The purpose of a lesson plan is providing a structure step-by-step of what the teacher wants students to be able to do by the end of a lesson, or what they will have done during it. 

Although there are many possibilities, here is an example of the stages of a lesson:

1. Introduction
2. Development
3. Consolidation
4. Conclusion

Identifying and selecting aims are the first steps in planning lesson. Once we have decided on the aims, we can design or select the most appropriate activities, put them in the best order and choose the most suitable teaching aids and materials. 
 
STAGE 1: INTRODUCTION
This stage provides interest and motivation to the students. Before starting the class, this stage focuses on the greetings, warm-up or lead-in, review, class arrangement and presentation of objectives. Regardless of the amount of time available for the lesson, this part should only last 5-10 minutes.

To set a purpose

• T describes/explains the aims for the lesson.
• T asks Ss to rearrange the aim as an anagram – Ss try to puzzle it out.

To introduce the topic and assess prior knowledge

• T writes a few discussion points on the board about (topic).
• T sets the environment by presenting a video/audio of (topic).
• T asks Ss to brainstorm what (topic) means.
• Ss briefly discuss in pairs what they think (topic) is.
• T brings in realia (real objects) related to (topic).
• T place key terms or vocabulary words into a “word cloud” and asks Ss to find words related to (topic) and generate new ideas.
• T asks Ss what they remember about (topic).
• T asks Ss to guess the name of (book titles) by listing keywords.

To introduce new vocabulary

• T asks Ss to label images.
• Ss match the vocabulary with images.
• T shows flashcards and Ss try to describe them.
• T writes a list of words on the board and Ss categorize them.
• T gives Ss a keyword related to the topic and then gives them x seconds think up as many linked words as they can.
• T writes groups of 4 words on the board and Ss have to find the odd one out in each group.

• T asks a volunteer to come out and draw a card. Then he/she is requested to act out the action written on the card.

To review a topic

• T asks Ss “Can anyone remember what we did last week/class?”
• Ss play a jeopardy game (answer-and-question quiz) about the previous class.

To analyze the graphic and textual components

• Ss discuss what (textual or graphic component) is used for, the intention and purpose.
• T shows Ss (a text/book cover) and have them predict what it could be about.
• T asks Ss to identify the title, subtitle and author.

To know Ss’ interests

• T asks Ss to talk about their favorite (subject matter).
• T elicits from Ss the most common (subject matter) in their area.
• Ss discuss and rate a list of (subject matter) according to (specific criteria).

STAGE 2: DEVELOPMENT
This stage is the most student-centered part of the process.  The activities for this stage present the subject matter in coherent way and provide students opportunities to participate and practice.

To provide controlled practice of the target language

• T says (models) the word or phrase and Ss repeat it.
• Ss complete a gap-fill activity.
• Ss read a text and do a true/false activity.
• Ss read a text and answer some questions.
• Ss do a jumbled activity.
• T reads aloud descriptions and asks Ss to try to guess what it is.
• Ss form their own complete sentences by choosing vocabulary from a sentence formation table.
• T asks Ss to read until they find out where the story takes place.
• T asks Ss to find someone who (specific criteria).
• Ss solve a crossword puzzle.

To favor cooperation and integration

• Ss work in teams in order to (task).
• Ss share what they found with others.
• Ss ask their peers to arrange/number the dialogues in the correct order.

To give Ss fluency practice

• T asks Ss to practice the dialogue several times.
• Ss exchange information about (topic).
• Ss chorally repeat the sentence pattern.

STAGE 3: CONSOLIDATION
This stage is called “Independent practice”. It gives students the opportunities to use their newly learned knowledge and skills. It focuses on a field application and provides time for students to get their doubts clarified.

To provide free practice of the target language

• Ss write a letter responding to a message.
• Ss write a short conversation with a partner.
• T asks Ss to write down what they think will happen next in the story.
• Ss draw a concept map about all the elements in the story (setting, characters, plot, theme and conflict).
• T asks Ss to write an alternate ending using the information that they have learned in a story.

To edit and correct mistakes

• Ss adjust their dialogues with the characters’ interventions as much as they can.

​STAGE 4: CONCLUSION
This stage has 3 parts: summary, evaluation of objectives and closing. A brief summary or overview is often appropriate for checking understanding. Also, the students should be able to demonstrate that they have reached the objectives. The closure step is also a chance to give students feedback on their performance.
​
To summarize and check understanding

• T invites Ss to tell class what they have learned by answering some questions.
• T asks Ss to practice what they have learned by asking them “exit tickets”.
• Ss create their own vocabulary picture.
• T writes several yes/no questions of key points from the lesson and asks Ss to raise their thumbs up/down for each one.

To clarify any doubt about the topic

• T gives feedback on (topic).
• Teacher gives a quick conclusion and explains some common error.

To reinforce what was taught in class

• T gives homework and assignments for the next class.
• T makes contributions to improve Ss’ (writing/reading/listening) skills.

Neuromyths are common misconceptions about how the mind and brain function. Once these myths take hold in the public consciousness, it’s often difficult for people to separate brain facts from fiction.
Are the following statements true or false? 
​
Take this quiz and test your science knowledge.

1. When we sleep, the brain shuts down.
2. Boys have bigger brains than girls.
3. We only use 10% of our brain.
4. Individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic).
5. The left and right hemispheres of the brain always work together.
6. The first language must be spoken well before the second language is learned.
7. Physical exercise enhances learning.

