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Lesson planning is a significant element of teaching - learning system. A lesson plan is a step by step guide that provides a structure for an essential learning. Too much planning can make lessons rather rigid and stop the teacher being flexible to the needs of the students. However, it is very difficult for inexperienced teachers to be able to be as flexible as this would require. Before planning a lesson, it is essential to classify the learning outcomes for the class. It is important because it helps the teacher in maintaining a standard teaching pattern and does not let the class deviate from the topic. Pre-planning helps the teacher to be better equipped in answering questions asked by the students during the lesson. Lesson planning establishes your credibility as a teacher. Lesson planning shows professionalism and commitment. It helps you to think about where you're going. It helps you think out ideas for the future. It helps you remember what you intend to do. It makes you structure your lesson so that it flows coherently and covers the tasks towards the objective. It gives students confidence that you have thought about the lesson and know what you are doing. A lesson plan gives your lesson shape and a framework. The following should be included in a lesson plan: 1. Learner objectives - This is what you want the students to be able to do by the end of the lesson. 2. Personal aims - What you as a teacher wish to achieve. A teacher should be prepared not only to teach the students but also make sure that they take some fruitful thought regarding the lesson at the end of the class. 3. Language point - This shows the theme around which your lesson is based and also how it fits with past and planned future lessons. 4. Teaching aids - Materials and other aids (white board, etc) that you will need in the lesson. This will help you quickly check if you have everything at the start of a lesson. 5. Anticipated problems for the students and the teacher - It is important to try and anticipate any particular problems that the students or the teacher may have with the lesson. Anticipated problems are of no use though unless you have thought of a solution for these problems if they arise. 6. Procedure - The activities used to achieve the learner objectives. It is the body of your lesson plan, the ways in which you will share information with students and the methods you will use to help them assume a measure of mastery of that material. 7. Phase - Engage, Study or Activate. 8. Timing - It is vital to plan how long each activity is expected to take. You should then be able to see if you have too much content or not enough to cover your lesson. Stick to your time limit for each stage of the lesson plan. 9. Interaction - Who will be interacting at each stage of the lesson. Teacher to student (T-S), student to student (S-S) or students working alone. 10. Class level - The level of ability that the class has with the English language. 11. Number of students - You may wish to anticipate how many students will attend to make sure that your activities are suitable for the class size and to make sure you have enough materials for each student. 12. Date and time - This will allow you to keep a historical record of what you have done with a class and when.It will also help teachers who may teach the same class at a later date. 13. Teacher's and observer's names - May be useful if the class is being monitored. You may find your lesson plan needs to be adjusted during the lesson. It is tour call whether you let it happen or not. Sometimes you need to ditch it completely, but don't panic if you need to do it. The usual circumstance for this happening is when you teach your first lesson to a brand new class. In the case of you needing to change or ditch the lesson plan in the classroom, take a note of why, and adjust other lesson plans accordingly. Do act on it to prevent something similar happening again. List or describe ways that you can wrap up a lesson. This can include telling students the most important concepts that were covered in the lesson, asking them what they thought were the key concepts (or what they learned). The key is to leave your students with an imprint of what you hoped to achieve in any given lesson.
