If you type ‘lesson plan’ into your favorite search engine, you will find literally hundreds of different lesson plan formats. Such a wide range of formats illustrates that there is no fixed or perfect way to plan a lesson.
In our day-to-day teaching, most of us will not produce an extensive and detailed lesson plan. We know that by writing out a full plan we can address problems and inconsistencies that we would not otherwise see. However, in most cases this simply is not practical. Having said this, the lack of a physical plan does not mean that we avoid the process of lesson planning.
Considering the importance of lesson planning and the frequent time constraints which compromise the process, the question is, how can we create effective lessons under these conditions?
1. Generic lesson templates
When I am under pressure to produce a lesson I have a number of generic lesson templates which enable me to create a functioning lesson very quickly. An example of a reading comprehension lesson template is:
- pre-teach vocabulary
- predicting answers to comprehension questions
- read aloud in groups
- students discuss and check answers – then as whole class
- students write comprehension questions for others to answer
- activity on grammar/lexis in text
Such a lesson might not be very original, but from this I can start to adapt and improve.
2. Regular beats
I have so often seen lessons from in-service teacher training courses where there is a good rhythm at the beginning but the rest of the lesson becomes a long string of activities with nothing to hold the students’ attention. The trick is to make sure there are ‘beats’ spaced evenly throughout the lesson every 10 minutes or so where students have to change the mode of working. This could be through moving in some way, interacting differently or a friendly challenge.
3. Plan from the middle or the end
A common approach that teachers take is to plan the lesson in a linear manner starting at the beginning. A more effective way is to start maybe with a text or a speaking activity that might come in the middle or end of the lesson and then build backwards from that. This tends to create a more coherent lesson.
4. Build in flexibility at the end of the lesson
This is something I had to learn the hard way. The fear of running out of activities at the end of class meant that I would spend longer on the earlier activities and then rush through the later ones. One solution to this is to design the last two activities in such a way that they can be expanded out to 20 minutes or squashed down to three or four minutes without any sense of compromise. This means that you can spend the necessary time on the earlier activities without that nagging fear of being left with dead time at the end.
These are just some of the tips and strategies we will be exploring in this webinar. We’ll also be looking at anticipating problems, getting your procedures and instructions right, dealing with fast finishers, among other things.
Philip Haines moved to Mexico from England in 1995, and currently works as the Senior Academic Consultant for Oxford University Press Mexico. He has spoken internationally in three continents and nationally in every state in Mexico. Philip is the author/co-author of several ELT series published in Mexico.