A basic lesson plan for this blog

The lessons provided in this blog do not follow traditional lesson plan structure. They are written as general templates for teachers to personalize, change, cut, past, improve, destroy and just generally adapt to their needs. However, below is a lesson plan template which can be used by those teachers who work better with the visual cues and organization only a formal lesson plan template can provide.

(Lesson title here)

Activity	Interaction	Time	Procedure	Aims
The objective			Each lesson clearly indicates objectives in terms of what students will be able to do with English.	To give students something to show for their efforts.
The language	T	little	Here´s where you want to anticipate what students are going to say--that is, the grammar, phrases and vocabulary--as well as how they are going to say it--that is, the pronunciation, problems with connected speech, schwas, etc. Study up a bit so you can be prepared for any and all off-the-wall questions that come flying at you. But don´t panic--you can always look up what you don´t know between classes or during a break.	To be the most effective teacher you can be. To teach using what student already know and just raising the bar just a bit.
The set-up	T	depends	This is where you´ll have to find materials or texts (if you choose not to use the ones provided) . You only have to do this once so, don´t skimp on quality.	To make the class that much more interesting and real for your students. To provide the basis for the class.
The low-down	T-S	short	The mistake many teachers make is to either spend too much or too little time introducing the activities. You want students to understand WHAT they´re going to do, HOW they are going to do it and to what END. To do this you´ll need to "chat", that is, have a casual conversation with the class about the topic, their experiences with it and anything else that gets them interested and ready to do the task. Don´t forget to demonstrate if you need to!	To activate the topic; the language that will be used; to gauge students previous knowledge of both; to get everyone on the same page
Now what?	S-S	depends	A kind of conclusion; generally, once they´ve completed the task, they´re going to want to share their results with the rest of the class--but always with an objective in mind!	To recycle language; to allow students to "show off" their results; to generate feedback on their success; to give a feeling of completion
Time to teach	T-S S-S	depends	Here´s where you get out the white-board markers and show your students you know your stuff. The possible procedures for correction here have already been outlined in the introduction. If there´s grammar which is new to the class, limit presentation to just one new grammar point and leave other possibilities for another time. Ideally, you want to integrate the "new" with the "review". Otherwise, select something that was unique to that lesson.	To put all that language research to good use; to make students feel they´re getting their money´s worth; to improve minds
More talk-time	T-S S-S	depends	This part is optional and perhaps even some questions listed for discussion were touched upon during the task. However, it´s not a bad way to round-off a class if you´ve got some time left-over.	To reinforce language and improve general conversational skills.