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HOW TO DESIGN AND EVALUATE A LESSON PLAN

HOW TO … design a professional lesson plan

by Akis Davanellos, MA (ELT), Trainer, Publisher

 

The aim of this article is to provide basic information on methods for designing a quality lesson plan. Of course, the following ‘tips’ are not the only ones to consider while designing a lesson but, I think, the points mentioned are useful as a good starting point.

 

1. A quality lesson plan should include information concerning the following:

a. The stage of the lesson, b. description of what the teacher does as well as how it is done, c. description of what the students do as well as how it is organized, d. the materials to be used in each stage, e. the timing of each of the suggested activities / procedures, f. the interaction which takes place during each activity / procedure, g. the aims of the specific lesson described in the lesson plan, h. the language area which will be taught during the specific lesson.

More information about the points above is included in this article.

 

2. Obviously, the first thing that you will have to consider is what you wish the learners to be taught. This should be developed based upon the syllabus offered through the school, the book or other source.

You need to keep in mind the level of the learners as well as the time available for each activity / procedure. Always allow more time for giving and checking instructions, setting up a example etc.

 

3. It is very important to develop clear, specific aims to be sure that your lesson plan will teach exactly what you want it to. The aims should not be activities that will be used in the lesson plan but they should describe the learning outcome of those activities. For example:

1. To present, practice and produce the Simple present tense for everyday routines in the affirmative and the interrogative form excluding the third person ‘s’ case.

2. To develop reading skills:

reading for gist

reading for locating specific information

3. To produce an informal letter to a friend

4. To revise conditionals with ‘unless’

5. To present and practice words related with crime and punishment

 

Use the following guide questions to help you specify your plan aims:

Are the aims clear and specific?

Are the aims appropriate and achievable for my learners?

Have I distinguished main aims and secondary aims?

Can the aims be achieved within the time available?

Have I included examples of the linguistic items to taught.

 

Make sure that the aim/s set are measurable and by evaluating the outcome it would be easy to tell whether the aim/s were met or not. Of course, more than one aims may be set for each lesson but, on the other hand, do not be over ambitious. Some of your aims may be of ‘primary’ importance and some of ‘secondary’ importance.

4. By definition a lesson plan is a ‘working document’ which means that if someone else had to teach the specific lesson using the specific lesson plan, this would be easy to follow and that it would include all the necessary information needed.

For example, the materials which are to be used during the lesson. By ‘materials’ I refer to books, extra handouts, a video clip, a set of pictures etc.


5. It would be useful to design a set of ‘anticipated problems’ which may arise in the lesson e.g. discipline, task organisation problems, mother tongue interference, phonological, conceptual, morphological, lexical, etc. Of course, since the teacher plans a set of ‘anticipated problems’ it would be convenient to design a set of ‘possible solutions’ for the specific problems.

 

6. For fulfilling the aim/s set earlier in your plan the teacher needs to write the systematic procedures that will be performed during the lesson.

It is vital to describe the relevant actions which the teacher and the students perform during each stage of the lesson along with the interaction pattern involved in each activity in order to meet the aims set. Use common sense symbols to indicate the interaction pattern in the appropriate section of the lesson plan. For example, T=teacher, S=student, F/C=flash cards, Ss=a group of students, S-S=pair work,

Ss-Ss=group work, Ss-T=teacher elicits from the students etc. Symbol explanation is vital when another teacher is teaching the specific lesson plan.

Variety of interaction patterns may increase motivation and communication opportunities.

 

7. Include a ‘final activity’ in the lesson plan which plays the role of ‘check what the students have learnt’ during the lesson. This activity may prove to be very beneficial for the teacher to ‘check’ weaker students’ development and understanding.

 

8. It is a good idea to include a ‘students’ record’ section in the plan where the learners copy all the necessary information stored on the board throughout the lesson. It is not encouraged the learners to copy while the lesson is developing simply because they loose concentration copying and attending the lesson at the same time.

 

9. Include a ‘learners’ feedback’ section in the plan where the learners are asked to comment on the lesson in terms of language content, type of activities involved, evaluation of the activities, what they liked and what they did not etc.

 

10. Finally, when needed, plan to see learners individually either to discuss possible language difficulties, behavior problems etc. or to praise their exceptional performance during a series of lessons, comment on their development and so on.

 

A sample lesson plan framework is also provided.


