four elements in the pre-planning, then he will consider the institution and the restrictions it imposes.
5. The Planning
When the teacher has a clear idea of what he is going to do in his class, he is ready to make a detailed planning. The detail in teachers’ planning is felt to be
necessary, however, for two reasons. Firstly, the inexperienced teachers need clear framework of referenced for the task of planning, and secondly the form of the
planning forces the teacher to consider aspects of planning that are considered desirable.
The planning itself has five major components; they include description of the class, recent work, objectives, contents and additional possibilities.
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1 The description of the class. Description of the class embraces a description of the
students, a statement of time, frequency and duration of the class, and comments about physical condition and restrictions.
2 Recent work, this includes the activities they have been involved in, the subject
and content of their lesson and the language skills and type that they have studied. 3
The objectives of the planning itself. Objectives are the aims that the teacher has for the students and are written in terms of will be more or less specific depending
on how specific the teacher’s aims are.
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Jeremy Harmer, The Practice of English Language Teaching, 3
rd
ed, London: Longman, 2001, p. 230
4 Content. By far the most detailed part of the planning is the section in which the
contents are writes down. Here the teacher spells out exactly what he is going to do in the class. The ‘content’ section has four headings, they are: 1.context, 2.
activity and class organization , 3. aids, 4. language and possible problems.
• In the context, the teacher writes down what context he will be using for the activity. Context means what the situation is, what the subject of the learning
is. While, • In the activity and class organization, the teacher indicates what the activity
will be and says whether the class will be working in lockstep, pairs, groups or teams, etc.
• Aids, the third heading in the content also has the important function, that is the teacher indicates whether he will be using the black board or wall picture,
the tape recorder or the text book, etc. • In the four heading, possible problems, many activities can be expected to be
problematic in some way. The teacher can often anticipate, for example, that the new language for presentation stage may cause problems because of its
form. Here the teacher should be aware of these possible problems on have considered ways of solving them. Certain activities have complicated
organization. Again the teacher should be aware of this and know to overcome it.
5 The last component in the planning is additional possibilities. Here the teacher
writes down other activities he could use if it becomes necessary, for example, if he gets through the planning quicker than he thought or if one his activities has to
be stopped because it is not working well.
6. The Advantages and disadvantages of Lesson Plan
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