CHAPTER I

INTRODUCTION
1.1 The Backgroud of Study
The term lesson is popularly considered to be a unified set of
activities that cover a period of classroom time, usually ranging from forty
to ninety minutes. These classroom time units are administratively
significant for teachers because they represent step along curriculum
before which and after which you have a hiatus (of a day or more) in
which to evaluate and prepare for the next lesson. Teacher may wonder
which may they go to before they enter to the classroom. This usually
means that teachers need to plan what they want to do in their classrooms.
Therefore, the teachers must know how to plan a lesson before they enter
to the classroom.
In this paper the writers discuss HOW TO PLAN A LESSON, The
material is taken from the book TEACHING by PRICIPLES An
Interactive Approach to Language Pedagogy Second Edition (Chapter10
HOW TO PLAN A LESSON pages 149-163). The book was written by
H. Douglas Brown (2001). In this paper the writers also take related
theories from other source like from internet and other book.
1.2 Problem Statement
1. What are the essential elements of lesson plan?
2. What is the guideline for lesson planning?
1.3 The Purpose of Study
1. To know the essential elements of the lesson plan
2. To know guideline for lesson planning

CHAPTER II
HOW TO PLAN A LESSON
2.1 FORMAT OF A LESSON PLAN
There are some essential elements of lesson plan should be:

1. Goal(s)
The teachers should be able to identify an overall purpose or goal that
2.
a.
b.
c.
d.

teacher will attempt to acomplish by the end of the class period.

Objectives
It will help teacher to:
Be sure that you indeed know what it is you want to accomplish,
Preserve the unity of your lesson
Predetermine whether or not you are trying to accomplish too much, and
Evaluate students success at the end of, or after, the lesson.
There are two objectives those are terminal and enabling objectives.

Terminal objectives are final learning outcomes that you will need to measure
and evaluate. Enabling objectives are interim steps that build upon each other
and lead to a terminal objective.
3. Material and Equipment
It may seem a trivial matter to list material needed, but good planning
includes know in what the teacher need to take with you or to arrange to have
in your classroom.
4. Procedures
At this point, lesson clearly have tremendous variation. But as a very
general set of guidelines for planning, the teacher might think in terms of
making sure your plan includes
a. An opening statement or activity as a warm- up
b. A set of activities and techniques in which you have considered
appropriate
i.
Whole- class work
ii.
Small- group and pair work
iii.
Teacher talk
c. Closure
5. Evaluation
Evaluation is an assesment, formal or informal, that teachers make after
students have sufficient opportunities for learning, and without this component
the teacher have no means for a) assesing the success of students or b) making
adjustment in lesson plan for the next day.
6. Extra- Class Work
Sometimes misnamed Homework (students do not necessarily do extraclass work only athome), extra- class wokr, if it is warranted needs to be
planned carefully and communicated clearly to the students.
2.2 GUIDELINES FOR LESSON PLANNING
1. How to Begin Planning

In most normal circumtances, especially for a teacher without much

experience, the first step of lesson planning will already have been performed
for you: choosing what to teach.
For teacher who have never taught before, it is often very useful to write a
script of lesson plan in which your exact anticipated words are written down
and followed by exactly what teacher would expect students to say in return.
Writing a complete script for a whole hour of teaching is probably too
laborious and unreasonable, but more practical and instructive are partial
script that cover.
a. Introductions to activities
b. Direction for a task
c. Statements of rules or generalizations
d. Anticipated interchanges that could easily bog down or go astray
e. Oral testing techniques
f. Conclusion to activities and to the class hour
2. Variety, Sequencing, Pacing, and Timing
There are four considerations come into play here:
a. Is there sufficient variety in techniques to keep the lesson lively
interesting?
b. Are your techniques or activities sequenced logically?
c. Is the lesson as a whole paced adequately?
d. Is the lesson appropriately timed, considering the number of minutes in the
class hour? Timing is an element that teachers should build into a lesson
paln : (i) if the planned lesson ends early, have some backup activity ready
to insert, (ii) if the lesson isnt completed as planned, be ready to
gracefully end a class on time and, on the next day, pick up where you left
off.
3. Gauging Difficulty
Figuring out in advance how easy or difficult certain techniques will be is
usually learned by experience. Some difficulty is caused by tasks themselves;
therefore, make direction crystal clear by writing them out in advance.
Another source of difficulty is liguistics. The main problem lies in the
heterogeneity of a classroom full of learners whose proficiency range is very
broad. Individual attention, feedback, and small- group work can sometimes
bring balance into the classroom.
4. Indiviual Differences

