Jason Anderson’s proposal, in ELT Journal (2015), for an affordance-based approach
to lesson planning raises important issues in teacher education. However, his
arguments against the role of planned outcomes in favour of an affordance-based
focus using learning opportunities as units of planning fail to acknowledge the
complexities involved and teachers’ needs in mastering this essential task. By way of
response, in this article I first echo the legitimate concerns raised in Anderson’s paper
about lesson planning, then follow with a critical analysis of three fundamental issues
of curriculum planning which reflect fallacies in his core argument. Then, based on a
holistic perspective, I propose scaffolding lesson planning in teacher training, using the
companion guides of a planning template and the lesson plan pro forma. Practical
suggestions are also made for a three-level planning model for EFL/ESL practice with
the support of a generic lesson plan incorporating examples of reasoning and ways of
representing the decisions made during the plan writing process.

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Perpustakaan FITK Pusat

Tersedia

• Companion guides for lesson planning: a planning template and the lesson plan pro forma

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