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Filologiya məsələləri, 2017 
 218
There are a number of reasons why we may need to modify our proposal 
for action once a lesson is taking place. 
•  
Making moments: some of the most affecting moments in 
language lessons happen when a conversation develops unexpectedly, or when 
topic products a level of interest in our students which we had not predicted. 
The occurrence of such magic moments helps to provide and sustain a group’s 
motivation. We have to recognize them when they come along and then take a 
judgment about whether to allow them to develop, rather than denying them life 
because they do not fit into our plan. 
•  
Sensible diversion:  another reason for diversion from our 
original plan is when something happens which we simply cannot ignore, 
whether this is a surprising student reaction to a reading text, or the sudden 
announcement that someone is getting married! In the case of opportunistic 
teaching, we take the opportunity to teach language that has suddenly come up. 
Similarly, sometimes might occur to us In terms of topic or in terms of a 
language connection which we suddenly want to develop on the spot. 
•  
Unforeseen problems: however well we plan, unforeseen 
problems often crop up. Some students may find an activity that we thought 
interesting incredibly boring; an activity may take more or less time than we 
anticipated. It is possible that something we thought would be fairly simple for 
our students turns out to be very difficult. We may have planned an activity 
based on the number of students we expected to turn up, only to find that some 
of them are absent. Occasionally we find that students have already come across 
material or topics we take into class, and our common sense tells us that it 
would be unwise to carry on. The lesson is a type of organized social event that 
occurs in virtually all cultures lesson in different places may vary in topic, time, 
place, atmosphere, methodology and materials, but they all, essentially, are 
concerned with learning as their main objective, involve the participation of 
learners and teachers , and are limited and pre-scheduled as regards time, place 
and membership. (5, p 213). Teaching and learning a foreign language is 
ensured by  different methods and techniques with the help of various teaching 
aids and teaching materials by means of different arrangement of pupils’ age, 
their progress in the language learning, their intellectual development, the 
linguistic and language material the teacher has at his disposal. All these points 
answer the question how to teach and to learn this subject. In order to achieve all 
these points systematic and careful planning is necessary. The foreign language 
teacher plans all the kinds of work he is to do he plans the essential course, the 
vocational course, or a course of interest and extra-curricular work. It is easy for 
the teacher to start planning when he receives beginners. The teacher’s success 
generally depends on the preparation for the lessons. Planning is also relatively 
easy for the teacher who worked in these classes the previous year as he knows 
the achievement of his pupils in each class. He knows what language material 
they have acquired. Planning is rather difficult when he receives a class from 
another teacher and he doesn’t know the pupils, their ability, their skills and 

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Filologiya məsələləri, 2017 
 219
habits. The teacher begins his planning before school year begins and during the 
first week. He learns the level of pupils, gets some information about the class. 
Only then he sketches out an outline of the work. In making up yearly outline 
the syllabus, teacher’s book, pupil’s book, the achievements of pupils, teaching 
materials are taken into consideration. He compiles a calendar plan in 
accordance with the time table of a given form. 
   The  teacher  needs  two  kinds  of  planning. The plan of series of class 
periods for a lesson or unit planning, unit of the text book or a unit plan and a 
daily plan or a plan of a class period for a definite lesson. In compiling a unit 
plan, in planning the lesson of the text book, the teacher determines all the 
difficulties: phonetic, grammar and lexical. Then he distributes the difficulties; 
over the number of class periods allotted to the lesson in the calendar plan. The 
teacher starts by stating the objectives or objectives of each class period. Of 
course the long – term goals of the course help the teacher to ensure that every 
particular lesson is pulling in the right direction and is another step forwards 
gaining the ultimate goals of the course. The lesson objectives are as follows:  
1) Teach pupils to understand the given words when hearing and to use 
them in sentences orally.2) Teach pupils to form new words with the help of the 
suffixes, to use them in situations given. 3) Teach pupils to consult dictionary to 
look up the meaning of the words.4) Teach pupils to recognize the international 
words when hearing (or reading).5) Teach pupils to ask and answer questions in 
the present perfect and to make up dialogues following situations, etc. 
   The  teacher  can  state  no  more  than three concrete objectives for a 
particular class lesson depending on the stage of instructions, the material of the 
lesson and some other factors. The teacher distributes the linguistic material 
throughout the class periods, trying to teach new vocabulary on the grammatical 
material familiar to pupils and to teach a new grammatical item within the 
vocabulary assimilated by pupils; or first teachers pupils hearing and speaking 
on the new material presented and then pupils use this in various forms either in 
reading or in writing. The teacher selects and distributes exercises for class and 
homework using various teaching aids and teaching materials depending on the 
objectives of each class period. In distributing exercises throughout the class 
periods the teacher should involve his pupils in oral practice and speech, in oral 
and silent reading and in writing. Difficult exercises should be done under the 
teacher’s supervision in class. But rather easy exercises are left to perform as a 
home work.  
   The  unit  plan  involves  everything the teacher needs for the detailed 
planning of a lesson  namely; the objectives of each lesson, the material to work 
at, the exercises for home work and in class. 
The unit plan includes several columns: 
1.  The number of class period  
2.  The objectives of each period 
3.  Linguistic material  
4.  Language skills  

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