For the most part, a lesson plan will aim at the majority of students in
class of compose the average ability range. The teacher can take several steps
to account for individual differences:
a. Design techniques that have easy and difficult aspects or items.
b. Solicit responses to easier items from students who are below the norm
and to harder items from those above the norm
c. Try to design techniques that will involve all students actively
d. Use judicious selection to assign members of small groups so that each
group has either i) deliberately heterogeneous range of ability or ii) a
homogeneous range (to encourage equal participation).
e. Use small- group and pair work time to circulate and give extra attention
to those below or above the norm.
5. Students Talk and Teacher Talk
Give careful consideration in lesson plan to the balance between student
talk and teacher talk. Students must have a chance to talk, to produce language,
and to even initiate their own topics and ideas.
6. Adapting to an Established Curriculum.
There are two factors that must be considered to contribute in curriculum
planning:
Learner factor:
a. Who are the students (age, education, occupation, general purpose in
taking english entering proficiency level)?
b. What ate the specific language needs (e.g. to read English sientific texts,
serves as a tour guide, to survive minimally in an English- speaking
country)? Break those needs down into as many specific subcategories as
feasible.
Institutional Factors:
c. What are the practical constraints of the institution you are teaching in
(budget, equipment, classroom space and size, phyloshophy of the
institution, etc?
d. What supporting material (textbooks, audio- visual aid, overhead
projector, and other equipment) are available?
By paying primary attention to the learner factors, the teachers will have a
good chance of pointing students toward pragmatic, communicative goals in
which their real- life needs for English will be met. The teacher will focus on
the learners and their needs rather than on the teachers needs or institutions

needs. However, taking the institutional factor seriously will add some
administrative practicality to the goals.
7. Classroom Lesson Notes
A final consideration in lesson planning process is sort of lesson notes.
Most experienced teachers operate well with no more than one page of a lesson
outline and notes. Some prefer to put lesson notes on a series of index cards
for easy handling.
2.3 RELATED THEORIES FROM OTHER BOOK
1. Why Plan?
There are internal and external reasons for planning lesson (Mc. Cutcheon
1980). Teachers plan for internal reasons in order to feel more confident, to learn
the subject matter better, to enable lessons to run more smoothly, and to anticipate
problems before they happen. Teachers plan for external reasons in order to satisfy
the expectations of the principal or supervisor and to guide substitute teacher in a
case the class needs one. Lesson plan can benefit English teachers in the following
ways:
- A plan can help the teacher think about content, materials, sequencing,
-

timing and activities.

A plan provides security (in the form of map) in the sometimes

unpredictable atmosphere of a classroom

A plan is a log of what has been taught
A plan can help a substitute to smoothly take over a class when the teacher
can not teach.
Lesson planning also benefits for students because it takes into account the

different backgrounds, interests, learning styles, and abilities of the students in

one class.
2. Model of Lesson Plan
The dominant model of lesson planning is Tylers (1949) rational- linear
framework. Tylers model has four steps that run sequentially:
- Specify objectives
- Select learning activities
- Organize learning activities
- Specify methods of evaluation
3. How to Plan a Lesson
- Developing the plan : An affective lesson stars with appropriate and clearly
written objectives. An objective is a description of a learning outcome.Objectives
describe the destination (not the journey) we want our students reach.

