Category Archives: Techniques
ESL Lesson Plans: Types and Purpose
Photo credit: jeremy.wilburn
All ESL teachers–regardless of training, experience, or competency–need a carefully drawn lesson plan in order to assist their students in attaining learning objectives, both on a daily basis as well as the long-term. Having a lesson plan is like having a complete and clear visualization of how a learning session is to take place and how students are able to grasp and retain lesson concepts. Numerous research indicate that pre-visualizing success in athletic competitions as well as business endeavors is a concrete step in the process of actually achieving it. The same is true with classroom engagements. Without a lesson plan, this visualization process is blurred at best and the learning outcomes that will be generated will be far from ideal.
That said, the importance of lesson plans in ESL/EFL education is difficult to overstate. ESL educators simply need to visualize daily lessons in advance and build the most appropriate teaching strategies into a comprehensive lesson plan. Otherwise, going to class without adequate preparation will most likely be detrimental to both the teachers and their students. Unprepared teachers will become mediocre at the job and will be viewed as unprofessional by their peers, superiors, and students. On the other hand, students under inadequately prepared language teachers will enjoy less-than optimum knowledge inputs and will generally have a low quality learning and appreciation of lesson concepts, compared with students under highly competent and prepared educators.
Given the substantial resources pooled into the learning session by students and education providers, an unprofessionally managed class is a terrible waste of time, money and effort. Moreover, students and teachers under this scenario generally have very low motivation to improve. Having a lesson plan and effectively using it as a guide for daily teaching will reflect your professionalism and reliability. You also present yourself as a good role model for your students who will come to appreciate the value of coming to class prepared and primed to achieve the lesson targets.
Lesson Plan 101
If you are new to teaching, a lesson plan is basically just a step-by-step guide on how the teacher intends to present a lesson and the ways by which students are expected to learn and appreciate the various lesson concepts. An excellent lesson plan is one that can be easily and effectively used by another educator in your place. This means that the ideal lesson plan is both clear and comprehensive. The details and elements of lesson plans vary, depending on the specific format mandated by the school or organization. However, the common components of good lesson plan include the following:
1. Lesson Title
2. The period of time (in minutes, hours, days, or weeks) necessary to complete the lesson
3. Class details (class name or section, age, skill level, etc.)
4. The lesson objectives
5. Instructional approach(es) to be used (this section describes the sequence of learning events as well as the techniques the teacher will use in helping students achieve the lesson objectives)
6. Instructional materials (such as a film, an image gallery, a music video, etc.)
7. Summary of and derived conclusions from the lesson
8. Methods for practicing the lesson concepts
9. Evaluation and testing methods to be used
10. Contingency plans or elements (This section describes subsidiary topics or additional techniques and materials that can be used to either fortify the learning gains generated during the session or productively fill up excess time. Fun and engaging, seat work, dialogues, and other activities are ideal for this section)
Unless a specific lesson plan format is required by the learning institution, most ESL practitioners tailor their lesson plans according to the teaching philosophies or techniques they believe in or are most comfortable with. In general, however, excellent ESL lesson plans have common characteristics that you should integrate in your own teaching strategies:
· Ideal lesson plans have a concise summary that fits on a single page. The detailed plan proper may–and often–exceeds this number, but the idea is to allow anyone to have a quick overview of the lesson.
· Great lesson plans are organized in a way that is easy and a delight to follow.
· Lesson plans should be strongly aligned with the needs and learning competencies of their intended audience.
· Each individual lesson plan should adhere to a continuity of lesson concepts and should not only fit in the curriculum but also reflect the overall vision of the subject.
· ESL Lesson plans should establish platforms for students to apply language learning to real-world situations.
In ESL education, lesson plans are crucial even in purely conversational classes. In order to establish an environment that encourages high quality learning and draws non-native speakers to articulate themselves extensively, adequate preparation is of paramount importance. Having a haphazardly designed plan is also inexcusable.
