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1. Writing lesson plans does not have to be difficult. This is the time that a teacher can show their creativity. Here is
a how-to on how to create effective lesson plans that will help ensure success. You can use the Lesson Plan
Template as you work through creating your lesson plans.
Difficulty: Average
Time Required: 2-4 hours
Here's How:
Begin with the end in mind. What do you want the students to learn from this lesson? What state or national
standards are you meeting? What does the state or your district require? What age students are you trying to
reach? How are you going to assess that learning? Once you've determined this, write a quick description and list
out your objectives for the assignment.
Create a key vocabulary list that you will add to as you write out your lesson plan procedure. This will help
you remember terms that you need to make sure the students understand as they work through the lesson.
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Create a materials list and add to this as you write your procedure so that you know exactly what you will
need including A/V equipment, number of copies, page numbers from books, etc.
Determine how you will introduce the lesson. For example, will you use a simple oral explanation for the
lesson, an introductory worksheet, or an interactivity of some sort.
Decide the method(s) you will use to teach the content of your lesson. For example, does it lend itself to
independent reading, lecture, or whole group discussion? Sometimes it is best to use a combination of these
methods, varying teaching techniques: beginning with a couple minutes of lecture, followed by a short whole
group discussion to ensure that the students understand what you have taught them.
Once you have determined how you will teach the content of the lesson, write out supporting information in
your notes.
Determine how you will have the students practice the skill/information you just taught them. For example, if
you have taught them about the laws of supply and demand in economics, how you will have them practice this
information to truly gain an understanding of the material. Will you have them complete independent practice,
use a whole group simulation, or allow students to work cooperatively on a project? These are just three
possibilities of how you can have them practice the information.
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2. For your will or confessions and for any eventuality
Once you determine how students will practice the skills that you taught them, write out step by step
instructions.
Create an end of period review.
Complete details for any homework or assessments that you will be giving the students.
Decide on any accommodations you need to make for your class including accommodations for ESL and
special education.
Once you have completed your lesson plan, finish out the details including creating the assessments,
homework assignments, and any handouts.
Finally, make copies and collect materials for the lesson.
Tips:
Some teachers find that by writing the assessment first, they are better able to focus their lesson on what is
essential.
Try not to always rely solely on your textbook for lessons. At the same time make sure that you evaluate any
other source you might use like other books, teachers, written resources, and internet web pages.
Some school districts require standards to be listed on the lesson plans while others don't. Make sure that you
check with your school district.
Overplan, overplan, overplan. It is much easier to cut things out of a plan or continue it the next day than fill
up fifteen or twenty extra minutes.
If possible, connect homework to real life. This will help reinforce what the students should be learning.
Teaching English, like teaching any subject, requires lesson plans. Many books and curricula provide advice on
teaching English learning materials presented. However, most ESL teachers like to mix up there lesson plans by
including their own lesson plans. Sometimes, teachers are required to create their own lesson plans when
teaching ESL or EFL at international institutions that are scattered throughout the world. In order to help
teachers starting out, I've created a simple template to ESL lesson plans which can you can start with as you
begin to write your own ESL lesson plans for your classes.
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3. There are many different approaches to teaching English. However, most of these plans tend to follow this
standard lesson plan format.
Warm-up - Use a warm up to get the brain thinking in the right direction.
Presentation - The presentation focus on the learning objectives for the lesson.
Controlled practice - Controlled practice allows for close observation that the learning objectives are
understood.
Free practice - Free practice allows students to "take control" of their own language learning.
Feedback - During the free practice section, take note of common mistakes. Use feedback to help everyone,
rather than focus on individual students.
This lesson plan format is popular for many reasons including:
Students have a number of chances to learn a concept through various means
Students have plenty of time to practice
Teachers can give detailed instruction, or students can deduce structures and learning points through practice
The standard lesson plan format provides structure
It provides for variation over the course of 60 - 90 minutes
This lesson plan format moves from teacher centered to student centered learning
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Variations on the Lesson Plan Format Theme
In order to keep this standard lesson plan format from becoming boring, it is important to remember that there
are a number of variations that can be applied within the various segments of the lesson plan format.
Warm-up
Students might arrive late, tired, stressed or otherwise distracted to class. In order to get their attention, it's best
to open with a warm-up activity. The warm-up can be as simple as telling a short story or asking students
questions. The warm-up can also be a more thought-out activity such as playing a song in the background, or
drawing an elaborate picture on the board. While it's fine to start a lesson with a simple "How are you", it's much
better to tie your warm-up into the theme of the lesson.
Presentation
The presentation can take a variety of forms:
Reading selection
Soliciting students' knowledge about a specific point
Teacher centered explanation
Listening selection

