![]() It’s also a good idea to make a note of how you will recognise when your students have achieved the main aim. Think along the lines of “ to help / to enable / to develop/ to improve…” rather than “to teach / to practice”. ![]() So, instead of “to teach will and going to” or “to practice listing for gist” try “to enable students to discuss future plans using will and going to” or “to develop students’ ability to identify the main ideas in a reading text”. If your aim is grammar or vocabulary based, you also avoid the risk of “teaching” the form and then thinking “okay, they’ve got it, job done”. By thinking from your students’ perspective you are more likely to choose activities which will help them achieve this aim, rather than activities which are easy for you to teach. The key is to think not in terms of what you want to teach, but in terms of what you want your students to be able to do. How does this lesson that you’re teaching today fit into the bigger picture of what your students want or need to achieve on the course? The aim might be based on a language point (grammatical, lexical or phonological), or it might be based on a skill (reading, writing, listening or speaking). What should the main aim be? Ideally it should come from a course plan which outlines a logical progression of aims for every lesson in a course. At the end is an example plan for this Used to lesson. We’ll have a look at each one more closely. But these kinds of detail should at the very least be in your head, even if the paper version is just a few scribbled lines – and writing a few plans in this way is the best way to get yourself into the habit of thinking about these kinds of detail when you’re planning, even if you don’t have the time to actually write them.Īlthough there are other possibilities, here’s a list of the main things to include in a detailed lesson plan: What materials do you need for the activities that you’ve planned in order to achieve your aim? How long will each of these activities take? What problems might your students have in dealing with a particular activity or language point? And so on.Īs we said, for most teachers it is impractical to plan every lesson with this amount of detail. ![]() What should a TEFL lesson plan include?Įverything that you might want to include in your plan derives from the main aim and how you’re going to achieve it. If you don’t know what you want your students to be able to do by the end of the lesson, you risk them going away feeling that they haven’t achieved anything. The main reason to have a plan for a TEFL lesson is to know, firstly, the aim of your lesson and, secondly, what you’re going to do during the lesson in order to achieve that aim. The level of detail it contains, and whether it is mainly in your head or mainly on paper, will vary depending on your training and experience, the type of class (one-to-one classes often have a much more fluid plan, for example) and the time that you have available to plan.
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