1. ACC4300-3 LEARNING UNIT:
LESSON PLANNING

2. PURPOSE
 1) it encourages the teacher to carefully choose the lesson topic and prepare both
the timing, and the procedural order of the lesson design in the real time.
 2) to prepare, the oral presentation of the topical material, the modelling the
grammar functions used in the lesson, and the procedure for vocabulary set
modelling and any single or group student vocabulary drills.
Lesson planning also affords the ESL teacher an ample compliment of internal
resource reserves that can be called upon during the actual lesson time should
there be a need. Classroom lesson dynamics often change the timing of a lesson
and may, at times, set a lively pace that requires more in depth topic material than
Initially planned.

3.  The lesson plan task is best simplified by making a
pre-lesson plan - a sketch/memo the ESL teacher
prepares of the approach to be taken when teaching a
prospective lesson topic The lesson pre-plan enables
the ESL teacher to loosely, but clearly, define the form
and flow that the lesson will take in the ESL
classroom, while at the same time allowing some
margins for classroom dynamics, that might be
created between the teacher and the students as the
lesson unfolds.
 An example of a pre-plan is as follows:

4. TEACHER'S LESSON PRE-PLAN
 Course name: General English, and English for Academic purposes.
 Student Level: B : :; I :X: ; UI : :; A : :.
 Aims: To develop articulation of the active and passive voice in the
three grammar tenses, and to know when to use them and to
understand how to transition the active voice into the passive voice
through conventional rules of English language grammar.
 Objectives; By the end of the lesson the student should be able to:
identify the active and passive cases of speech, create transitions
from the object of the active verb to the subject of the passive verb
and know when and how to use them, In the vocabulary set: to better
understand IPA notation and word pronunciation, understand word
class transitions through adjectives, verbs and nouns,

5.  Lesson topic: Passive and Active cases in written and
spoken English, how to include the active subject (agent) in
a passive form transition.
 Grammar structures; Word class relationships, verb
tenses, auxiliary verb be, vocabulary.
 Lexis: Active voice, passive voice, transitions, word
classes, any other vocabulary, IPA conversions of any
vocabulary to be used in the lesson.
 Functions: listening, speaking, writing, reading, learning
grammatical structures, discussing form and structural
syntax of active and passive cases,
Skills: Listening to understand the topical material content,
Reading for specific target information.

6.  Pairs:
I. Practice corroboratively writing: in the active and passive
cases, and produce one active and one passive paragraph
(two or three lines) to read/ speak to the class.~ T-S
discussion sentences
II. Listening: to passages written in the active and passive
voices spoken by the teacher.
III. Speaking: one student speaks to the class in a prepared
active voice and the other in the passive voice, and vice
versa if there is time.
 Phonology: Word stress, syllable notation,
Having made a pre-plan sketch of the lesson the next step is to
write the actual lesson plan.
A pre designed printable blank lesson plan form saved to a USB
drive will enable continuous daily printouts of the lesson plan
form.

7. Course unit ACC 4300- English
for
Academic Purposes
Date: 16th June 2013
Time: 08:30:00
Duration 2.5hs
Topic Passive structures
Grammar
Lexis
Student number: 20
Course level Intermediate
Lesson time Lesson activity Student activity Teacher
remarks
Teacher
activity
comment
08.30 :00 Role call _ _ Taking the
roll call
_ _
08:35:00 Handouts , messages Handouts
messages
Table 1: A Lesson Plan form. (suggested customised printable format for USB or similar form)
08:40:00 Icebreaker icebreaker icebreaker
0840;00 Student listen
students take
vocabulary drills
Model topical
material
Lexis,
vocabulary
and drills

