Planning lessons

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 - that could occur during any of the activities and any strategies you have considered for dealing with these problems. It is particularly useful to include this on the plan you give to your supervisor. In this way you will be given credit for anticipating difficulties, whereas if you mention such problems after the lesson it sounds as if you are making excuses!

You can anticipate what students will find difficult in a particular language item by thoroughly researching the language you are planning to teach. (See Researching the language on pi 82.) Investigate, if possible, the ways in which their language is different from English. For example, will your students have difficulty with the sound /э/ because it doesn't exist in their language? This is obviously easier to do with a monolingual group. You can also anticipate difficulties by finding out as much as you can about what the students have done in previous classes - their individual strengths and weaknesses in skills work, for example.

There are a number of ways in which the timing and organization of your lesson can be affected. For example, it is a good idea to think about what you would do if:

• the students take a longer or shorter time to do the activities than you had planned;

• they find an activity easier or more difficult than you thought they would;

• some students finish before the others;

• there are some students who need extra support;

• there are uneven numbers for a pairwork activity;

• some or all of the students have already met the material you have based your lesson round: for example, they have already seen the video you were going to show.

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