“A goal without a plan is just a wish.”


                                                                                     Antoine de
Saint-Exupéry (1900-1944)




Planning Your Work



Planning in many branches of human life makes life easier. Heading towards the aim and knowing what
you will do next saves your time. It helps you to prepare things you will need; it gives you
security and confidence. Older pupils become aware of how well-prepared the lesson was and young
learners feel it subconsciously.


In schools we have to do long and short term planning. Long term planning is what we do before each
term. We plan textbooks, teaching aids, interconnection with other subjects and particular topics.
Cooperation with other colleagues pays here.


Short term planning covers one topic, one unit, one week. There may be three to ten lessons. We
plan not only the topic but also methods, assessment (test, comment, feedback, evaluation …), basic
and supplementary material.


Lesson planning is probably what crosses our mind when we talk about planning because it is a part
of everyday teachers’ life. A lesson is a type of organized event and the teacher is the main
organizer though sometimes not the main visible element. Lessons vary in time, place, topic,
atmosphere, methodology and materials but they all aim at learning. They involve participation of
learners and teachers and should be pre-scheduled. Pupils learn more easily when they know what to
expect in the lesson and what they are expected to do from the teacher. A well planned lesson with
routines enables them to predict situations. Each teacher has his own way of planning the lesson;
each teacher has his own style. After a few lessons pupils get to know the system, the routine and
feel comfortable. Although the teachers are different and they plan their lessons in a different
way, some things are common with most of them:


A carefully planed and managed lesson needs a framework: a beginning and an end and some content in
between. Writing a lesson plan the teachers write the unit plus the topic of the lesson, they also
write the class and the date. Then the main core of the lesson plan follows. With each activity
planned there is timing, what and how it will be realized and the supplementary materials used. The
teacher also takes into consideration the link the lesson has with the one before. He/she thinks
about the lesson after. Organization of the activities is important. The teacher decides where
individual, pair or group work is suitable. Sometimes he involves whole class activities. The time
of the day is not of the lowest importance, too. There should be balance between quiet and noisy
exercises. The teacher considers whether all four language skills are covered and to what extent
teacher-pupil and pupil-pupil activities are used. Lesson planning is a complex process which
fortunately after years of practice is not so much time-consuming.


After the lesson is over the teacher still does not forget about the lesson. Even if he/she is not
focussed on his/her self-assessment, good teachers hardly ever forget about the lesson as soon as
they close the classroom door. The question “Did the pupils learn what I wanted them to learn?” is
always besetting. The answers then become the basis for the next lesson plan.


Of course there are things that can go wrong and that sometimes could not have been anticipated:
  * An external disturbance may appear. A wasp may be flying around the classroom; a ring-tone of a
mobile phone can interrupt the activity. Then either get rid of it or make use of it. The second
choice is better. The disruptive element can be a good opportunity to increase the number of new
words, to train some grammar or just to do storytelling where the element is involved.
  * The class might be out of control thanks to the activity done. Then use a calming activity,
tell the pupils a story, let them fill in the words in the story. Rather whisper than shout.
  * When the activity takes too long, when it takes more time than you have planned, shorten it.
Promise to finish the thing next time (but do not forget to do it). Asking pupils to do the rest as
homework is not a very clever solution. You must have prepared a different homework in your lesson
plan aimed at the topic.
  * You can have extra time. There always should be an emergency activity at hand. It should have
been involved in the lesson plan.
  * An activity does not work. Bad instruction is usually the cause. Just explain the thing once
more in a clear way. But if the cassette player does not work, do not try to repair it. You may
loose the time. Just change the activity.
  * An activity is too difficult. Either simplify the activity or move on to something else.


Nice conclusion and summarizing at the end of the lesson may point out that if not a lot of work
then at least several steps forward have been done.


“A good lesson is adaptable and flexible; is a back-up system; has clear objectives; has a variety
of activities, skills, interaction, materials, caters for individual learning styles; has
interesting, enjoyable content; has an appropriate level of challenge and is well prepared, well
planned and well timed.” (Brewster, J., Ellis, G., Girard, D.: The Primary English Teacher’s Guide,
Longman 2005)