Book contents
- Frontmatter
- Contents
- Acknowledgments
- Introduction
- Section I Approaches to Teaching
- Section 2 Lesson Planning and Classroom Management
- Chapter 3 Lesson Planning
- Chapter 4 Classroom Management
- Section 3 Classroom Dynamics
- Section 4 Syllabus Design and Instructional Materials
- Section 5 Task and Project Work
- Section 6 Learning Strategies
- Section 7 Teaching Grammar
- Section 8 Teaching Pronunciation
- Section 9 Teaching Speaking
- Section 10 Teaching Listening
- Section 11 Teaching Vocabulary
- Section 12 Teaching Reading
- Section 13 Teaching Writing
- Section 14 Assessment
- Section 15 Technologies in the Classroom
- Section 16 Professional Development
- Credits
- Author Index
- Subject Index
- References
Chapter 3 - Lesson Planning
Published online by Cambridge University Press: 10 November 2010
Book contents
- Frontmatter
- Contents
- Acknowledgments
- Introduction
- Section I Approaches to Teaching
- Section 2 Lesson Planning and Classroom Management
- Chapter 3 Lesson Planning
- Chapter 4 Classroom Management
- Section 3 Classroom Dynamics
- Section 4 Syllabus Design and Instructional Materials
- Section 5 Task and Project Work
- Section 6 Learning Strategies
- Section 7 Teaching Grammar
- Section 8 Teaching Pronunciation
- Section 9 Teaching Speaking
- Section 10 Teaching Listening
- Section 11 Teaching Vocabulary
- Section 12 Teaching Reading
- Section 13 Teaching Writing
- Section 14 Assessment
- Section 15 Technologies in the Classroom
- Section 16 Professional Development
- Credits
- Author Index
- Subject Index
- References
Summary
“Would you tell me, please, which way I ought to go from here?” asked Alice.
“That depends a good deal on where you want to get to,” said the Cheshire Cat.
Lewis Carroll (1963). Alice's Adventures in Wonderland (p. 59). New York: Macmillan.INTRODUCTION
Teachers may wonder “which way they ought to go” before they enter a classroom. This usually means that teachers need to plan what they want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). Yearly and term planning usually involve listing the objectives for a particular program. A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.
This chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. 103).
Information
- Type
- Chapter
- Information
- Methodology in Language TeachingAn Anthology of Current Practice, pp. 30 - 39Publisher: Cambridge University PressPrint publication year: 2002
References
Bailey, K. M. (1986). The best-laid plans: Teachers' in-class decisions to depart from their lesson plans. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: qualitative research in second language classrooms (pp. 15–40). New York: Cambridge University Press
Borko, H., & Niles, J. (1987). Descriptions of teacher planning: Ideas for teachers and researchers. In V. Richardson-Koehler (Ed.), Educators' handbook: A research perspective (pp. 167–187). New York: Longman
Brown. H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents
Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in second language classrooms (pp. 88–115). New York: Cambridge University Press
Hunter, M., & Russell, D. (1977). How can I plan more effective lessons? Instructor, 87, 74–75
McCutcheon, G. (1980). How do elementary school teachers plan? The nature of planning and influences on it. Elementary School Journal, 81(1), 4–23CrossRef
Purgason, K. B. (1991). Planning lessons and units. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 419–431). Boston, MA: Heinle & Heinle
Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press
Richards, J. C. (1998). What's the use of lesson plans? In J. C. Richards (Ed.), Beyond training (pp. 103–121). New York: Cambridge University Press
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press
Shrum J. L., & Glisan, E. (1994). Teacher's handbook: Contextualized language instruction. Boston, MA: Heinle & Heinle
Taylor, C. (1970). The expectations of Pygmalion's creators. Educational Leadership, 28, 161–164
Tyler, R. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press
Yinger, R. (1980). A study of teacher planning. Elementary School Journal, 80 (3), 107–127CrossRef
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