Types of ESL Lesson Plans
There are literally dozens of lesson plan types depending on the teaching philosophy followed by an educator or specific mandated by learning institutions. In ESL and EFL education, the most common lesson plans are those based on three main instructional approaches:
A. PPP (Presentation, Practice and Production)
B. TTT (Test, Teach and Test)
C. TBA (Task-based Approach)
Presentation, Practice and Production. PPP is a recommended lesson approach for many educators of ESL/EFL and is commonly taught in institutions that provide TESOL and TEFL certifications. Most English language educators believe that PPP is the root approach from which other approaches have evolved.
In a nutshell, PPP facilitates the presentation (teacher-centric) of new language concepts, the practice (joint participation of teacher and students) of the new language concepts, and the production (student-centric) of new language concepts. During the presentation phase, up to 80 percent of the period may be appropriated for a lecture or a teacher-led explanation of lesson concepts. During this time, the teacher may discuss grammatical issues, spelling, and common use of the new language concept. The teacher also raises concept appreciation checks to verify the students’ understanding of the new concepts. When students clearly understand the new concepts, the teacher may then proceed to the next phase. Otherwise a brief recap of the subject matter should be conducted.
In the practice phase, the teacher encourages students to participate more through orchestrated conversation graded recitation. Ideally, this phase should allow students to articulate 60 to 70 percent of the time, with the teacher assuming a secondary role as moderator. Written and verbal activities and drills should both be used, with varying intensities depending on the new language concept.
Lastly, students should be encouraged to dominate (90 percent participation) the production phase. The teacher only monitors the class dynamics and just give feedback as the lesson ends. By this time, students should be adequately comfortable with the new language concepts that they can accurately and fluently use it to communicate.
Test, Teach and Test. TTT is a frequently used alternative to the PPP method, wherein the production phase is sequentially moved to the first part of the lesson. During the (first) test phase that corresponds to the production phase in the PPP approach, students are more or less abruptly asked to communicatively produce a language concept based on their existing knowledge and without any prior guidance from the teacher. The teacher will then asses the students’ level of competency in the particular language area, determine their needs, and proceed with the teach phase (which corresponds to the presentation phase in the PPP approach) based on an overall assessment. The teach phase allows educators to discuss problem areas and guide students towards the correct use of the language concept.
The final stage of the TTT approach is the second test that aims to check how students have absorbed the new inputs from the teacher. The logic of this sequencing is for students to learn the new language concepts better by differentiating its invalid uses (most likely to be committed during the first test phase) from correct usage (likely to be accomplished after the teacher presented the language concept during the teach phase).
In general, the TTT approach is a good way for teachers to determine the specific needs of students in different language areas. With this knowledge, educators can optimize their teaching strategies to produce optimum learning outcomes. It is best used in intermediate and higher competency levels, as well as in classes where the students have mixed language proficiencies. However, one consistent criticism about the TTT approach is that it has an element of randomness since several, unexpected student needs may arise that is beyond the scope of the intended lesson. Despite this disruptive possibility, the TTT approach is still being adopted by many educators because it is very “economical” and “focused” in the sense that valuable time need not be wasted on teaching language areas students are already proficient with.
Task based Approach. TBA is a good alternative to either the PPP approach or the TTT method. In TBA-structured classes, teachers do not pre-determine the language specifics to study but base their lesson strategies on how a central task is completed by the students. Similar to the other two approaches, TBA follows a sequential progression: 1) a pre-task introduction to be conducted by the teacher; 2) the students’ completion of a central task involving a particular language aspect; 3) reporting, analysis and feedback to be performed by the teacher concerning how the students accomplished the central task; and 4) practice sessions to hone student proficiencies in the language area.
The task-based approach is advocated by many educators because of several clear advantages. For one thing, TBA allows students to employ all their language resources towards the completion of a task and not just pre-selected language areas as in the case of PPP. In addition, TBA utilizes natural, real-life language contexts that are highly relevant to students. Hence, language exploration and learning directly arises from students’ actual needs and not as suggested in textbooks. TBA is also based on the premise that a holistic exposure to language–as opposed to incremental exposures common to PPP–is a better way of learning a new language.
