Overview of Lesson Plans
Lesson Plans are ready-made reference maps for each lesson, facilitating clear progression of the lesson in the classroom. They provide guidelines to enable the teacher to adapt to unique teaching situations and are useful aids to lead the class in the right developmental path.
In combination with the Language Syllabus for each level, the Lesson Plans promote systematic coverage of materials and opportunities. They bring together all that is available in the books on the same point (example, Reading, Grammar, Vocabulary etc) and provide a structured programme which is, nevertheless, flexible and open to varied interpretations.
Lesson Plans are based on the total number of periods available for English in an academic year. The table below indicates the timelines which form the basis of Lesson Planning.
Buzzword
| No of days in an academic year |
: |
220 days |
| Exams, sports, other activities |
: |
60 days |
| No of days available for teaching |
: |
180 days |
| Time allotted for English per week |
: |
6 periods |
| Total no of periods per year |
: |
about 180 |
| Each unit in the Coursebook / Workbook |
: |
about 6 periods |
| Total (16-24 units) |
: |
112-144 periods |
| Remainder (Literature Reader, extra projects, library /literary activity) |
: |
68 – 36 periods |
Projects, library /literary activity etc are also in-built into classroom activities
The Lesson Plans include recommendations on Objectives, Warm up, Procedure and Follow up. The number of Lesson Plans varies for different units.
Objectives: states the broad aims of the lesson, for clarity of purpose.
Warm up: provides ideas to lead into a lesson effectively.
Procedure: describes the stages in a lesson step by step.
Follow up: guides the teacher on the necessary reinforcement.
Classroom Organisation for Interactive Work
Different activities require different arrangements and students need clear guidelines to work efficiently.
Working in groups may be difficult for young learners as they may not be accustomed to taking responsibility, and it would be better to begin with pair work and carefully supervised individual work before moving on to freer classroom arrangements.
individual: reading and vocabulary
pair work: role play, information gap. Demonstrate the activity before the class to ensure understanding of the activity.
groups: Groups larger than five are not recommended as this does not encourage complete participation by all the students.
whole class: presentation, game, review
Furniture
The furniture in a classroom should ideally provide scope for rearrangement and movement, and ensure open space for songs and games.
Display Board
The facility to display students' work should be included in classroom planning.
Follow up and feedback
Feedback and follow up will enable deeper insights and should be immediate and relevant, extending understanding and reinforcing ideas to ensure complete understanding.
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