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to move on quickly to different applications or problems, and to identify strategies
that check for understanding. Some questions to think about as you design the

learning activities you will use are:
1) What will I do to explain the topic?

2) What will I do to illustrate the topic in a different way?

3) How can I engage students in the topic?
4) What are some relevant real-life examples, analogies, or situations that can

help students understand the topic?
5) What will students need to do to help them understand the topic better?

Many activities can be used to engage learners. The activity types (i.e. what

the student is doing) and their examples provided below are by no means an
exhaustive list, but will help you in thinking through how best to design and deliver

high impact learning experiences for your students in a typical lesson.
C. The Concept of Lesson Plan

At the start of a course, we need think about “What” we intend to cover in

the course, “Why” and “How”. These two concepts go hand in hand we will be able
to decide ‘what ‘to teach, when we know ‘why’ we want to teach it, and this will

depend on the group of learners that we have in front of us in the classroom.
Some schools and institutions will provide their teachers with a syllabus

from the start of an academic year, which maps out exactly what they expect their

teachers to cover. In those cases, this process of working out the ‘what’ and the
‘why’, has largely been done for the teacher.

Identifies 3 important ingredients in lesson planning: Engage (the students),

Study (the new content for the lesson), Activate (getting students to do something
with the content).

Some Ideas to help us with the ‘how’ of lesson planning: first of all, how
we can build variety into our lessons, and secondly. how we can also use familiar

routines and activities to ensure continuity.
Variety also needed, Variety can come into the lesson in many different

ways. It might mean that the teacher decides to take a test-teach-test approach to

grammar, rather than a presentation-practice-production approach. It might mean

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