Conclusion
Based on the profusion of online materials, each approach enjoys strong support from their respective proponents. It would not hurt to try out each one depending on your classes’ learning environments. Remember, there is no written rule restricting anyone from modifying, combining, or optimizing any of the three approaches. At least in designing lesson plans, flexibility is a more preferred option than dogmatic rigidity. The bottom line is to customize the lesson plan that will help every one attain the learning objectives and deliver the best value for your students.
Michael G. Hines is an educator living in Thailand and the Founder of Icon Group (IconGroupThailand):
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Article Source: http://EzineArticles.com/?expert=Michael_Hines
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Ways to Improve Adult ESL Learners’ Pronunciation Skills
By Dorit Sasson
One of the most difficult and trickiest areas for language educators to teach and ESL (English as a second language) learners to acquire is that of pronunciation. ESL students new to the States, know the importance of speaking communication yet often their accents get in the way of correct pronunciation and as a result, have an even more difficult time being understood.
Today’s current focus on communicative approaches to ESL instruction and the increasing emphasis on oral communication skills and teamwork are renewing interest in the role that pronunciation plays in adults’ overall communicative competence.
Incorporating Pronunciation in Instruction
Celce-Murcia, Brinton, & Goodwin (1996) introduced a curriculum that supports a communicative and cognitive approach to teaching pronunciation. It takes into account features of North American pronunciation and the sound system and builds effective pronunciation lessons and activities.
Teachers who teach pronunciation need to build their lessons on targeted instructional pronunciation goals which include the following:
- Teach the pronunciation feature which help raises learner awareness
- Listeners practice and listen for recognizing the targeted feature
- Provide guided practice and feedback based on structured communication exercises
- Provide communicative practice and feedback on specific pronunciation instruction
A lesson on word stress, based on these instructional goals, could include the following information:
1. The teacher presents a list of targeted vocabulary items from the current lesson, employing both correct and incorrect word stress. In order for English learners living outside English speaking countries to listen to a native speaker’s speech, teachers can run Panopreter text to speech software ( http://www.panopreter.com ) on their Windows 7 or Vista desktops or laptops, then Microsoft Anna will read out any English text clearly at various speed This is a good opportunity to introduce the concept of word stress and model it again and again. modeled.
2. Microsoft Anna can help learners listen for and identify stressed syllables, using sequences of nonsense syllables of varying lengths (e.g., da-DA,da-da-DA-da).
3. Learners go back to the list of vocabulary items from step one and, together, they show the right stress pattern by tapping out the stressed syllabus with a pen or on their laps. They can also clap the stress patterns. Teachers can also add new words to sustain continued practice, if relevant.
4. Pair work – Learners take turns reading a scripted dialogue where most of the words are understood in terms of meaning. As one learner speaks, the other indicates the stress arrangement on a printed copy. This is a good opportunity to provide feedback on the discrimination of sounds.
Teaching pronunciation is probably one of the areas that language teachers least enjoy addressing in the language classroom. But with up to date software for teaching pronunciation and guided interactive practice, learners can acquire pronunciation in a more user-friendly and communicative way.
Works Cited
Celce-Murcia. M., Brinton, D., & Goodwin, J. (1996). Teaching pronunciation: Reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
Teaching ESL teachers the basics of accuracy and fluency in ESL instruction is only part of a presentation regularly offered by Dorit Sasson as part of her in-service training programs for teachers of English language learners. For more information about speaking engagements and in-service, contact Dorit Sasson at sassondorit@gmail.com or visit the Teachers’ Diversity Coach, at http://www.DoritSasson.com and click on the “speaking” page.
Article Source: http://EzineArticles.com/?expert=Dorit_Sasson
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Instructional Video of the Week: A Superhero Work out to Teach Comparatives
Image by KierDuros via Flickr
After going out trick or treating this Halloween in your Superman costume don’t just consign it to your closet for another year. Release that inner superhero in your class with the superhero workout.
The superhero workout is a great way for your students to learn comparatives and burn off some of that extra energy gained form eating all that Halloween candy. These activities get students involved in the class and gives them visual cues to reinforce their language learning.
