Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №25 (том 2)

explanation; interpretation; application; perspective; empathy and 
self-knowledge
-noting that they can be also used as an assessment method separately. Some 
researches show that sometimes teachers fail to reach their desired outcomes as they have set 
unrealistic or vague goals or implementing assessment that is designed or chosen irrespective of 
lesson objectives (Rodriguez and Abocejo, 2018).
Oser&Baeriswyl,2001 noted that lesson planning is a complex phenomenon that includes a few 
requirements that should be followed by a teacher in order to make a lesson effective. These 
requirements entail designing lesson plans that activate students’ both prior knowledge and 
motivation, to come up with appropriate mental activities when the content is acquired by learners, 

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to support learners in different levels or with different interests and to arrange assessment on the 
effectiveness of applied techniques.
In a study by Ruys,Van Keer, and Aelterman (2012) quality of lesson plans that centered around 
collaborative learning was examined. They examined 323 lesson plans designed by pre-service 
teachers. The findings showed that they have both strengths and weaknesses. While appropriately 
designed learning activities and adequacy of learning materials contribute to the effectiveness of a 
lesson, social objectives or decision on collaborative working rules hindered the process to some 
extent.
According to a general structure of lesson plans by Ostenson, LPs consists of two sections. In the first 
“a planning section”, a teacher decides on objectives, learning materials and strategies, while the 
second “a performing section” describes what students will accomplish, how they will accomplish, 
the teacher’s role in practice period and assignments that should be done during and out of the lesson.
According to Richards, lesson planning serves several purposes. One of the most important ones is 
sharpening your skills to structure and organize content to create effective support for the students. 
Besides, cognitive and conceptual process activated through creating lesson plans, it also serves some 
other purposes:
-It provides a framework or “road map” for your lesson; 
-It helps you think through and rehearse the teaching process; 
-It provides a sense of security; 
-It determines the sequence and timing of activities; 
-It helps you realize your principles and beliefs; 
-It provides you with a record of what has been taught.
Even though there is no strict structure to follow when developing lesson plans, effective lesson plans 
should include followings: 
Goals-where the teacher sets a set of objectives to achieve till the end of the lesson; 
Activities-the content taught by the teacher should be practiced under the supervision of the teacher;
Timing-this section should make time for all stages clear;

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891 
Reflection-the teacher should reflect the strengths and weaknesses of the lesson for future lessons.
Bailey (Bailey and Nunan 1996) investigated departures of experienced ESL teacher and 
recommended them as principles of good teaching. They are as follows:
“-Serve the common good. For example, an issue raised by an individual student was thought to be 
worth pursuing because it would benefit the whole class.
-Teach to the moment. For example, the teacher drops the lesson plan and pursues an issue likely to 
be of particular interest to students at that moment.
-Accommodate students’ learning styles. For example, the teacher decides to incorporate some 
explicit grammar instruction since the learners have preference for this mode of grammar learning.
-Promote students’ involvement. For example, the teacher drops a planned activity to give students 
more time to work on an activity that they have shown a high degree of interest in.
-Distribute the wealth. For example, the teacher keeps one student from dominating the class time to 
enable the whole class to benefit from a learning opportunity.
In conclusion, the paper discusses important stages for developing effective lesson plans. Yet, 
adapting a lesson plan to learners’ needs depends on teachers’ professional competence and creativity. 
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