Ppp Lesson Plan

  Hello. This presentation is going to cover this section on lesson planning and what we're going to do is to have a look as to why we go about planning a lesson, what do we actually put in it? We'll create an empty lesson plan pro-forma and then having done that what we'll do is to fill in that lesson plan for a particular teaching point. So, our starting position is going to be: "Why do we plan lessons at all?" There are a number of reasons why we need to plan a lesson. The first and foremost perhaps is that it's going to create a logical sequence for our lessons. If we didn't have a lesson plan, it is quite possible that we could go all over the place and it would become confusing for the students. By having this plan, what we've created is a structure that we can work from. So,...  [Read more]

  Then, we have a set of objectives and aims. Here, the learner objectives relate to what we're hoping the students are going to be able to do by the end of your lesson and quite often, that can be a useful way of writing out what the objectives are. So, we would start the sentence "By the end of the lesson, students should be able to?" and then a list of two, three or four items that we're expecting the students to be able to do by completing this lesson. The learner objectives are different to the teacher aims the teacher aims are what you are expecting from that lesson itself. Now, when you first start teaching, quite a normal aim might be to complete the lesson successfully, to get through the whole thing without having any problems. As time goes on and you become more...  [Read more]

  So, having elicited this particular structure, what I'm now able to do is to move on to the actual study activities. Typically, they will be in the form of worksheets to check that the students actually understand this information. So, I might prepare three activities. They may not do them all but, for example, I could prepare these three study activities. So, the first one is going to be a fairly straightforward matching activity, where perhaps they match the subject to its correct verb "to be" in that part of the sentence. The second one is going to be a gap fill. For example, I might use this verb here and ask them to complete a sentence using that verb, so that I can check that any spelling changes that take place are correct and the final one is going to be an unscramble,...  [Read more]

Planning a TEFL lesson for advanced students requires careful consideration and preparation to ensure that the lesson is engaging, challenging, and meets the needs of the students. Here is a step-by-step guide to help you plan a successful lesson for advanced learners. Before planning your lesson, it is essential to assess the needs of your students. Consider their language proficiency, learning goals, interests, and areas for improvement. This will help you tailor the lesson to their specific needs and ensure that it is relevant and engaging for them. Define clear learning objectives for the lesson. What do you want your students to achieve by the end of the lesson? Make sure that the objectives are specific, measurable, achievable, relevant, and time-bound (SMART). This will help guide...  [Read more]

  Okay, so we're going to use this pro-forma as our lesson plan and we're going to fill one out as though we were planning for an actual lesson. So, we start off with some basic information about the class. So, the name of the teacher, date and time and the class level. In this particular case, our class is going to be an elementary class and the room will be room 3. Having looked through the registers we see that the expected number of students for this particular class is going to be 10. This will help us in creating our worksheet copies. The context of the lesson for this class is going to be present continuous tense and it may well be the first time that this particular level of class has been introduced to this tense. So, our focus is going to be fairly general and it's going...  [Read more]

  So, the document itself needs to contain some general information about the class, for example the name of the teacher, the date and time of the lesson, what level of class is being taught and in what room, how many students are we expecting, this is important, when we've got things like photocopying and materials to do, what is the context of the lesson, in other words, what is the lesson actually about, what vocabulary or grammar point is this lesson covering and sometimes it's also useful to write out what the focus of the lesson is. So, in effect, the context of the lesson is telling us the grammar point, for example, that might be the present continuous tense, whereas the focus is telling us how we're going to go about teaching it. Another example to illustrate this: Let's...  [Read more]

  So, now we're going to fill the actual procedure of the lesson plan out itself. We mentioned at the start, the first thing we do, is to get some general information about the class that we'll be teaching and then, in order for someone to be able to cover our lesson, we need to present enough information in our lesson plan that they can actually carry it out. What I'm going to do is for each stage of the lesson, I'll indicate what I'm going to do in the lesson and then, we'll cut away from that to have a look to see how that will actually be achieved. So, our lesson is going to be based on a 45-minute lesson and the first phase is going to be the engage phase and it's going to be a straight arrow ESA lesson. I'm going to take approximately five minutes on my engage phase and in...  [Read more]

  The first part of my study phase is going to be the board work and I'm going to use the information that I generated in the elicitation part of my engage phase to move on to the actual board work. What I'm going to do is to show the structure of this particular tense. So, the phase study I'm expecting to take about ten minutes on this particular part and, again, the interaction will mainly be the students talking to me. So, how am I going to achieve that with this information? Well, we could ask the students to have a look at the sentences themselves and to tell us what they can see. If we look at each of the first words in here, then at this level, I should hopefully be able to elicit from my students what each of these words have in common and they may well give an answer that...  [Read more]

Creating a TEFL lesson plan for a mixed-ability class can be a challenging but rewarding task. By following some key principles and strategies, you can effectively meet the needs of all your students and create a positive and inclusive learning environment. When planning a lesson for a mixed-ability class, it is essential to first assess the varying levels of proficiency among your students. This can be done through diagnostic tests, informal assessments, or simply by observing their performance in class activities. Once you have a clear understanding of your students' abilities, you can tailor your lesson plan to accommodate their needs. One effective strategy for teaching a mixed-ability class is differentiation. This involves providing different tasks or activities that cater to the...  [Read more]