8. AFTER THE LESSON PLAN
 After writing up the formal part of the lesson plan, the header, the date, lesson time,
lesson time frame, lesson topic, student level, Lexis, grammar component, lesson aims,
lesson objectives, and any recommended resource material, it's time to put into words
the form and flow of the actual lesson.
 This requires a chronological order throughout the unfolding of the lesson material.
Usually the lesson starts with a welcoming of the students to the classroom and the
attendance role call, followed by any new notices, handout materials, or lesson business
left over from the previous lesson. The teacher then presents the students with an
outline of the lesson and how the lesson is to proceed. This can be accompanied by a
“point form” hard copy hand out of lesson's time frame, and when any pairs, threes, or
fours groupings will take place during the lesson.. The lesson plan topic in this instance is
the Active and Passive voice of the English language and when to use it.
At this point in the lesson planning, consultation of the lesson pre-plan, informs the ESL teacher
that he/she must next prepare a full grammatical explanation of the passive case as used in the
English language. That is where or when to use it, and what, if any, variations can occur.

9. Since the passive case part of the lesson is scheduled to last for forty minutes of a
scheduled fifty minute class, any remaining lesson time is reserved for tying up loose
ends from the lesson itself, or homework hand outs, and a short preview of the next
lesson.
Ideally, if in the planning stage of the lesson the lesson pre-plan is adhered to, the Lexis
and vocabulary can be set aside until after the ESL teacher has fully prepared the
lesson's passive case material. Depending on the student course entry level (B,I UI A)
this particular grammar set can be problematic for many L2 students. It's at this point in
time in the lesson planning that the ESL teacher should consult a wide variety of
resources materials to gather in the simplest, but most effective passive case lesson
materials. This is possibly a “rule of thumb” position in the planning stage of most
lesson plans as the lesson pre-plan only reminds the ESL teacher of what is to be done
during the lesson and the lesson topic research is still yet to be done.

10. On compiling a folder of passive voice research material it needs to
be refined into a lesson presentation form that informs L2 students in
the simplest of terms the lesson proper with the various grammatical
inflections that indicate active, passive and tense of the passive
case.
When this task is completed the Lexis may be taken from the text
and presented either by over head projector (OHP) or on the white
board as a lexical set, followed by the teacher modelling the
pronunciation of the vocabulary set. Choral vocabulary drilling of the
students can then take place. Students should be encourages
immediately after the vocabulary drills to write up the vocabulary set
into their vocabulary journals, and set homework to rewrite the
vocabulary list in IPA symbols.

11. Generally, approximately 15 minutes will have elapsed from roll call to when
the students have finished entering the vocabulary into their vocabulary
journals. The remainder of “The Passive voice in the English Language”
lesson will be divided into three sections.
1. The teacher presents the discussion on the topic: “The Passive voice in the
English language”. Having explained in the discussion when and where the
passive voice occurs in the English language. The teacher then can deliver
several examples expressing instances of positive and negative voice
material, together with some of the grammatical inflections to be found in the
passive case. Students are invited to ask questions after the teacher has
finished the discussion at (10 minutes)

12. 2. The organisation of the students into groups of two, three, or four
(student number dependant), where the students will then collaborate in
writing active and passive sentences similar to the teacher examples,
and practice oral delivery within their group. The teacher will circulate
among the different student tables and spend teacher/students time
with each group (about 10 minutes)
3. The teacher calls the students to order, and arranges the table order
for the students to stand up individually and give a positive or negative
example of the passive voice. Each student should be prepared to give
an opposite example to their first example during a second round
should there be enough time.(about 10 minutes in all)

13. AFTER THE LESSON
After the lesson has been
completed any free time
(possibly about 5 minutes) is
taken up with a preview of
the next lesson and a
reminder of any homework
outstanding, or just set, IPA
work occurs on an individual
lesson basis.

14.  Well that's all for the introductory ACC4300-3 Learning unit:
Lesson Planning.
 There are many other ways to prepare and deliver a lesson
plans, Australia City College's TESOL teacher training
courses cover lesson planning in much greater depth and in
many more ways. ESL trainee teachers will want to conduct
actual real time lesson from plans for which they have chosen
the lesson topic, planned the lesson timing, and successfully
executed the lesson plan before mentors and peers. Lots of
luck when you get to that part, and I'll see you in the next
ACC4300-5 Learning unit: Analysing Communication ~
Bye for now!.