Outcomes

(what the students will learn)

Mind map

Teacher: Now, let us do a mind map. On the white board you can see a word "AIMS". I want you to write down what aims do we have and what do they mean.

Drilling

Teacher: Sometimes it can be difficult to write aims in the procedure of the plan. You need to be sure you are stating an aim and not just describing what the

students are going to do.

You will get worksheets and you have to decide whether the following statements are (A) aims or (D) merely a description of activities. Put A or D in the column on the right.

Statements	A or D?
a) To check learners’ understanding of the activity.
b) To identify and highlight irregular simple past forms.
c) To complete the second task.
d) To discuss the answers in pairs.
e) To provide oral fluency practice
f) To underline examples of the present perfect in the text
g) To plan the essay before the first draft
h) To provide controlled oral practice of the target language
i) To complete the gaps in the sentences
j) To brainstorm and share ideas for the first draft.

Reviewing assumptions on a lesson plan

Teacher: The next stage of the lesson front page is assumptions. We have already learned this term and I hope you remember its meaning.

Assumptions noun

When teachers think about what they believe their learners will or will not know or how they will behave in a particular lesson. For example, a teacher plans to teach the present simple using the context of jobs and daily routines. The teacher may make the assumption that learners will know basic job vocabulary (because he/she has already taught it) and so knows he/she will not need to spend time in the lesson presenting these words.

Teacher: On the screen you can see some possible assumptions on a lesson plan. You have to find useful ones.

• The students must know most of this already.

• The students are familiar with the form of the present perfect and regular past participles.

• The students have practiced the target language in controlled practice (drill) already so should be relatively accurate in freer practice (role play).

• Students know the present simple, present perfect simple and continuous, modal auxiliaries, vocabulary connected with crime, vocabulary connected with personality, how to write business letters, how to interrupt politely.

Answers:

1-

2+

3+

4-

Reviewing anticipate problems and solutions on a lesson plan.

Teacher: Our last stage of the lesson front page is anticipated problems and solutions. Do you remember its meaning?

Anticipate problems phrase

When teachers are planning a lesson, they think about what their learners might find difficult about the lesson so that they can help them learn more effectively at certain

points in the lesson. For example, a teacher preparing to teach the word vegetable thinks that learners will have difficulty pronouncing the word so he/she plans some

ways of helping learners to say the word. Teachers also think about how learners’ previous learning experience may affect their learning in a specific lesson.

Teacher: This is one of the most important components of a lesson. While planning the lesson teachers have to think what their learners might find difficult about the lesson. So, it's really vital to look at the road ahead and seeing what's going to be difficult and planning what you are going to do about these things.

Feedback

Teacher: Round up to summarize points covered.

Dear students tell me please:

What is the TKT syllabus area for this lesson?

What do you find difficult about this syllabus area?

Tell one thing that you find easy about lesson planning and preparation and one thing you find difficult about lesson planning. You have to walk

around the room sharing the things you like and the things you find difficult with other participants.

So, let's share some of the ideas together. These need to be on your lesson plan too!

Conclusion

Teacher: Dear guests and students! It is time to finish our workshop. Today we’ve tried to summarize our knowledge on the topic “Identifying the different components of a lesson plan” and to find out some ways how to make our lessons well prepared. I’d like you to remember one saying. “Teachers, who love teaching, teach children to love learning" and I wish you to be such a teacher.