To prepare effective lesson plans, TEFL teachers need to follow a structured approach that includes several key components. First, it's essential to start by clearly defining the learning objectives of the lesson. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). By outlining what students should be able to do by the end of the lesson, teachers can ensure that their planning is focused and aligned with desired outcomes. Next, teachers should consider the students' current level of English proficiency, interests, and learning styles. This information will help them tailor the lesson to meet the needs of their students and ensure that it is engaging and accessible to all learners. Once the objectives and student needs are identified, teachers can...  [Read more]

To prepare for your first TEFL class, there are several key steps you can take to ensure you are ready to deliver a successful lesson. First, familiarize yourself with the lesson plan and materials provided by your TEFL course or employer. Review the objectives of the lesson, the activities, and any worksheets or handouts that you will be using. Make sure you understand the flow of the lesson and how each activity is structured. Next, consider the language level and cultural background of your students. This will help you tailor your lesson to their needs and interests. If possible, try to learn a few key phrases in their native language to establish rapport and show respect for their culture. Prepare any visual aids or props that you will be using during the lesson. This could include...  [Read more]

When creating your TEFL teaching resources, it is important to consider a variety of factors to ensure they are effective and engaging for your students. Here are some key elements to include in your TEFL teaching resources: 1. **Lesson Plans**: Develop detailed lesson plans that outline the objectives, activities, and materials for each class. This will help you stay organized and ensure that you cover all necessary topics. 2. **Visual Aids**: Incorporate visual aids such as flashcards, pictures, and videos to help reinforce language concepts and make the material more engaging for students. 3. **Interactive Activities**: Include a variety of interactive activities such as games, role-plays, and group work to keep students actively engaged in the learning process. 4. **Language...  [Read more]

  In this lesson Iban covers the future perfect tense. After warming the students up with a memory game, he moves onto to present the lesson. He ends the lesson with activities to give the students practice using the language point he has taught. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. Prior to unit 11 and unit 12, I have always thought of Listening and Speaking as one skill set while Reading and writing as another skill set. After both these unit, it...  [Read more]

  The next example is going to be that of a boomerang lesson and remember the structure is like this. So, again, we're going to start with an engage phase and for our engage, the students are just going to have a discussion about jobs. What happens at interviews and so on and so forth. So, during that engage phase, what we'd hope to do is to elicit some useful language about jobs and interviews and the types of questions that are being asked. Then, we're going to move immediately into an activate activity and this is going to involve a role-play. So, we'll break the students into pairs. One will be an interviewer, the other will be an interviewee and they'll generate the language that that role-play will produce. What the teacher can do whilst that is taking place is to go around...  [Read more]

  In this video lesson the teacher covers the present perfect continuous tense. Iban starts the lesson with a memory game to help get the students engage in the lesson and thinking and speaking in English. He then goes on to present his lesson on the present prefect continuous tense before finishing the lesson with activities to get the students to use the language they have learned. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. This unit covered teaching...  [Read more]

  Just to finish off this particular section on lesson planning, we're going to go through a couple of procedures that should take place during the study phase periods, particularly when we're doing the activities. It is quite important that before we actually go into a study activity that we go through a process of showing how that activity is going to work and one acronym that is often used for this is D-E-GO. The D part of this stands for a demonstration of the activity. Now, it's very important that you don't try to explain how the activity is going to work but rather you actually demonstrate the process. An example of the demonstration of the process of the activity could be something as simple as taking the first question and using it and writing it on the board. This will...  [Read more]

  Here are helpful tips how to identify the various past tenses in the English language and complete worksheets successfully. The video also helps you to structure an effective lesson around the past tenses in an EFL classroom around the world. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. As a final lesson here in teaching Business English, Unit 6 provides additional information on how to create your own resume/c.v., what should and what shouldn't be...  [Read more]

  In this video Iban teaches a lesson on "€˜like" and "€˜as". He warms the students up before moving onto the lesson point where he outlines the different uses of "€˜like"€™ and "as". He ends the lesson with activities to get the students the language they have learned. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. This unit was a little more complicated for me. While it taught me a lot, it was took me a bit more to understand all the forms and...  [Read more]

  In this lesson Iban covers the uses of ‘wish’. Iban starts the lesson with an activity to warm the students up before covering the lesson point. He ends the lesson with activities to give the students practice using the language point he has taught. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. I learned about modals and its usage. It was good to know that modal has its usage in particular situation such as obligation, possibility,...  [Read more]

  In this lesson Iban teaches the meanings and differences of ‘I wish’ and ‘if only’. He starts the lesson with a warm up activity before covering the lesson point. He ends the lesson with activities to give the students practice using the language point he has taught. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. I learnt the importance of selecting the correct vocabulary to teach and when to teach it. There were some good ideas...  [Read more]

peru is a wonderful location to start your TEFL/TESOL career. There is a high demand for qualified language teachers in the whole South American region and jobs are abundant. During your four-week TEFL/TESOL course in Cusco, you will observe several lessons presented by our professional teacher trainers before creating and presenting you own English lessons. Our training center has spacious classrooms and is a full-functioning English school with local EFL learners.   [Read more]

