On teacher training courses, trainees are often expected to produce a written lesson plan for each lesson taught.This is not because teachers in the real world always do this for every lesson, but as:
- training in 'planning-thinking';
- evidence to your tutors that you have thought about the lesson;
- a chance for trainers to understand your thinking and find out how to help you better if things go wrong in the actual lesson.
Formal plans often divide into three distinct sections:
- background information about the class, the teacher, the materials and the overall aims of the lesson;
- language analysis of items that will be worked on in class;
- a detailed chronological stage-by-stage description of the intended procedure for the lesson.
In most formal lesson plans, the following are required:
- a clear statement of appropriate aims for the whole lesson;
- a clear list of stages in the lesson,with a description of activities, their aims and estimated timing; and, if it is a lesson that includes language system work;
- a list of specific target language items (or a statement about how and when they will be selected).
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