DAILY LESSON PLAN Developed by Abdelkarim Foulfoula © 2016

Teacher :
Lesson: ………………………………………………………………….……………..…..….
Term :  Vocabulary  Grammar
Focus :  Reading  Functions
Class / Level  Listening  Speaking  Writing  ………….…
Unit & Pages Date : Time:
……………………………………………………………………………………………….………………………………..…….
Overall Objective (s)
……………………………………………………………………………………………………………………………………….

NOTES / COMMENTS / HOMEWORK : MATERIAL : INSTRUCTIONAL / LEARNING FOCUS

....................................................................  board STRATEGY SKILL M. INTELLIGENCE

…………………………………………………..…………..  textbook

TIMING :
 handouts  individual work  reading  verbal / linguistic
……………………………………………..………………..  writing  auditory / musical
 visuals  realia  pair work
……………………………………………..………………..  group work  speaking  visual / spatial
 multi-media
…………………………………………………..…………..  hands-on activity  listening  kinesthetic
 …………………..  creative thinking  logical
 fluency  accuracy
 meta cognition  problem solving  interpersonal
 co-operative learning  reasoning  intrapersonal
CONTENT / ACTIVITY  …………………….
 project-based learning  ………………….….
WARM-UP
INTRODUCTION
PRESENTATION
PRODUCTION
EVALUATION
APPLICATION
DAILY LESSON PLAN Developed by Abdelkarim Foulfoula © 2016

What should the overall objective be ? Ideally, it should come from a course plan which outlines a logical progression of aims for
every lesson in a course. How does this lesson that you’re teaching today fit into the bigger picture of what your students want or
need to achieve on the course? The aim might be based on a language point (grammatical, lexical or phonological), or it might be
based on a skill (reading, writing, listening or speaking).
Think not in terms of what you want to teach, but in terms of what you want your students to be able to do. By thinking from
your students’ perspective, you are more likely to choose activities that will help them achieve this aim, rather than ones which
are easy for you to teach. If your aim is grammar or vocabulary based, you’ll avoid the risk of “teaching” the form and then
thinking “okay, they’ve got it, job done”. So, instead of “to teach will and going to” or “to practice listing for gist”, try to enable
students to discuss future plans using will and going to, or to develop students’ ability to identify the main ideas in a reading
text. Think along the lines of to “help / to enable / to develop/ to improve…” rather than “to teach / to practice”.
Make a note of how you will recognize when your students have achieved the main aim. This can help you afterwards to
critically analyze your lesson. Think about ways to improve it if they didn’t achieve the aim, and decide what further work is
needed on a particular language point or skill.

LESSON STAGES :

 Make connections to previous learned content and previous experiences ( Activate prior knowledge ).
 That means to activate in your students’ minds a mental image or expectation based on their pre-existing
knowledge of the topic. This mental image is often called a “schema,” and so we can say that the aim of a
lead-in stage is to “activate your students’ schemata”. Your students’ existing knowledge and experience can
WARM-UP
then be used to personalize the lesson.
 Use questions to elicit conversation using the new structures and functions.
 Show examples of what your students will learn in the lesson you intend to teach.
 Simply, use this lesson stage to briefly review previously learned content.

 This stage mainly provides interest and motivation to the students. It focuses students' attention on the
lesson and its purposes, and convinces them that they will benefit from it
 Ask questions to get the students’ thinking about the topic of the lesson. Discuss context and rationale.
INTRODUCTION
 Show pictures that relate to the lesson’s topic, bring in "realia" (real objects) related to the lesson, or tell a
story to emphasize the importance of the topic, or show a short video that’s relevant to the target content.
 State the objective(S) and relate it / them to previous learning through eliciting and brainstorming .
 Introduce new information. Guide the presentation. There might be some student input or interaction.
 Introduce new information / content / target structure via a variety of strategies : visuals, realia, pictures,
gestures, descriptions, explanation, text, dialogue, video, miming , story, joke …
 Provide a restricted activity containing the new structure and standardize pronunciation. This is to make
students focus entirely on the target language or content in context. Explain and demonstrate each step
correctly, clearly, and concisely
PRESENTATION  Your presentation can be deductive (state a rule or generalization and proceed to explain or illustrate it); or
inductive (present examples and the students draw conclusions / rules based on observing them ).
 Some combination or variation of inductive and deductive can be used.
 When presenting or giving instructions, use simple sentences and familiar vocabulary ; speak slowly and
pause between sentences.
 Check comprehension; it is not enough to ask, "Do you understand?"; have them do something to show that
they’ve understood.
 Provide context and opportunities to practice new knowledge .
 Guide practice through relevant material and well-designed activities ensuring the use of various skills.
 Sequence your activities from most to least structured, slowly giving the students more freedom to use the
PRACTICE target structure naturally. Explain each activity clearly and model it.
 Create an interactive setting encouraging oral communication and collaboration among students.
 Monitor / scaffold progress and use of skills ; provide immediate, positive, corrective feedback.

 Students learn and generalize a new language skill. They show that they know the material in context in
addition to their potential and ability to produce the material in new contexts via speaking or writing.
 Allow / encourage students to talk about themselves, their lives or specific situations using their own
PRODUCTION
information, but focusing on the target language that was taught in the presentation and practiced in the
previous activities. Correct them as needed in their use of the target language. Provide less controlled or
structured activities to allow for natural and free use of the target language.
 Evaluate each student and whole class on attainment of the lesson objective(S).
EVALUATION  Evaluation can be oral, written, or demonstrated performance (role play, oral presentation …) .
 Give immediate, positive, and corrective feedback .

 Review lesson objectives, revisit essential aspects of the lesson ; recap what has been taught and learned.
 Provide fun activities requiring students to apply new knowledge or skill to their own lives or new
APPLICATION
situations. Fun activities will give you time to breathe and send your students out on high spirits, hopefully
looking forward to your next lesson.