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UNIT 2, 180H, LEVEL 5 COURSE, I-TO-I TEFL
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- TEFL Level 5 Diploma 420 Hours
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UNIT 2: INITIAL LESSON PLANNING1. Creating a lesson plan:
1.1 The context of your lesson:
This is the background of your lesson and will determine what you are goingt o
teach. It makes up your first page of your lesson plane. It might include:
• Who you are teaching (including age, level, size of class and students’
background).
• Practical information, such as the timings and place of the lesson.
• How the lesson fits into a syllabus or course of lessons.
• The aims and outcomes of the lesson.
• Any anticipated problems and suggested solutions – these should focus on
problems your students are likely to have with the language you are teaching.
1.2 The structure of your lesson :
The second part of your plan will set out what you will be doing in the lesson. It
should relate directly to the context, and include:
• The timing of each part of the lesson.
• The stages of the lesson.
• The specific activity/activities that you will be delivering for that stage.
• Who will be involved in each activity or the ‘interaction pattern’.
• The resources that you will need to deliver each activity.
• An analysis of the vocabulary or grammar point you’re teaching.
• You may also be asked to provide a rationale explaining why you chose to
teach your lesson in this way.
2. The first page of a lesson plan:
2.1 What to include?:
• Practicalities of the lesson : where, when and for how long will you be
teaching?
• Who will you be teaching : age group, level, size of class. Sometimes, you
may need to include information about each individual student such as
preferred learning styles, the students’ backgrounds or their motivations for
learning English.
• Aims of the lesson.
• Any anticipated problems plus ideas for dealing with these.
1
, For Example :
3. Practicalities of your lesson:
The first pieces of information to set out you plan are:
• The time of you lesson.
• The length of your lesson.
• Where the lesson is being held.
Setting it out on you plan:
• Means that you can check that you do have all the information that you
need.
It is better to realise now that you don’t know where the venue is rather than
five minutes before you are due to teach there.
• Reminds you to choose suitable activities for your lesson.
For example, it can be good to have a lively and interactive opening activity if
you are teaching straight after lunch, when students can be in a bit of a lull.
Alternatively, if you are tight on space, you may select activities that are
mainly desk-based.
• Helps you refer to the material in the future.
As your teaching career develops, you will start to build up a range of different
lessons and activities. Having a career plan, with all key information set out,
enables you to easily identify if a given activity may be suitable to use with
another class.
4. Who are you teaching?:
More specifically, you need to consider:
• How old are your students?
• What level are your students?
• How many people are in your class?
• What are your students’ preferred learning styles?
• Relevant background information, such as whether all your students have the
same native language, and why your students are learning English.
5. Teaching different age groups:
5.1 Young learners – up to 12 years old:
Children usually learn well when they are active and will invest considerable effort in
learning if it is part of a game. For example, include activities based around actions,
songs, movement and/or story telling. When you are planning for this age group, you
need to ensure that your lesson will be:
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