1. LESSON PLANNING
“Would you tell me, please, which way I ought to go from here?” asked Alice.
“That depends a good deal on where you want to get to,” said the Cheshire Cat.
Carroll (1963)

2. INTRODUCTION
Teachers need to plan what they want to do in their classrooms
A daily lesson plan is a written description of how students will move toward attaining specific objectives.
It describes the teaching behavior that will result in student learning.
The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned (Richards, 1998).
Lesson planning is defined as the daily decisions a teacher makes for the successful outcome of a lesson.

3. LESSON PLANNING WHY PLAN? MODELS OF LESSON PLANNING
HOW TO PLAN A LESSON

4. LESSON PLANNING
IMPLEMENTING THE PLAN
EVALUATING THE PLAN
CONCLUSION

5. WHY PLAN? Plans provide security in the classroom atmosphere
Lesson planning to fulfill a requirement
Lesson plan inside teachers’ head
Elaborate daily plan
Provide a record of what has been taught
Provide a map for the teacher to follow
Provide a structure for a lesson
Help teachers to anticipate problems and difficulties
Plans help to think about content, materials, sequencing, timing and activities.
Plans provide security in the classroom atmosphere

6. MODELS OF LESSON PLANNING
Tyler (1994)
Specify objectives
Select learning activities
Organize learning activities
Specify methods of evaluation
Taylor (1970)
Focus on the learner’s needs and interests

7. MODELS OF LESSON PLANNING
Yinger(1980)
Problem conception: integration on teachers’ goals, knowledge, and experience
Solution of problem
Plan implementation along with its evaluation (past and future events in the classroom).

8. MODELS OF LESSON PLANNING
Bailey (1996)
Serve the common good.
Teach to the moment
Further the lesson
Accommodate the students’ learning styles
Promote students’ involvement
Distribute the wealth

9. HOW TO PLAN A LESSON DEVELOPING THE PLAN Objectives:
Describe the destination we want our students to reach
Must be clear
Help state precisely what we want our students to learn
Guide the selection of appropriate activities
Help provide overall lesson focus and direction
Show the way to evaluate what students have
learned at the end of the lesson
Action verbs are suggested: identify, present, describe, explain, demonstrate, list, contrast, and debate.

10. HOW TO PLAN A LESSON STAGES
Perspective or opening: ask questions about previous activities, what was learned
Stimulation: Think about the coming activity, relate the activity to their lives, tell anecdotes, take into account background knowledge.
Instruction/participation: presentation, checking understanding, student involvement.
Closure: students’ feelings, learning achievements, anticipation of future lessons.
Follow-up: reinforcing topic, independent work, tasks, homework

11. HOW TO PLAN A LESSON Evaluating the plan:
Evaluation as a component to assess the success of the students or the adjustments to make for the next lesson.
Student learning as the most important criterion
Student involvement and engagement
The materials
Language use (communication)
Student motivation

12. CONCLUSION
Teachers must allow themselves flexibility to plan in their own way.
Objectives must be the starting point
A lesson plan is like a road map which describes where the teacher hopes to go in a lesson
Teachers can deviate from the lesson plan depending on the actuality of the classroom
Lesson plans must keep up the students’ interest and motivation
Evaluation permits teachers to assess students’ drawbacks and achievements.

13. REFERENCES
Richards, J. & Renandya, W. (2002) Methodology for Language Teaching, An Anthology of Current Practice, Cambridge University Press.