Esl Lesson Plans For Adults Intermediate

  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]

{ "@context": "https://schema.org", "@graph": [ [ ] ] } Why do we plan ESL lessons? This is a very important question as the answers to it will suggest what a lesson plan ought to contain. A few of the reasons we plan lessons could include: i) To provide a structure to our lessons ii) To provide a record of what has been taught iii) To easily cross reference against any syllabus requirements of the course being taught The second and third points are very useful to ensure we have covered all the requirements of a course as the plans, as a group, give a permanent record of what has been taught. The first point is perhaps the most important as the plan will be an outline of how the lesson is expected to take place. Before we get to an...  [Read more]

{ "@context": "https://schema.org", "@graph": [ [ {"@context": "https://schema.org","@type": "SiteNavigationElement","@id": "#nameh0","name": "Where can I get free ESL lesson plans?","url": "https://www.tesolcourse.com/tesol-faqs/tefl-tesol/where-can-i-get-free-esl-lesson-plans/#nameh0"} ] ] } For teachers seeking free ESL lesson plans, there are several reputable online resources that offer a wide range of materials suitable for various teaching levels and contexts. Websites such as UsingEnglish.com provide over 1,000 lesson plans available for download in PDF format, catering to diverse teaching needs. Additionally, the British Council and TEFL.NET are excellent sources for comprehensive lesson plans. Lanternfish ESL, ThoughtCo,...  [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]

  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]

  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, 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]

  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]

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International TEFL and TESOL Training's classroom based TESOL courses focus on the fundamental and practical areas of Teaching English in the modern world and deal primarily with the real knowledge and skills needed by teachers in the classrooms of today and the future. We retain our core principles throughout all of classroom based TESOL certification courses at all of our locations. The most fundamental and practical area of all of our TESOL certification courses. Our course trainees teach real, local students of English and put into practice the knowledge and skills gained on the course. Course trainees work closely with an individual student aiming to focus on rapport-building, error analysis and correction and addressing the individual needs of the student. Trainees have three...  [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. This has been very informative. This was definitely what I was talking about. The different teaching methods and how to engage, study, and activate your students. Its also...  [Read more]

International TEFL and TESOL Training will do all we can, pre-course, on-course and post-course to ensure you have an excellent experience. Our support services start before you begin your course and continue throughout your teaching career. Support services are your one stop reference for all aspects of your experience of teaching english abroad.   Here at International TEFL and TESOL Training our many years of experience has shown us that embarking on a teaching career overseas can be an intimidating experience, especially if you have never taught before. For this reason our support services will give you valuable advice and tools, such as lesson plans to assist you in your teaching career. You may contact our support services at any time, from anywhere in the world, even after...  [Read more]

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  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]

Learning modes: Young learners vs. adults he role of a teacher is a vast and varied one and there is a considerable amount of factors that will affect this role. One of the main factors that really effects how and what we decide to teach is the age of the students. For instance you could not walk into a classroom full of eight year old primary school children with the same lesson plan designed for teaching a group of 3rd year degree students. Other then the differences that would occur in academic ability, between these two groups, people of different ages have very different needs, competences and cognitive skills. For example, it is through play that much of children's early learning is achieved. (1) ‘The physical, socio-emotional and intellectual development of children is dependent...  [Read more]

  Before we go into looking at the actual receptive skills lesson, if we were thinking about what potential problems there could be in these lessons. So, what things could go wrong in a reading lesson? Well, firstly the students when they are reading in a language that is not their native language, they tend to read every word as a separate piece and by reading word to word it?s very difficult to get an overall impression of what that particular text is saying. Secondly, the sentence length in a lot of articles that we will get will be very long and many of our students will not be used to that structure of language. So, here it's important to have a think about the way in which the text has actually been written and will it be fairly easy to read. The final thing is the actual...  [Read more]

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Lesson Planning Every lesson and class is different. By mastering and creating your own lesson plan, it brings you one step closer toward having a better grasp of the content and methods you are about to teach. A lesson plan is a structure for a lesson. The content depends on what the teacher wants to achieve in the lesson and how they hope to achieve it. Callum Robertson states that: ‘If you imagine a lesson is like a journey, then the lesson plan is the map. It shows you where you start, where you finish and the route to take to get there.’ This is particularly helpful for inexperienced teachers as they may want to produce very detailed plans, stating clearly what is happening at particular times throughout the lesson. However, as teachers gain experience and confidence they develop...  [Read more]