Unit 6

lesson plan frameworks -  your own general philosophy of education, principles of L2 learning, stages before and after lesson and how it fits in the assigned curriculum.
Format of a lesson; 
goal - lesson should address in some way the overall goal of the curriculum.
objective - what will students do or perform
terminal objective - give instructions and commands using imperatives, use imperatives in a socially appropriate manner.
enabling objectives - practice imperatives through an information gap activity, categorize giving imperative commands in terms of appropriateness, practice giving appropriate commands using imperatives through a situational activity, enabling objectives lead to terminal objectives.
materials and equipment - good planning involves knowing everything you need to take with you or arrange to have in your classroom.
procedure - plans should include opening statement or activity as warm-up and ascertaining appropriate background knowledge, set of activities and techniques in which appropriate timing has been considered. closure, a brief winding down time so it doesn't end abruptly.
assessment - informal assessment or quiz/test determine how effective your lesson has been.
extra-class work - essentially homework or learning they can do after class and must be clearly communicated.
categorizing techniques :
manipulation - communication continuum - manipulation technique is controlled by teacher and the outcome is predictable (choral repetition, dictation)
communicative - students responses are open ended and unpredictable (story telling, brainstorming)
Controlled versus open ended techniques
controlled - the teacher restricts communication, elicits an intended response, emphasises forms/structure
open ended - students are free improvise, responses are spontaneous, focus in meaning/communication.
mechanical, meaningful and communicative techniques
mechanical drills - focus on a minimal number of language forms through repetition. mechanical drills have only one correct response from a student and have no implied connection with reality, meaningful drills can add some reality.
textbook adaptation - make sure the textbook is appropriately geared for your particular students ability, their level and goals. textbook selection is complex if provided the opportunity to choose it, chart in Teaching by principle (p233)
other classroom aids and materials - teacher resource books, other student textbooks, Realia (objects, food items, tools, clothing) digital media, self-made paper based visual aids, commercially available visual aids.

reference:
Teaching by principles: An interactive approach to language

pedagogy. Upper Saddle River: Pearson.(Brown, D. & Lee, H. (2015)