1. Md. Arman Md. Jahirul Islam
Kawser Ahmed

6. A LP is the instructor’s road map of what
students need to learn and how it will be
done effectively during the class time
(Stiliana Milkova).

7. A LP is a framework for lesson and it
shows the place from where to start
and the finishing line of it. It is a
decision making that is made before
instruction.

8. A LP is a guideline for
teaching a lesson. It
describes the objectives of
a class, the materials and
processes used. It has
learning as its main
objective and involves
learners and teachers.

9.  Must have a clear development and
progression between different steps and
stages.
 Contains a good balance of four skills.
 Shows some connection to a previous or
following lesson.
 Allows the teachers to check if any real
learning has taken place.

10. Shows that teacher will have thought
to make the lesson more interesting
and make good use of it.
Will be well-organized and effective
with both the teacher and students
knowing the lesson and contents.
Will have different stages for both
accuracy and fluency.

11.  USED AS GUIDE FOR THE TEACHER
- They don’t have to think on their feet.
- Gives the teacher a starting point
- They build on previous teaching and
prepare for coming
lessons
 PROVIDES DIRECTION
- They are clear on the procédure to follow.
 GIVES TEACHER A SENSE OF SECURITY AND
CONFIDENCE
- They don’t lose face in front of their
learners.

12.  HELPS KEEP GOOD
CLASSROOM MANAGEMENT
- When a lesson works well, students
not only learn—they behave.
Classroom management + Well-designed
lesson =
Higher Achieving Students

13. FOR THE LEARNER
 They realize that the teacher
cares for their learning.
 They attend a structured
lesson: easier to assimilate
 They appreciate their teacher’s
work as a model of well-
organized work to imitate.

14.  Objectives should follow the ‘S.M.A.R.T
rule’:
• Specific
• Measurable
• Attainable
• Result-oriented
• Time bound

15. Based on 4 things
Interests and abilities of
students
Your own interests and
strengths
Your beliefs about teaching
and learning
Your own openness to

16. What they will be able to do after
the class that they did not know
before
LP specifies the subject matter to
be covered

17.  It outlines the order in which the
information to be presented
 It outlines the timeline for delivering each
section for component of subject matter
 It gives the teachers the opportunity to
predict possible problems and therefore
consider solutions

18. It makes sure that lesson is
balanced and appropriate for the
class
It gives teachers confidence
It generally a good practice and a
sign of professionalism

19. When thinking about an
English lesson it is useful,
therefore, to keep the
following three elements in
mind…

20.  Engage: This means getting the students
interested in the class
 Study: Every lesson usually needs to have
some kind of language focus
 Activate: Telling students about the
language is not really enough to help them
learn it. For students to develop their use
of English they need to have a chance to
produce it

21.  Transition
 Use time
 Variety
 Easy to
follow
 Precise

22.  Get class ready
to learn
 Motivates
students
 Hint to the
theme

23.  First, think what
you want to teach
 you will need to
develop clear and
specific objectives at
the beginning

24.  You would
probably find out
exactly what
materials you are
going to use later,
however, they
should be shown
early in your LP
 At this point you
need to write
step by step
procedures that
will be performed

25. Just you
start moving
on to the
assessment
phase you
should be
prepared to
create some
sort of

26. You may
want to
provide your
students with
time
for
independent
practice
 Teacher is
unavailable
 Student’s
practice
learning on
their own

27.  Now you want to write your
assessment/evaluation
 You should make different direction for
students with learning disabilities and
extension for others
 It is a really good idea for you to
include a Connections section which
really shows how the LP could be

28. LP Title
Topic to Teach
Standards Addressed
General Goal(s)
Specific Objectives

29. Required Materials
Anticipatory Set
Step by Step Procedure
Plan for Independent Practice
Closure

30. Cognitive Outcomes: Intellectual
outcomes. They involve the
application of facts, theories and
concepts.
Psychomotor Outcomes: They
describe skills the learner develops
(Physical).
Affective Outcomes: They describe
feelings and attitudes which shape

31. 2 way Q and A- Ongoing

32. Bring lesson to an end
Review key points
Tie everything together

33. • Use to assess
students
knowledge
• Provides grades
for report cards
• Keeps parents
updated

34. Teachers need to answer some
questions to evaluate the LP

35. Are there specific language
objectives?
Do the subject matters fit into
previous lesson and known ability
of your students?

36.  Is the cognitive demand on students
too high or too low?
 Does the lesson use whatever previous
knowledge and experience students
might already possess about the
subject?
 Have the input and materials been
made comprehensible?

37. Is there sufficient use of visuals?
Does the lesson take into account
students’ native language and
culture?
Have the 4 skills been integrated
into the lesson?

38. Do materials and activities
take into account the learning
styles of students?
Is there sufficient time for pre-
activities?

39. Is there enough time for
students to ask questions and
interact with materials and
other students.
Is there built in formal and
informal assessment
procedures?

40. Aims, concepts, contexts and
marker sentences are some of the
elements that should be
considered carefully by the
teacher when planning a lesson.
When these are clearly established
it is much easier to ensure that the
lesson being presented to the
students is clear and appropriate.