‘point to something made
of…’

Groups : Sort materials from bags into two different groups

using the Venn diagrams. Sort materials according to
properties given (adjectives and opposites):
predict which objects are magnetic and which
are non-magnetic
Check predictions using magnets
Feed back ideas. Were there any surprises?

Individually: Learners record observations on worksheets

Whole class: Final plenary: TPR – some learners act as magnets,

some are materials – who sticks?

Differentiation: Additional vocabulary cards and gap-fill sentences

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Procedure
Whole class: Activate prior knowledge of materials. Learners look
around the classroom and ‘point to something made
of…’

Groups : Sort materials from bags into two different groups

using the Venn diagrams. Sort materials according to
properties given (adjectives and opposites):
predict which objects are magnetic and which
are non-magnetic
Check predictions using magnets
Feed back ideas. Were there any surprises?

Individually: Learners record observations on worksheets

Whole class: Final plenary: TPR – some learners act as magnets,

some are materials – who sticks?

Differentiation: Additional vocabulary cards and gap-fill sentences

Follow up: Investigate and separate school rubbish for

recycling.

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