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the preparation of lesson plans can be very helpful. Especially, if this knowledge is applied regularly throughout the training period in the preparation of sample or hypothetical lesson plans.
8.1 L Background information
The first step in planning a lesson for an EFL class involves the determination of essential background information: Who are the students? How old are they? What is their level of proficiency in English? What is the linguistic composition of the class? How motivated are the students? Who is the regular classroom teacher? What textbook is being used? etc. Such background information should influence a teacher's strategy and selection of materials in the presentation of any teaching point. This is why trainees should prepare some sort of cover sheet to accompany any lesson plan for evaluation.
8.1.2. Basic data
Certain information should be provided at the top of any lesson plan: the student teacher's name, the intended datę of presentation, the estimated time of the lesson (or the time allotted for the lesson), and the teaching point.
8.1.3. The teaching point
By the teaching point we understand the briefly stated generał topie of the lesson
8.1.4. Justification
Justification and elaboration of the teaching point should; include:
Pre-assessment activitv - the activity or activities the student teacher carried out to determine that the teaching point is relevant for the class withregard to the learners' background.
H4
Relationship to current unit: ^ the eonsideration whether this particular teaching point fit into the current unit of instruction (also with regard to timing).
Pre-entrv performance —the eonsideration of the link with previous lessons.
Performance obiectives - the behaviours or abilities you expect from the students to be able to perform as a result of the lesson. Criterion level - the eonsideration of the satisfactory level of performance in the students (expressed in percentage of successful learners).
Materials - including the textbook, handouts, and audiovisual aids.
8.1.5. Procedur es
The next section is the core of the lesson plan. It specifies the piocedures or activities that the student teachers will engage in to ui oomplish the objectives of the lesson. The actual number of steps UNod by the teacher depends on factors such as the teaching point, nhjectiyes, time set for the particular lesson, etc. In the (!nvelopment of student activities, the student teacher should try to |0C|uence carefully and be surę that all exercises are contextualised mul meaningful to the fullest extent possible.
B The first step should be an appropriate introductory activity, ind the finał step should be a concluding activity that permits at llHNl informal testing of the criterion level established earlier. Wllliin this generał framework the student teacher should plan ^Hities that will be interesting to and profitable for his/her '"ilcnts, given the teaching point at hand.
8.1.6. Assignment
I'he finał items on the lesson plan should specify the jflNgnment and contingency plans. The latter means an alternate |t*!lviiy prepared so that a change of plan can be madę if this is ^Wtmry. Comments or self-evaluation should notę whether or not m llNSon was successful, what the teacher would improve if s/he
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