All ESL teachers – regardless of training, experience or skills – require a well-trained curriculum to assist students in achieving goals, both daily and long-term. Having a syllabus is to have a complete and clear view of how study material is taking place and how students can assist and maintain lesson concepts. Numerous studies indicate that the pre-qualification of success in sports competitions and business activities is a step in the process of achieving it. The same applies to participation in the classroom. Without a lesson plan, this is a visual process at best and the learning outcomes that are created will be far from ideal.
It is difficult to leave the importance of lesson plans in ESL / EFL education. ESL teachers simply need to see a daily lesson in advance and build appropriate teaching methods throughout the class. Otherwise, going to class without adequate preparation will likely be harmed by both teachers and their students. Unprepared teacher becomes a medium at work and will look as unprofessional of peers, supervisors and students. However, students under inadequate language teachers will enjoy less than the maximum knowledge inputs and will generally have low quality learning and gratitude lesson concepts, compared with students under highly qualified and prepared teachers.
In view of the fact that substantial resources are united in the study material by students and educators, an unprofessional controlled category is a terrible waste of time, money and effort. In addition, under this scenario, students and teachers generally have very little incentives to improve. Have a lesson plan and use it to guide your daily teaching will reflect your professionalism and reliability. You also introduce yourself as a good example for your students who will come to appreciate the value of getting to school and preparing them for lessons.
Lesson Plan 101
If you are new to teaching, the lesson plan is basically just a guide to how the teacher intends to introduce a lesson and how students are expected to learn and appreciate the various lessons. An excellent lesson plan is one that can be easily and effectively used by other teachers in your place. This means that the ideality plan is both clear and comprehensive. The information and components of lessons vary according to the form of the school or agency. However, common aspects of a good teaching program are as follows:
2. The period (in minutes, hours, days or weeks) required to complete a lesson
3. Information about class (surname or part, age, level of qualification, etc.).
4. The Lesson
5. Teaching Methods Used (This chapter describes a series of educational events as well as the methods used by the teacher to help students get lessons)
6. Teaching materials (such as film, gallery, music videos, etc.).
7. Summary of and lessons learned from a lesson
8. Methods for practicing the lesson concept
9. Assessment and testing procedures to be used
10. Contingency plans or factors (This chapter describes subsidiaries or additional methods and materials that can be used to either strengthen the progress of the study or the timeframe.) Ideal for this part.
Without a special lesson plan template is required by the educational institution, most ESL professionals adjust their lesson in accordance with the teaching philosophy or technology that they believe in or are most pleased with. In general, however, ESL's outstanding lesson plans have common characteristics that you should integrate into your own teaching methods:
· The ideal lesson organizes a short overview that fits one page. The exact program can – and often – exceed this number, but the idea is to allow anyone to have a quick overview of a lesson.
· A comprehensive teaching plan is organized in a way that is easy and joy to follow.
· Lesson plans should be consistent with the needs and learning skills of the intended audience.
· Each individual curriculum should follow the continuation of class lessons and should not only fit the curriculum but also reflect the overall viewpoint.
· ESL Lesson plans should establish a forum for students to apply language learning in real life.
In ESL education, lesson plans are important, even in the other communication groups. In order to create an environment that encourages high quality education and induces nurture computers to shape a lot, adequate preparation is extremely important. Having a haphazardly designed plan is also unexcusable.
Types of ESL Educational Programs
There are literally dozens of lessons in lessons by teaching philosophy by teachers or specific agents. In ESL and EFL education, the most common lesson is based on three main teaching methods:
A. PPP (presentation, exercise and production)
B. TTT (Exam, Teaching and Examination)
C. TBA (Task-Based Approach)
Presentation, Practice and Production . PPP is a recommended lesson approach for many ESL / EFL teachers and is commonly taught in organizations that provide TESOL and TEFL certificates. The majority of English scholars believe that PPP is the root approach that other methods have evolved.
In short, PPP promotes (teacher-centric) new language concepts, practices (collective participation of teachers and students) on the new concepts and production (student-centered) new language concepts. During the introductory period, up to 80 percent of the period may be appropriate for lectures or lessons learned from classroom lessons. During this time the teacher can discuss grammatical problems, spelling and common use of the new term. The teacher also appreciates the appreciation of the students and # 39; understanding of the new concepts. When students understand the new concepts, the teacher can proceed to the next phase. Otherwise, there should be a brief discussion of the subject.
In the training phase, the teacher encourages students to participate in a revised conversation. Ideally, this course should allow students to assume 60 to 70 percent of the time, as the teacher receives a role as an administrator. Written and verbal activities and exercises should both be used, with different strengths according to the new term.
Finally, students should be allowed to dominate (90 percent participation) production phase. The teacher only monitors the class animation and just gives feedback as the lesson ends. During this time, students should be very comfortable with the terms of the new languages that they can accurately and quickly use to communicate.
Test, teach and test . TTT is often used as an alternative to the PPP method, as production phase is successively transferred to the first part of the lesson. In the first phase of the test phase corresponding to the production phase in the PPP approach, a student is not asked to perform a language concept based on his / her knowledge and without prior instruction from the teacher. The teacher will then evaluate the students & # 39; qualifications in a particular language area, determine their needs and continue with the teaching phase (corresponding to the presentation period in the PPP approach) based on overall assessment. The level of teaching enables teachers to discuss problem areas and guide students to the correct use of the language source.
Final TTT approach is another test aimed at checking how students have swallowed new content from the teacher. The logic of this sequencing is that students learn to learn new language concepts better by detecting their illegal use (most likely to be in the first test phase) from proper use (likely to be achieved by the teacher introduced the Language term in the teaching phase).
In general, the TTT method is a good way for teachers to determine pupils' special needs in different languages. With this knowledge, teachers can maximize their teaching methods to produce maximum learning outcomes. It is best used in intermediate and higher skills, as well as in classes where students have mixed language skills. However, there is one consistent criticism of the TTT approach that she is involved at random as some unexpected students need to appear beyond the scope of the proposed lesson. Despite this disruptive potential, the TTT method is still approved by many teachers because it is very "economic" and "emphatic" in the sense that valuable time should not be a waste of language teaching that students are now aware of.
Assignment . TBA is a good choice with either PPP approach or TTT method. In TBA-organized classes, teachers are not predetermined language criteria to study, but to build their course position on how students complete a central task. Similar to the other two methods, the TBA series progress follows: 1) advance project introduction related to the teacher; 2) Students & # 39; complete a central task that includes specific elements; 3) Reporting, analysis and feedback that the teacher should perform regarding how students achieve a central task; and 4) practice meetings to sharpen student proficiency in language.
The project-based approach is spoken by many teachers because of several clear advantages. Secondly, TBA enables students to use all their language courses to complete projects, and not just pre-selected language areas, such as PPP. In addition, the TBA utilizes natural, real-language terms that are very relevant to students. HENCE, language and learning comes directly from students & # 39; actual needs and not as suggested in textbooks. The TBA is also based on the promise that holistic influence on language – instead of increasing the level of relationship that is common for PPP – is a better way to learn a new language.
Based on overriding content online, each approach has strong support from the relevant criteria. It would not hurt to try each one after your classes & # 39; learning environment. Remember there is no written rule restricting anyone from changing, combining or optimizing any of three methods. At least in classroom design, flexibility is more preferred than dogmatic rigidity. The bottom line is to customize a lesson plan that will help each one achieve the learning goals and deliver the best value for your students.