  In this lesson Iban teaches adverbs of frequency. Iban starts the lesson with an activity to warm the students up before covering the lesson point. He ends the lesson with activities to give the students practice using the language point he has taught. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. Equipment and teaching aids can make a lesson more interesting and efficient. They allow students of non-native teachers to listen and watch authentic...  [Read more]

  In this demonstration lesson Iban covers the present perfect tense. He starts the lesson with a warm activity. He then goes on to focus on the tense in more detail covering the structure and usage. He ends the lesson with activities to encourage the students to use the language point they have learned in the lesson. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. This unit discusses the various forms of past tense such as, past simple, past continuous, past...  [Read more]

  Why bother with a lesson plan? IT'S AN AID TO PLANNING: A lesson plan helps you identify a clear destination for your lesson. IT'S A WORKING DOCUMENT: It helps you to mark out the route to that destination. IT'S A RECORD: A lesson plan helps you keep track of what you have covered with your students. It also helps other teachers cover your lesson if you are ill. LESSON PLANNING DO'S AND DON'TS Keep it simple. If you need to refer to it in a lesson, a quick glance should tell you what you need to know. Don't write a script of the lesson. Structure your plan and keep the same structure. Note the expected timing for each activity. Activities should be connected giving the lesson a logical pattern. Variety is needed to keep students engaged. Try to anticipate student...  [Read more]

  For the lesson that even takes place, there are a number of things that you need to have considered. Obviously, you need a very clear idea of what it is you're expecting the students to have to do and they need to know why. It's very important before you ask them to do an activity that they have an understanding of the purpose of that activity. You should, secondly, have had a thought about what they already know. Linked to that is, will it be necessary to do any form of pre-teaching before I can expect them to do this activity and finally, we need to make sure that we have prepared all our materials and our instructions for this particular activity. So, we'll consider a straight arrow ESA lesson, the focus of which is to be speaking skills. So, we'll start with our engage and in...  [Read more]

  When our answers are not correct then, obviously, they need to be corrected but it is quite important that we go through a process of correction that will help students. Quite often they've made a mistake simply because of something like reading the incorrect answer out or misrepresenting what they've actually written down. So, always give the opportunity when a mistake has been made for the student to self-correct first. We can often do this in a nonverbal way to show them that they're not actually correct. We might repeat back what they've said to us in a questioning manner or we may just make a gesture to make sure that they understand that they're not correct. So, we allow for a process of self-correction. It may be that the student has actually got the answer wrong and so we...  [Read more]

To make your TEFL lessons more student-centered, there are several strategies you can implement to create a more engaging and interactive learning environment for your students. First and foremost, it's essential to get to know your students and their individual learning styles, interests, and goals. This will help you tailor your lessons to better suit their needs and preferences, making the learning experience more personalized and relevant for them. Additionally, incorporating a variety of interactive activities and tasks into your lessons can help keep students engaged and actively participating in the learning process. This can include group work, pair work, role plays, games, and real-life simulations that encourage students to communicate and collaborate with their peers. ...  [Read more]

To make your TEFL lessons more dynamic, there are several strategies you can implement. First, incorporating a variety of teaching methods can help keep your students engaged and motivated. This can include using a combination of visual aids, hands-on activities, group work, and technology to cater to different learning styles. Additionally, integrating real-life examples and practical exercises can make the content more relevant and interesting for your students. Another way to add dynamism to your TEFL lessons is to create a positive and interactive classroom environment. Encouraging participation, fostering open communication, and providing constructive feedback can help create a supportive atmosphere where students feel comfortable expressing themselves and taking risks in their...  [Read more]

  A final example is going to be an example of a patchwork ESA lesson and remember we said the form of this particular lesson will start with and engage always and will finish with and activate and there'll be some variation of E, S and A within the brackets here. So we're going to generate our patchwork ESA lesson as follows. Starting with the engage, the students are going to look at holiday photos and talk about what they like and don't like from what they see. From that, we're going to move directly into an activate phase and what the students are going to do is to make comments about holiday brochures and try to act out a role-play between the travel agent and a customer. Again, as this is taking place, the teacher will be moving around and looking for gaps in knowledge in...  [Read more]

  Now an example of a straight arrow ESA lesson for our engage phase. What we're going to do is to show the students a video of animals and they are going to say what they like about those animals and try to create a list of some more. So, remember what we're trying to do here is to get the students talking and thinking in English. We're using a typical engage activity, which is to create a list and we try to make sure that all the students have been involved in some way in creating those lists. Moving on to the study phase, the first part is going to be the board work and the teacher is going to try to elicit from the students what each of those animals can and can't do. Typically, what the students will say is just single words, so "run," "jump," "fly," etc. What we would then...  [Read more]