This presentation revolves around the importance of educational planning in language classes.

2. Outline
 Introduction
 Definition
 Things should be considered while
planning
 Levels of Planning
 The Need for Planning
 A Video about Planning
 Conclusion
 Bibliography

3. Definition
 To plan
‘‘ To think about and decide what you are going to
do and how you are going to do something’’.
 A plan
‘‘ A set of decisions about how to do something in
the future’’.
(The Cambridge Dictionary)
 Planning
process which identifies the goals or objectives to be
achieved, formulates strategies to achieve them,
arranges or creates the means required, and
implements directs, and monitors all steps in their
proper sequence.
(The Business Dictioanry)
(Definition of plan from the Cambridge Advanced Learner’s Dictionary & Thesaurus © Cambridge University Press)
http://www.businessdictionary.com/definition/planning.html

4. Planning means thinking about the future so
that you can do something about it now. This
doesn’t necessarily mean that everything will
go according to plan. It probably won’t. But if
you have planned properly, your ability to
adjust, without compromising your overall
purpose, will be that much greater.
( Janet Shapiro, 2001)
Janet Shapiro. “ Talkit on an Overview of Planning’’. Washington: CIVICUS. 2001, P.51,52.

5. Things should be considered while
Planning
o Useful background (Students’ needs, sex, age, level,
mixed-ability classes)
o Goals of ELT in Morocco
o The official guidelines
o The adopted approach in Morocco
o The class conditions
o The exam type…),
o The objectives, the content, the method.
o Tt also deals with decisions to take as regards the
materials, activities and guidance suggested in SB
and TB
(Abdelouahab Senhaji 2013)
Abdelouahab Senhaji .Planning Teaching and Learning. Ouajda: CRMEF. 2013.

6. Levels of planning
According to Roy Killen,
you have to plan carefully about what you will do and
why you will do it. Some of your planning will be long-term, perhaps
covering several years (such as when you are planning for a full phase).
Other planning will be medium-term, perhaps covering several weeks of
instruction on a single theme or topic (sometimes called a unit of work).
Following the long-term and medium-term planning, you will have to do
the short-term( lesson by lesson) planning. You cannot expect individual
lessons to be successful if they have not been planned thoroughly and
integrated carefully into your medium and long-term plans.
(Roy Killen, 2007)
Roy Killen Teaching Strategies for Outcomes-based Education 2nd ED. South Africa : Juta and Co.Ltd,2007, p .70
. www.googlebooks.com

7. The most successful planning often leaves the
short-term planning until last and starts with the
long-term planning. This provides the broader
picture, a framework for other planning and
ensures that there is continuity and progression
in learning.
(David Bray, 2000)
‘‘Although all levels of planning are required
it is important to make long-term planning a
priority.’’
(David Bray, 2000)
David Bray. Teaching in the Secondary School. Oxfors: Henemein Educational Publishers. 2000,
p.16. www.googlebooks.com

8. One of the most important (principles of good teaching) is
the need for planning. Far from compromising
spontaneity, planning provides a structure and context for
both teacher and students, as well as a framework for
reflection and evaluation.
(Spencer, 2003, p. 25).
Johne Spencer Stewart House, 32 Russell Square, London, 2012.P.25 http://www.faculty.londondeanery.ac.uk/e-
learning/small-group-teaching/planning-and-preparation
The importance of
planning:

9. Why is planning needed?
 It gives us clarity about:
1. What the pupils will learn
2. How the pupils will learn
3. How we will know that the pupils have learned.
‘‘ The length of any plan is not an indication of its
quality.’’
(The National Educational Programme for Teachers, 2013)
NEP. Short Term Planning: Draft Guidelines. NCCA, 2009. p. 54 – 55.

10.  For teacher:
‘‘Planning maps out what learning activities you will conduct in the
classroom. What materials you will need and what assessments you will
give.’’
 For students:
‘‘Any lesson plan that does not focus on student learning is incomplete’’.
 For administration:
‘‘Planning informs administrators of how you will go about addressing
academic standards and preparing students for standardized tests’’.
(Anne R. Reeves, 2011)
Anne R. Reeves. ‘‘Instructural Design: Who and What is it for?’’. Copyright © 2011 by ASCD.
http://www.ascd.org/publications/books/111023/chapters/Instructional-Design@-Who-and-What-Is-It-
For%C2%A2.aspx

11.  ‘‘Planning can give you confidence that you really do understand
the things that you want students to learn.’’
 ‘‘Planning helps the teacher overcome the feeling of nervousness and
insecurity’’.
 ‘‘Planning serves as a map or check-list that guides both teachers and
learners’’.
 ‘‘Planning makes teaching systematic and organized’’.
 ‘‘Planning helps to avoid needless repetition.’’
(Somu Singh, 2014)
(Somu Singh. Lesson Planning: Need and Importance. NewDelhi:Faculty of Education Banaras Hindu University. 2014.
https://www.youtube.com/watch?v=gW6X0q3esgk

12.  ‘‘Planning ensures a proper connection of the new lesson with the previous
lesson’’
 ‘‘Planning enables the teacher to make a link between the new knowledge
and the previous knowledge acquired by students’’
 ‘‘planning can help you to anticipate the questions students might ask
so that you are prepared to answer them correctly and convincingly (
and you will not be stuck when your students ask ‘why do we have to
learn this stuff).’’
 ‘‘Planning enables teachers to prepare pivotal questions and illustrations.’’
‘‘Planning allows the teacher to predict problems and so consider some solutions’’
(Somu Singh, 2014)
(Somu Singh. Lesson Planning: Need and Importance. NewDelhi:Faculty of Education Banaras Hindu University. 2014.
https://www.youtube.com/watch?v=gW6X0q3esgk

13. Conclusion
Our planning should follow some principles:
clarity, flexibility, conciseness and precision, engaging
students, ensuring and maximizing productive practical
noting in advance the components to skip if short of time
and anticipating extra time, thinking of long term
planning, mastering one’s subject, knowing one’s students
and school, etc…
(Abdelouahab Senhaji, 2013)
Madam. Planning Teaching and Learning. Ouajda: CRMEF. 2013

14. Bibliography
Shapiro. Janet “ Talkit on an Overview of Planning’’. Washington: CIVICUS. 2001, P.51,52.
Senhaji Abdelouahab .Planning Teaching and Learning. Ouajda: CRMEF. 2013.
(David Bray, 2000)
BrayDavid . Teaching in the Secondary School. Oxfors: Henemein Educational Publishers. 2000,
p.16. www.googlebooks.com
Singh Semu. Lesson Planning: Need and Importance. NewDelhi:Faculty of Education Banaras Hindu
University. 2014. https://www.youtube.com/watch?v=gW6X0q3esgk
Killen, R Teaching Strategies for Outcomes-based Education 2nd ED. South Africa : Juta and
Co.Ltd,2007.
Spencer,J. Stewart House, 32 Russell Square, London, 2012.
http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/planning-and-
preparation.(consulted on 20 /10/2015)