Relier Pairs TKT_Mod II_Unit 20_Identifying the different components of a lesson planVersion en ligne Identifying the different components of a lesson plan par Jessica Tito 1 Main aim 2 Stage 3 Timing 4 Subsidiary aim 5 Interaction pattern 6 Assumptions 7 Timetable fit 8 Aids 9 Anticipated problems and solutions 10 Procedure 11 Personal aim The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons and think about what things they will need. The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs. How a lesson (L) fits logically into a sequence of Ls; it goes before a particular lesson, how a L links to and helps students with the next lesson. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan. The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class. A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc. When teachers plan a lesson, they think about what their students might find difficult about the lang. or skills in the L so that they can help them. When teachers think about what they believe their students will know or how they will behave in a particular lesson. The secondary focus of the lesson, less important then the main aim. It could be the skills learners must be able to use to achieve the main aim. The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills. What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard.
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