Matching Pairs TKT_Mod II_Unit 20_Identifying the different components of a lesson planOnline version Identifying the different components of a lesson plan by Jessica Tito 1 Personal aim 2 Subsidiary aim 3 Assumptions 4 Procedure 5 Stage 6 Interaction pattern 7 Timetable fit 8 Timing 9 Main aim 10 Aids 11 Anticipated problems and solutions What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard. 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. 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. 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. When teachers think about what they believe their students will know or how they will behave in a particular 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. 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. The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills.
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