Every ESL teacher – independently of training, experience or competence – needs a well-crafted lesson plan to help students reach their learning goals on a daily basis As well as long term. Creating a lesson plan is like a complete and clear visualization of the learning process and how you can understand and retain your learning concepts. Numerous researches show that preliminary visualization on athletic competitions and business pursuits is a concrete step in the realization process. The same applies to classroom assignments. Without a lesson plan, this visualization process is at best blurred and the resulting learning outcomes are far from ideal. This means that the importance of curriculum design in ESL / EFL education is difficult to overestimate. ESL teachers simply have to keep up the daily hours ahead and build the most appropriate education strategies with a comprehensive lesson plan. Otherwise, classification without proper preparation is likely to be a disadvantage for both teachers and their students. Unprepared teachers will be mediocre at work and their specialists, superiors and students will be unwise. On the other hand, underrepresentatives of inadequately trained language teachers have less than optimal knowledge input and usually have low levels of learning and appreciation over the lessons concept compared with students with highly trained and prepared teachers
Students and educational providers in learning During the course of the major resources collected, a professionally managed class is a tremendous time, money and effort. In addition, students and teachers in this scenario generally have very low motivation for improvement. Effective use of the lesson plan and the guidance of day-to-day teaching reflects professionalism and reliability. You also present yourself as a good example of your students who will appreciate the pre-prepared and prepared value of the maturity value to reach the targets of the lessons.
Lesson Plan 101
If you're new to teaching, the lesson plan is basically just a step-by-step guide on how the teacher wants to present the lesson and the ways Students are expected to learn and evaluate the concept of different lessons. An excellent teaching plan is one that can be used easily and efficiently by another instructor in your own right. This means that the ideal lesson plan is clear and comprehensive. The details and elements of the lesson plan will vary depending on the format depending on the school or organization. However, the common elements of a good lesson plan are the following:
Lesson Title
2. Time Required to Complete Lesson (Minutes, Hours, Days, or Days)
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5. Learning Objectives to Use (This section describes the sequence of learning events and the teacher's choice of course (19459003)
6. Teaching Materials (such as Film, Picture Gallery, Music Video, etc.)
7. Lesson Summary and Conclusions
8. Methods for using the Lesson Concepts
9. Applied Evaluation and Test Methods
10. Emergency Plans or Elements (This section describes Additional subjects or additional techniques and materials that can reinforce your learning gains during the session or make you spend extra time. These fun and engagement, sessions, conversations, and other activities are ideal for this section.
If the learning institution does not have a specific lesson format, most ESL practitioners adjust their timetable according to their learning philosophy or technique. In general, however, the excellent ESL lesson plans have common attributes that need to be incorporated into their own educational strategy:
· Ideal lesson plans include a concise summary that fits on a single page. The proper detailed plan – and often – surpasses this number, but the idea that anyone can get a quick overview of the lesson.
· Great lesson plans are organized in such a way that it is easy and delightful to follow.
· Lesson plans should be strongly consistent with the needs of the intended audience and their learning competence. · Each lesson plan must adhere to the continuity of the lesson concepts and must not only fit in the curriculum but also reflect the general vision of the subject.
· ESL lesson plans should create platforms that allow students to apply language learning in real-world situations. , Lesson plans are also key to pure classroom conversations. In order to create an environment that encourages high-quality learning and broadly speaking non-native speakers, proper preparation is of paramount importance. The randomly designed plan is also inexplicable.
Types of ESL lesson plans
Depending on the teaching philosophy followed by a teacher or teacher, there are literally dozens of types of learning plans that are mandated by specific learning institutions. The most common lesson plans in ESL and EFL education are based on three main educational approaches:
. PPP (Presentation, Practice and Production)
B. TTT (Test, Teaching and Testing)
C. TBA (Task Based Approach)
Presentation, Production . PPP is the recommended incapacity approach for ESL / EFL instructors and generally teaches institutions providing TESOL and TEFL certifications. Most English language teachers believe that PPP is the root approach from which other approaches emerged. In a nutshell, PPP facilitates the presentation of new language concepts (pedagogic-centric), the practice (the teacher and the students) is the development of new language concepts and the development of new linguistic concepts (student-centered). In the presentation phase, up to 80 percent of the time can be used for lecture or teacher-led explanation of lesson concepts. During this time the teacher can speak about grammar questions, spelling and the common use of the new language concept. Additionally, the teacher also applies conceptual evaluation audits to make sure students understand the new concepts. When students clearly understand the new concepts, the teacher goes on to the next stage. Otherwise, a brief summary of the items should be made.
In the practicing phase, the teacher encourages students to participate more in instrumental chat. Ideally, this phase should allow students 60-70 percent of the time, and the teacher takes a secondary role as a moderator. Both written, oral and practical exercises and exercises should be used with varying intensity depending on the new language concept. Finally, students should be encouraged to dominate (90 percent participation) in the manufacturing phase. The teacher only monitors the dynamics of the class and gives feedback only at the end of the lesson. At this time, students need to be comfortable with new language concepts that can be used accurately and continuously for communication.
Test, Teach and Test . TTT is a commonly used alternative to the PPP method, where the manufacturing phase goes one-to-one into the first part of the lesson. During the first (first) test phase of the PPP approach, the students were asked more or less suddenly to communicate their language concept based on their existing knowledge and without the teacher's prior guidance. The teacher then examines the students' competence level in the given language area, defines their needs and is based on a comprehensive assessment and continues the teaching phase appropriate for the PPP approach phase. The teaching phase allows instructors to discuss problem areas and guide learners to the correct use of the language concept.
The last stage of the TTT approach is the second test, designed to check the teacher. The logic of this sequencing is that students learn more about new language concepts by distinguishing ineffective (most commonly used during the first test phase) use of the correct use (likely to be The language concept of teaching
Generally speaking, the TTT approach is a good way for teachers to determine the particular needs of students in different language areas. With this knowledge, educators can optimize their education strategy to achieve optimal learning outcomes. Mostly intermediate and higher level competences, as well as classes where students have mixed language skills. However, one consistent criticism of the TTT approach is that it is a random element as there are many unexpected student demands that go beyond the scope of the intended lesson. Despite this disruptive possibility, the TTT approach is still accepted by many instructors as it is very "economical" and "focused" in the sense that valuable time does not have to be lost in the language teaching where students are well known
Task-Based Approach . TBA is a good alternative to PPP approach or TTT method. In TBA-structured classes, teachers do not pre-determine the language specificities of learning, but rather base their learning strategy on the central role of students. As in the other two approaches, TBA follows the consecutive progress of: 1) introducing the task before the teacher; 2) students have a central task in a given language; 3) reports, analyzes and feedback that the teacher has to make about how the students have completed the central task; And 4) Practical lessons to preserve the students' abilities in the language field.
The task-based approach is supported by several instructors, as there are a number of clear benefits. On the one hand, TBA allows students to use all their language resources after the end of a task, not just pre-selected language areas, such as PPP. In addition, TBA uses natural, real-life environments that are very important to students. Therefore, language exploration and learning is directly derived from the students' actual needs and not as suggested in textbooks. TBA is based on the assumption that holistic exposure to the language – as opposed to incremental exposures with PPP – is a better way of language learning. Conclusion
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Based on the wealth of online materials, each approach has strong support from its own initiators. It would not hurt to try each one depending on the classroom's learning environment. Remember, there is no written rule that would limit anyone to modify, combine, or optimize any of the three approaches. At least in designing lesson plans, flexibility is more beneficial than dogmatic rigidity. The key is to tailor a learning plan that will help everyone achieve their learning goals and deliver the best value to the students.
Source by Michael Hines