- Implementing the plan : Implementing th lesson plan is the most important (and
difficult) phase of the daily lesson planning cycle. In this phase, the lesson plan
itself will retreat into the background as the reality of the class takes over.
- Evaluating the plan: The final part of daily lesson planning happens after the
lessson has ended and evaluation can take place during the lesson too, when the
teacher must evaluate the success or failure of the lesson. Evaluation as an
assesment that is formal or informal that you make after students have sufficient
opportunities for learning ( Bown 1944,p. 398).
2.4 SAMPLE LESSON PLAN
It is the example of a lesson plan. It is designed for an intermediate level
pre- university class at the American language institute at San Francisco State
University.
1) Goal
Students will increase their familiarity with conventions of telephone
conversations.
2) Objective
Terminal objective
1. Student will develop inner expectancy rules that enable them to predict
and anticipate what someone else will say on the phone.
2. Students will solicit and receive information by requesting it over the
telephone.
Enabling objective
1. Student will comprehend a simple phone conversation (played on tape
recorder)
2. In the conversation, students will identify who the participant are,what
they are going to do, and when.
3. Student will comprehend and produce necessary vocabulary for his topic
4. Student will comprehend cultural and linguistic background information
reganrding movies, theatres, and arranging to see a movie with someone.
5. Student will infer what a second speaker is saying on the phone by eaves
droving on one speaker only.
6. Each students will ask someone to go a movie with him or her and respond
appropriately to reciprocal request.
7. Students will get life movie information over the phone
3) Materials and Equipments
Tape recorder with taped conversation

A telephone (if possible) or a toy facsimile eight differentmovie

advertisements movie guide page for extra class work.
4) Procedures
a. Pre- listening
The teacher places a phone onthe front table it will be used later. To point the
students thinkingin the right direction for this lesson we will start off with he
following model phone conversation on tape. It is very short and very easy
well below students level there is no question that they will understand it fully
its purpose is to set up a framework of the lesson.
b. Listening to the tape
Please listen
Phone; ring
Tom:hullo
Jack: tom, this is jack. Dya wanna go th movies?
Tom: mmmm....when?
Jack: tonight i have free passes
Tom: uh ok sure what time?
Jack: eight oclock ill-ill meet ya there,ok?
Tom: fine see ya then .
(this tape may be played twice).
c. Whole class discussion
T: did tom call jack?
J: no,jack call tom.
T: right what are they going to do?
Ss: go to the movies
T: good! When are they going?
Ss: tonight (and /or) eight oclock
T: right what are free passes?
S1: free tickets.
T: yes who has free passes?
S2: jack.
T: exactly.what movie are they going to?
Ss: it doesnt say
T: what could that mean?
S1:theres only one theatre on the town
S2:the always meet at the same place etc.

St: good!any of those things are possible. It sound like they know
each other very well.maybe they go to the movies together
often
A general discussion about movie-going(and phoning to arrange it) when
involve students personally and will introduce one new term.
d. Schemata building discussion
T:whos been to the movies lately?
S1: (raises hand)
T: s1 what did you see?
S1: harlem nights
t: harlem night-was it good
s1: yes
t: did you go with a friend?
S1; yes did you call him/her to arrange it?
T: she called me.
This conversation will continue to include other ss. The main subject to come
back to are what movies they saw,if they arranged it with a friend by phone,
and whether hey went to a bargain matinee.)
*note: during all instruction the teacher listen with interest to students
comments. The teacher gives feed back after each comment,making to let the
students realize that they already know a lot.
e. Listening activity
T; indicates the phone on the front desk) my friend Debbie is going to call me
in few minutes. Of course you wont hear the Debbie talking to me, yoll
just hear me right?
I want to you listen carefully and try to figure out two things (write on these
on the board as you say them):
One what does Debbie want to do ?repeat!
Two
Two when?repeat
Ok, listen for what Debbie wants to do and when .(indicating questions on
board )
(pause.the phone rings).
T: hullo

