**Why is Lesson Planning Important?**

- It helps teachers to prepare the lesson and to decide exactly what they will do and how they will do it.
- It helps the teacher to anticipate problems and think of p possible solutions beforehand.
- It gives students confidence in the teacher.
- It helps teachers to organise their time and divide it among the stages of the lesson.
- It helps teachers to think about and prepare suitable audiovisual materials to use during their teaching.
- It helps them to evaluate their teaching and improve it after teaching the lesson.
- It can be used as a basis for planning the following year.

**What are the critical questions in lesson planning?**

- Objectives. What do I want my students to know or be able to do at the end of this particular lesson?
- Teaching Activities. How am I going to help students achieve these objectives?
- Teaching Aids. What teaching aids am I going to use to help students understand the meaning of the new language and achieve the above objectives?
- Assessment. How will I know that my students have achieved the objectives?
- Time. How am I going to organize my time? How am I going to divide the 45 minutes among the three stages of the lesson?

**What is the purpose of each of the three phases of a lesson plan?**

*Presentation:*It serves to provide input for active understanding and motivates children to learn.- Students watch and listen as the teacher explains the new skill or content.
- This includes activities that activate our pupil's current or previous knowledge of the content.

*Guided Practice:*Teachers provide a task or activity that requires children to use the new language or skill under the teacher's guidance.*Independent Practice:*The children speak, write or interact with the new language but with less teacher guidance.*Summary*: It helps children to consolidate the learning and to self-assess their achievement.

**What are the components of a lesson plan for language learning?**

- Content/ Language Objective: What do students know at the end of the lesson? Is the behavioral objective measurable?
- Study Skill Objective: What study skill will I demonstrate to help my students learn better? Is my objective measurable?
- Activate Prior Knowledge: How will I help students to focus on their knowledge of today's lesson?
- Vocabulary: What vocabulary will the students be using? How will they use the vocabulary?
- Language/Content Input: How will the new information be conveyed to students? How can I support the input with context?
- Guided Practice: How will I help my students practice the new information? How will I check their understanding of the new information?
- Independent Practice: What homework shall I have my students complete? Does it reflect the variety in my students' learning styles?
- Summary: How can I help my students to tell or write what they have learned today?
- Assessment: How will I know what each of my students has learned in this lesson?

**What are the ways of creating variety in the language lesson?**

**Tempo**: Activities may be brisk and fast-moving (e.g. guessing games) or slow and reflective (e.g. reading literature and responding in writing).**Organization**: The learners may work on their own as individuals, pairs, groups, or a class.**Mode and Skill**: The learners are asked to produce (speak, write) or receive (listen, read).**Difficulty**: Activities may be easy or difficult.**Topic**: The language teaching point and the non-linguistic topic change from one activity to another.**Mood**: Activities vary also in mood (light vs. profound; happy vs. sad; tense vs. relaxed.)**Stir-Settle**: Some activities excite learners (discussions); others have the effect of calming them down (dictations).**Active-passive**: Learners may be encouraged in their own initiative or do as they are told.

**Key Terminology**

**Objective:**States what you want the students to know or be able to do at the end of the lesson.**Metacognitive****Strategies:**General learning strategies which enable children to plan, monitor and self- assess their own learning.**Cognitive Strategies:**Task-specific strategies closely linked to individual language learning applications. For example, classification and grouping are appropriate for vocabulary learning.**Social/Affective Strategies:**They enable children to use the new language to question and cooperate with their classmates.**Elaboration of Prior Knowledge:**A cognitive strategy whereby children relate their background knowledge to the new learning, perhaps making personal associations and analogies.**Imagery:**A cognitive strategy whereby children draw or imagine pictures in order to learn new information.**Guided Practice:**A part of the language lesson when children are assisted in their new learning through the guidance and/or modeling of the teacher.**Independent Practice:**A part of the language lesson when children practice the new learning independently of the teacher while completing a homework assignment or working with a classmate.**Summary:**The section of the language lesson when students consolidate their new learning and self-assess what they have achieved.**Assessment:**A method of checking the understanding of the children to determine if the lesson's objectives have been achieved.**One Question Quiz:**A summarizing activity. The teacher asks one question and the children write the answer on paper.**Ticket to Leave:**A summarizing activity. The children answer a question orally or in writing. They must give the answer to the teacher before they can leave the class.**Tutor (verb):**To help another classmate learn the language, children tutor or teach each other vocabulary and language forms.