4. Short video
Student presentation
The presentation should include the main "meat" of the lesson. For example: If you are working on phrasal
verbs, make the presentation by providing a short reading extract peppered with phrasal verbs.
Controlled practice
The controlled practice section of the lesson provides students direct feedback on their comprehension of the
task at hand. Generally, controlled practice involves some type of exercise. Remember that an exercise doesn't
necessarily mean dry, rote exercises, although these can be used as well. Controlled practice should help the
student focus on the main task and provide them with feedback - either by the teacher or other students.
Free practice
Free practice integrates the focus structure / vocabulary / functional language into students' overall language use.
Free practice exercises often encourage students to use the target language structures in:
Small group discussions
Written work (paragraphs and essays)
Longer listening comprehension practice
Games
The most important aspect of free practice is that students should be encouraged to integrate language learned
into larger structures. This requires more of a "stand-off" approach to teaching. It's often useful to circulate
around the room and take notes on common mistakes. In other words, students should be allowed to make more
mistakes during this part of the lesson.
Feedback
Feedback allows students to check their understanding of the lesson's topic. Feedback can be done quickly at the
end of class by asking students questions about the target structures. Another approach is to have students
discuss the target structures in small groups, once again giving students the chance to improve their
understanding on their own.
Lesson Plan Format: A Final Word
In general, I think it is important to use this lesson plan format to facilitate students' English learning on their
own. The more opportunity for student centered learning, the more students acquire language skills for
themselves.

5. A Semi- Detailed Lesson Plan in English IVI. ObjectivesAt the end of the lesson, the students should be able to;
A. give the meaning of idioms found in the text and
B. use it in sentence
C. specify statements in the text that tells how one can cope with crisis
D. write a paragraph telling about a crisis they experience and how they cope with the problem
II. Subject Matter
A.Focus: Coping with Crisis by Ann Landers
B.Materials: copy of the essay ³Coping with Crisis´ by Ann Landers, manila paper
C.Skill: reading, writing
III. Procedure
A.Pre- reading
1. MotivationWhat are the problems you have encountered and what did you do to solve it?
2. Vocabulary DevelopmentThe students will give the meaning of the idioms in the sentences below from
thecontextual clues given.
a. She was told that the food that was burnt to a crisp couldnt possibly be undone so it was useless
crying over spilled milk.
b.His doctor said he had only a year to live, so he decided to drain the cup to the dregs.
c.Keeping sorrow locked up inside his heart was very unhealthy. He must let go of his grief
or be broken down by stress.
d. For many years, she blamed herself for her husband's heart attack. She should realize her family has had
enough of this breast-beating.
e.He has had many upsets in all these yaers, but he successfully overcame them;expectedly, he will soon
touch the stars.After knowing the meaning, the students will use the idioms in sentence.
B.During- reading
1. The teacher will distribute the copy to the students. The students will read the essay

6. A Semi- Detailed Lesson Plan in English IVI. ObjectivesAt the end of the lesson, the students should be able to;
A. give the meaning of idioms found in the text and
B. use it in sentence
C. specify statements in the text that tells how one can cope with crisis
D. write a paragraph telling about a crisis they experience and how they cope with the problem
II. Subject Matter
A.Focus: Coping with Crisis by Ann Landers
B.Materials: copy of the essay ³Coping with Crisis´ by Ann Landers, manila paper
C.Skill: reading, writing
III. Procedure
A.Pre- reading
1. MotivationWhat are the problems you have encountered and what did you do to solve it?
2. Vocabulary DevelopmentThe students will give the meaning of the idioms in the sentences below from
thecontextual clues given.
a. She was told that the food that was burnt to a crisp couldnt possibly be undone so it was useless
crying over spilled milk.
b.His doctor said he had only a year to live, so he decided to drain the cup to the dregs.
c.Keeping sorrow locked up inside his heart was very unhealthy. He must let go of his grief
or be broken down by stress.
d. For many years, she blamed herself for her husband's heart attack. She should realize her family has had
enough of this breast-beating.
e.He has had many upsets in all these yaers, but he successfully overcame them;expectedly, he will soon
touch the stars.After knowing the meaning, the students will use the idioms in sentence.
B.During- reading
1. The teacher will distribute the copy to the students. The students will read the essay