Gap 1---T: this is Karen

Gap2 ---T: oh hi deb how are you?
Gap3----T: the movies (look at watch) when?
Gap 4---T: um ok this afternoons fine whadda wanna see
Gap 5-----T: well ill only go to batman if its bargain matinee.
Gap 6------T: there is one oclock?great ill meet you there.bye .
T: what does debby want to do?
Ss: go to the movies.
T: right! When?
Ss: this afternoon (and/or) one oclock.
T: excellent! She wants to go to the movie this afternoon.
Now youre going to hear the same phone call again. This time try to figure
out three things:
1. What movie daes Debbie suggest?
2. Am i willing to pay full price?
3. Does debby tell me i will have to pay full price?
(Erase the first questions from the board and put the three new questions on
the board).(repeat the phone call).
T: what movie does debby suggest?
S1: batman
T: righta!was i willing to pay full price
S2:no,you wanted to go to a bargain matinee.
T: yes! Ad what does debby tell me? Will i have to pay full price?
S3: no she tells you that there is a bargain matinee.
T: at what time?
S3: one oclock
T: ok! Good now youre going to hear the phone call one last time.
This time ill stop every time debby shold be speaking,and i want you to tell
me what debby might have said. many different answer maybe correct.
T: (goes back to phone) hullo?
S1: hullo
S2: is Karen there?
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S3: is Karen home

T: (smile and nods to show answer are good) this is Karen
S4: its debby
S5:this is debby.
T: oh hi deb how are you?
S6:fine
S7:do you want to go to the movies?
S8: do you have time to see a movie?
(this format continues until the conversation is completed and all students
have participated).
F Post listening activity
Teacher passes out eight different movie ads to eight students (see samples on
ad page).teacher puts a second phone on the front table.
T: ok, everyone with an ad please get a partner who does not have and an s1
and s2 (one pair group) please come up up these phones.s1 has a
newspaper and for a movie. She will call s2 and ask him to go to that
movie with her. Be sure to arrange the following things in your phone
conversation (write these on the board).
1. What movie?
2. What time?
3. Which theater?
The students come up in pairs and have very short phone conversation to
arrange going to a movie together. If there is not time for each pair to come to
the front and use the phones, pairs can work on their conversations at their
desk.
g exstra classwork assignment
Teacher passes out datebook /movie guide page to each students.
T: everyone please choose at theater from this page.(make sure each student
choose a different theater.)
Circle the theater and the phone number on your handout.
Choose a movie at your theater
Circle the movie.
Circle the times next to it.
Repeat these directions and demonstrate with your own movie list. Go around
and make sure that everyone has circled:
1. A theater
2. The right for number
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3. A movie at their theater

4. The time its showing.
T: tonight when you go home,please call the theater youve choosen. Listen to
he recording.find two things.
1. Is your movie still playing?
2. Are the times the same
Please write these questions on the back of your handout(write them on the
board):
1. Is the movie youve choosen still playing?
2. Are the times the same?
Remember that you can call the theater as many times as you
want.these are local calls.
5) Evaluation
Terminal objective (1) and enabling objectives (1) through(5) are
evaluated as the activities unfold without a formal testing component. The
culminating pair work activities unfold without a formal testing components.
the culminating pair work activity is the evaluate component for terminal
objective (2) and enabling objective (6) as fair work together, t circulates to
monitor students and to observe informally whether they have accomplished
the terminal objective.the success of the extra class assignment enabling
objective (7)-will be informally observed on the next day.

CHAPTER III
CONCLUSION
Lesson plan is a unified set of activities that cover a period of classroom
time, usually ranging from forty to ninety minutes. The teachers must know how
to make a lesson plan in order to make them easy and they will know what they
must do during the process of teaching.
There are some essential elements of lesson plan, it consists of goal,
objectives, material and equipments, and the last is evaluation. Lesson plan can
benefits both for teachers and for students.

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REFERENCE
Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to
Language Pedagogy. Englewood Cliffs: Prentice Hall.
Richards, J. C. & Renandya, W.A. (2002). Methodology in language teaching: An
anthology of current practice. NY: New York. Cambridge University Press.

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