The answers:
True (2, 5 & 7)
False  (1,3, 4 & 6)
​
Statement #1
In fact, the brain works 24 hours, 365 days, right from your birth until you die. It’s the second organ in the body as the heart that never stops during human lives. It remains highly active throughout your sleep so it can perform a host of functions that keep you humming through the day:

• It preserves important memories.
• It prevents you from acting out your dreams.

Statement #2
Researchers at Erasmus University in Rotterdam revealed that male brains are in fact bigger. However, women's brains are used more efficiently. Boy’s brains tend to be more lateralized -that is, the two hemispheres operate more independently during specific mental tasks like speaking. For the same kinds of tasks, girls tend to use both their cerebral hemispheres more equally.

Statement #3
The 10 percent of the brain myth is a widely perpetuated urban legend that most or all humans only use 10 percent of their brains. It’s an appealing idea because it suggests the possibility that we could become so much more intelligent or creative. This might inspire us to try harder or reach further.

Statement #4
In 2004, Frank Coffield, professor of education at the University of London, led research into the 13 most popular models of learning styles and found there wasn’t sufficient evidence to supply teaching techniques to various learning styles.
Riener and Willingham research show that 90 percent of the learners agreed that “they have their own learning style.” This belief can constrain learners -if a student thinks he or she is a visual learner and the teacher’s not supporting the presentation of material visually, then the student may think he or she can’t learn it.

Statement #5
The two halves of the brain work interdependently and the information is not being processed solely on right or left. One hemisphere is usually dominant in certain functions. This is called lateralization. The degree of lateralization varies from one person to another. However, both hemispheres work together.

Statement #6
Multilingual education does not lead to retarded language development. Children pick up languages extremely fast, even if they might confuse the languages sometimes. Children that master two languages, have a better understanding of languages.

Statement #7
The benefits of exercise come directly from its ability to reduce insulin resistance, reduce inflammation, and stimulate the growth of new blood vessels in the brain, and even the abundance and survival of new brain cells.

Use simple present to talk about human body parts facts.

Singular (Verb + s)

• The liver filters toxins from the blood.
• It pumps the blood to the different parts of the body.           

Plural

• The lungs provide oxygen to all body’s cell.
• They protect the lungs.
• The lungs have millions of alveoli.
• The phalanges give movement of the fingers and toes.

The spelling for the verb in the third person singular differs depending on the ending of the verb. Most of the verb always end in –s.
​
There are however some special cases. Here are the spelling rules:

​Verb + (s /es/ies)    

• The heart has 4 chambers.
• The stomach digests the food.
• The liver detoxifies the blood.
• It processes the food.
• A nerve carries signals from the body.           

Quiz
Use the correct form of the verb.

1. The heart ____ (pump) blood through the body.
2. The stomach ____ (process) the food.
3. The teeth ____ (chew) the food.
4. The liver ____ (detoxify) the blood.
5. The small intestine ____ (absorb) the nutrients from the food.
6. Food ____ (travel) through the esophagus and into the stomach.
7. The lungs ____ (send) oxygen-rich blood to the left side of the heart.
8. The nose and the nasal cavity ____ (inhale) and ____ (filter) air entering the body.
9. The ribs ____ (protect) the lungs.

​Answers

1. pumps
2. processes
3. chew
4. detoxifies
5. absorbs
6. travels
7. send
8. inhale & filter
9. protect

What to read next​

As you know, English is a stressed language. So it’s important to learn how to speak with the same rhythm as a native English speaker.

Rhythm is the sense of movement in speech, which is marked by stress, timing and quantity of syllables. Spoken English words with two or more syllables have different stress and length patterns.
The rhythm of English is based on the contrast of stressed and unstressed syllables in regular intervals, with the stresses falling within content words.

The stressed syllables of the sentence create beats. The beats of the following sentence fall on the words 'like' and the second syllable of 'Colombia'.

To know whether the words are stressed or not, we can consider the types of words: content and function.

Words that have the most stress in English are called content words. Content words are usually the nouns, verbs, adjectives, adverbs, and pronouns (demonstrative, possessive, reflexive, and interrogative). These words are important to express the main meaning of the sentence.

                        Nouns: Sam, chair, happiness, etc.
                        Verbs: read, love, dance, etc.
                        Adjectives: red, big, strong, etc.
                        Adverbs: nicely, patiently, equally, yesterday, always, etc.   
                        Negative words: not, never, neither, etc.
                        Modals: should, could, might, etc. but not will and can.
                        Yes and No in short answers.
                        Quantifiers: some, many, no, all, one, two, three, etc.
                        Wh-Question words.            

Function words are those words that are weaker and shorter. They include auxiliary verbs, prepositions, conjunctions, determiners, and possessive adjectives. These words are less important in expressing the meaning of the sentence.
​
                        Auxiliary verbs: are, was, has, could, would, etc.  
                        Prepositions: at, on, to, near, etc.
                        Conjunctions: and, so, but, not, however, etc.
                        Determiners: a, an, the, some, any, etc.
                        Pronouns: I, you, she, him, us, ours, etc.

Exercise
Decide which words are function and content words in the following sentences.

1. John wants to be an actor, so he wants to live in Hollywood.
2. Mary made an appointment with the dentist on Monday.
3. What did you do yesterday?
4. You are not going to that place, are you?
5. Most people are fully aware that motorcycles can be dangerous to ride.

 
Check your answers below:
Exercise Answers. Content words are in bold and the stressed syllables are in capital letters.

1. John wants to be an ACtor, so he wants to live in HOllywood.
2. MAry made an apPOINTment with the DENtist on MONday.
3. What did you do YESterday?
4. You are not GOing to that place, are you?
5. Most PEOple are FULly aWARE that MOtorCYcles can be DANgerous to ride.