Approach( es) and activities
For each stage you will have to think what approach you are going to use and what activities the students will do to achieve your aims.
Materials, aids and equipment
The question you need to ask is: At each stage which materials, aids and equipment do I need to achieve my aims? You should make a note on your lesson plan of when you will use these materials and aids and also include a plan of your blackboard or whiteboard at each stage of the lesson. Information about the students and the classroom circumstances
It is worth noting at the top of every plan the level of the class, the coursebook they are using, the size of the class and its composition, especially if it is multinational. You may be required to give more detailed student profiles. You should also note how this lesson fits into the students’ course programme and what knowledge you assume the students will bring to the lesson.
Anticipated problems
Although you need to learn to be flexible in class, to be able to think on your feet and adapt your lesson plan according to circumstances, you are less likely to be thrown if you give some thought to some of the things that can go wrong. It is a good idea to make a note on your plan of any anticipated problems in terms of language or classroom management.
Researching the language
Before you teach any language point you should research it thoroughly. If it is a grammar of functional point look at a number of grammar reference books until you are satisfied that you understand in detail both the form and the meaning.
Getting organized
Before you start your lesson, there are a number of practical things you can do to make sure that everything runs smoothly like: Check that you have your lesson plan and make sure you have all the necessary aids and equipment listed in the plan.
Check any equipment you are going to use: For example, that the cassette recorder or video woks; that the OHP is the right distance from the screen or wall, etc.
Check that the board is clean.
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