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Communication: Written English | 259

Box 10.2 (Continued)
• Deal with one relevant issue per paragraph. Don't cram in too many
ideas in a paragraph.
• Don't provide too many appendices and/or footnotes. Build all this
information into your writing.
• Your presentation should be effective. The page should present a
neat, clean legible look.
• Write several versions if necessary, of your material. Revision helps.
• Copyedit your writing to avoid spelling, punctuation, and grammatical
mistakes.

Structuring Lesson Plans
Whether you are sketching an outline or jotting down points for a content
subject (for example, history, geography, mathematics) or a skill subject (for
example, language studies), effective teaching needs a lesson plan.
It helps to think of the lesson plan as a planned audio-visual presenta-
tion. It is useful hence to divide the information into three stages:

i. Pre-teaching activities that make the learner curious and oriented
towards the main topic or the actual lesson he/she deals with. Often,
these activities consist of a quick-fire round of question-answer series.
You should write out at the planning stage all possible questions and
all probable answers.

At times, pre-teaching consists of activities that are framed as
leads. In such a case, you have to plan the lesson in such a way that
either you yourself as the teacher (or the learners’ reactions) lead to
the main argument. You could tell half the story, for example, and
ask your learners to complete it and then start your teaching working
through these reactions.
ii. During the actual teaching, it is necessary to plan in such a way that
the multiplicity of media that we talked of in Chapter 5 is used to the
utmost advantage. Please see to it that the entire data is dealt with
through stages that you cohesively link though markers such as ‘now
my next point is’, ‘my third observation deals with’, and so on. The
learners, thus, understand the progression of the argument. It is the
teacher’s duty to plan these activities in such an ordered way during
the structuring of the lesson plan.
iii. During the post-teaching interaction, sum up and further open up
to questioning, the data presented in the lesson.

Bhatnagar_Chapter 10.indd 259 2011-06-23 7:53:39 PM
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