Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. This chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. It describes the teaching behavior that will result in student learning. ![]() They include -s (plural), -ed, -ing, -s (3rd person singular), -s (possessive), -er (comparative), -est (superlative). The inflectional affixes in English are all suffixes. These affixes are typically divided into two types inflectional and derivational. A daily lesson plan is a written description of how students will move toward attaining specific objectives. Most of the content words of English can change their form by adding prefixes or suffixes. A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. Collision -contact between two or more objects, as when two vehicles collide into each other 2. Yearly and term planning usually involve listing the objectives for a particular program. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). This usually means that teachers need to plan what they want to do in their classrooms. ![]() ![]() Teachers may wonder “which way they ought to go” before they enter a classroom. ![]() “That depends a good deal on where you want to get to,” said the Cheshire Cat. “Would you tell me, please, which way I ought to go from here?” asked Alice.
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