AIMS:

Primary:

Secondary:

 

STAGE

TEACHER’S ACTIVITY

STUDENT’S ACTIVITY

INTERACT.

MATERIALS

TIME

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINAL CONCEPT CHECKING ACTIVITY

 

 

 

 

 

STUDENTS’ RECORD

 

 

 

 

 

FEEDBACK

 

 

 

 

 

 

 

 


Biodata
Akis Davanellos has been a school owner and Practitioner Teacher for twenty three years and he holds an MA in ELT from the University of Warwick. He has written a number of articles in local and international journals and he has worked for international and local publishing companies presenting professional and commercial seminars and courses. He has also been involved in forthcoming book evaluations and piloting. He is the initiator and the main materials designer of the IGUANA PROJECT publishing house, the initiator of the Iguana Project Educational Support System for schools (I.P.E.S.S.). He has also developed the ‘e-enilikes’ method for adult education and various e-learning programs for distant learning. 

 

Davanellos articles

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The aim of this article is to assist teachers, directors of studies and school owners in marking oral and written work. It is taken for granted that the ideas which follow may be more suitable at higher...
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HOW TO … show your work at home!! 17 November 2012, 09.45 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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AKIS DAVANELLOS ABOUT THE FUTURE OF THE PROFESSION 17 November 2012, 09.43 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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HOW TO … reproduce exam conditions. 14 practical suggestions!! 17 November 2012, 09.39 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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It is very usual towards the end of the school year to organise testing sessions (mock tests) for the students in order to familiarise them with the actual exam conditions which they will come across...
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HOW TO … 8 styles of learning!! 17 November 2012, 09.38 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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The concept of the table which follows is based on two basic assumptions which need to be taken for granded: Assumption 1 Every and each human being is unique and therefore, each and every human being...
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Stating the problem As an educational consultant offering services to language schools and teachers, I do meet a good number of school owners / managers every year. This year I heard more managers than...
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HOW TO … be a better teacher!! Some simple ‘tips’ (Part B) 17 November 2012, 09.33 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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The Grammar series!! Evaluating the grammar lesson (3/3) 17 November 2012, 09.30 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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The Grammar series!! The grammar lesson framework (2/3) 17 November 2012, 09.28 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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The Grammar series!! Preparing to teach a tense in context (1/3) 17 November 2012, 09.26 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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HOW NOT TO … use the interactive whiteboard 17 November 2012, 01.26 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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The IWB-GRAMMAR, VOCABULARY, SPEAKING ACTIVITIES 2 17 November 2012, 01.17 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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The IWB-GRAMMAR, VOCABULARY, SPEAKING ACTIVITIES 1 17 November 2012, 01.14 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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The IWB - GRAMMAR ACTIVITIES 17 November 2012, 01.12 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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HOW TO DESIGN AND EVALUATE A LESSON PLAN 15 March 2012, 17.03 TAXIARCHIS DAVANELLOS Akis Davanellos Articles
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HOW TO,,,MINIMISE STRESS: – An ABC for Practitioners 27 September 2010, 01.13 Administrator Akis Davanellos Articles
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HOW TO … evaluate your human ralations inside and outside the class. 27 September 2010, 01.12 Administrator Akis Davanellos Articles
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HOW TO … observe and develop yours and other teachers’ lessons (Part ‘B’) 27 September 2010, 01.12 Administrator Akis Davanellos Articles
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HOW TO … observe and develop yours and other teachers’ lessons (Part A) 27 September 2010, 01.11 Administrator Akis Davanellos Articles
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HOW TO … help students before tests and exams. 27 September 2010, 01.11 Administrator Akis Davanellos Articles
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HOW TO … revise before X-mas 27 September 2010, 01.11 Administrator Akis Davanellos Articles
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HOW TO … understand children 27 September 2010, 01.10 Administrator Akis Davanellos Articles
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HOW TO … identify your student’s strengths. 27 September 2010, 01.10 Administrator Akis Davanellos Articles
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HOW TO… help children like themselves 27 September 2010, 01.09 Administrator Akis Davanellos Articles
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HOW TO … work with parents! 27 September 2010, 01.09 Administrator Akis Davanellos Articles
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HOW TO … motivate your learners 27 September 2010, 01.09 Administrator Akis Davanellos Articles
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HOW TO … mark students’ productive skills. 27 September 2010, 01.08 Administrator Akis Davanellos Articles
HOW TO … mark students’ productive skills.
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HOW TO...MANAGE TIME: 27 September 2010, 01.07 Administrator Akis Davanellos Articles
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HOW TO … show your work at home!! 27 September 2010, 01.07 Administrator Akis Davanellos Articles
HOW TO … show your work at home!!
HOW TO … show your work at home!!   By Akis Davanellos, MA (ELT)   The ideas / activities which follow aim at revising / consolidating language already taught in class but, at the same time,...
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How to … improve a lesson 27 September 2010, 01.07 Administrator Akis Davanellos Articles
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HOW TO … HOMEWORK!! 27 September 2010, 01.06 Administrator Akis Davanellos Articles
HOW TO … HOMEWORK!!
HOW TO … HOMEWORK!!   By Akis Davanellos, MA (ELT)   The aim of this article is to attempt a definition for the aims and purpose of setting homework to students as well as to suggest some more...
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HOW TO … evaluate teaching books 27 September 2010, 01.06 Administrator Akis Davanellos Articles
HOW TO … evaluate teaching books
HOW TO … evaluate teaching books By Akis Davanellos, MA (ELT)   The following article is a continuation of the ‘HOW TO …’ series which aim to assist Practitioner Teachers in their everyday...
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HOW TO … avoid discipline problems in class 27 September 2010, 01.05 Administrator Akis Davanellos Articles
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HOW TO … (effectively) use supplementary materials in class. 27 September 2010, 01.05 Administrator Akis Davanellos Articles
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How to...First days in class 27 September 2010, 01.04 Administrator Akis Davanellos Articles
How to...First days in class
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HOW TO … use songs 27 September 2010, 01.04 Administrator Akis Davanellos Articles
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How to...The developing teacher 27 September 2010, 01.03 Administrator Akis Davanellos Articles
How to...The developing teacher
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HOW TO …. help students revise effectively! 27 September 2010, 01.02 Administrator Akis Davanellos Articles
HOW TO …. help students revise effectively!
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How to … humanise your classroom 27 September 2010, 01.01 Administrator Akis Davanellos Articles
How to … humanise your classroom
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How raised is your consciousness in class? 27 September 2010, 01.00 Administrator Akis Davanellos Articles
How raised is your consciousness in class?
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HOW TO … identify your student’s strengths. 27 September 2010, 01.00 Administrator Akis Davanellos Articles
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ΚΑΝΤΕ ΤΟ ΚΕΝΤΡΟ ΞΕΝΩΝ ΓΛΩΣΣΩΝ ΕΝΑ ΓΛΩΣΣΙΚΟ ΕΡΓΑΣΤΗΡΙ 27 September 2010, 01.00 Administrator Akis Davanellos Articles
ΚΑΝΤΕ ΤΟ ΚΕΝΤΡΟ ΞΕΝΩΝ ΓΛΩΣΣΩΝ ΕΝΑ ΓΛΩΣΣΙΚΟ ΕΡΓΑΣΤΗΡΙ
ΚΑΝΤΕ ΤΟ ΚΕΝΤΡΟ ΞΕΝΩΝ ΓΛΩΣΣΩΝ ΕΝΑ ΓΛΩΣΣΙΚΟ ΕΡΓΑΣΤΗΡΙ ΓΙΑ ΤΟΝ 21Ο ΑΙΩΝΑ   Είναι πια δεδομένο ότι τα τελευταία...
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Dyslexia in the Language Classroom 27 September 2010, 00.59 Administrator Akis Davanellos Articles
Dyslexia in the Language Classroom
Dyslexia in the Language Classroom: Practical Guidelines for Teachers This article is for teachers of languages who face the problem of dyslexia at work. It provides useful information on the causes,...
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AN ANTIDOTE TO LANGUAGE SCHOOL CRISIS 27 September 2010, 00.58 Administrator Akis Davanellos Articles
AN ANTIDOTE TO LANGUAGE SCHOOL CRISIS
AN ANTIDOTE TO LANGUAGE SCHOOL CRISIS   There is no doubt that a feeling of anxiety has been observed among all the professional bodies related to the English Language Teaching profession during the...
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Activities for bored teachers 27 September 2010, 00.57 Administrator Akis Davanellos Articles
Activities for bored teachers
Title Level Aim Material In class 1. ‘Pair dictation’ A Junior + Dictation none Students get in pairs. SA dictates a word to SB. SA and SB...
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