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Watch and read about more ways to improve your ESL classes by clicking here.Using Pre-Assessment Techniques to Plan Instruction
By Dorit Sasson
Image by Jixar via Flickr
Assessment that is custom designed to fit a particular classroom situation gives an accurate picture of struggling ELLs and their reading abilities. Pre-assessment and post-assessment techniques help teachers identify a starting point and steps in the process of adapting the curriculum for ELLs in a general education framework. Informal assessment, such as observation and documentation allows teachers to modify lesson plans as needed to make sure ELLs grasp key concepts.
Assessment provides teachers with concrete evidence as they consider what they can do to improve students’ learning. Pre-assessment results can guide teachers as they plan and implement steps to meet instructional goals, including goals to deepen reading comprehension and increase fluency. Informal assessment conducted alongside instruction helps teachers refine learning goals and objectives.
An Overview of Assessment Procedures in an ELL Classroom
Research shows that a system of accountability is necessary for supporting ELLs in general education classes as well as ESLs who receive language support in small instructional groups. “The research on the development of English literacy strongly suggests that adequate assessments are essential for gauging the individual strengths and weaknesses of language-minority students, making placement decisions, and tailoring instruction to meet student needs” (Shanahan and August, Executive summary, page 6). Ideally, a system of accountability should be supported by a wide variety of assessment measures, which have been carefully aligned with the program’s content standards, curriculum, and actual classroom instructional practices (Espinosa and Lopez, 2007).
Assessment Techniques
Teachers evaluate their students prior to, during, and after instruction using a variety of procedures and techniques. In the context of ELLs in a general education classroom, teachers will want to begin pre-assessment procedures with various forms of diagnostic testing to determine what their students can and cannot do. This information will also help the teacher modify and differentiate classroom instruction. During instruction, teachers use informal observations, samples of student work, and other forms of documentation to provide them with current information about student achievement. Reflective learning logs may play a role as educators reflect on instructional goals and what they learn from collaboration about various assessment techniques.
Questions for consideration include:
o What assessment type did you use? Did it contain all elements for the “struggling ELL” definition?
o When do ESL and general education teachers collaborate on joint assessments?
o When and how was your first assessment completed to determine eligibility of students in a general education class?
o How and when do you continue to update assessment to determine progress?
Student performance should be determined by a variety of factors including that of assessment. Struggling learners should be evaluated based upon their progress in general education and ESL classes based on material that is designed for their level. Schools and districts in general, have their own state standard test for intake and placement of entering ELLs as well as exit exams for determining placement of ESL students. However schools do not provide guidelines for determining struggling ELLs’ progress according to standards designed for general education classes or ESL learning groups. This is where ESL and general education teachers can jointly plan assessment procedures in order to ensure that their students are progressing.
One way teachers can effectively do this is to evaluate assessment results in order to successfully engage their struggling ELLs. One major question teachers should ask when planning assessments jointly is: “Do all students fit the definition of struggling ELLs” or more specifically, can all struggling ELL perform all assessment based task?
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Purchase your ebook of classroom tested tips – “Tips and Tricks for Surviving and Thriving in the Classroom,” at: http://www.MakeYourTeachingSparkle.com and you’ll receive a FREE ebooklet, “Yes! You Can Teach K-12 English language learners Successfully!”
Dorit Sasson is a freelance writer, speaker, educator and founder of the New Teacher Resource Center.
Article Source: Dorit_Sasson
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Instructional Video of the Week: Teaching Activities for Speaking
Getting students to speak and participate in class activities can be one of the more difficult aspects of teaching English as a second language. Speaking English in class gives students practical experience in the day to day usage of the language and can become a fun element of lessons. Certain barriers need to be overcome such as shyness or fear of making mistakes however with proper planning many of these issues can be overcome.
Lets look at some of the steps you can take to make your speaking class a success.
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Plan
When devising a lesson set out key the learning outcomes you wish students to achieve. Make sure you provide the necessary tools and resources your students will need to be able to participate in the discussion. Decide how the class will be set up. Will it be a class discussion with the where everyone participates together or will the conversation take place in smaller groups.
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Preparation
Give your students the opportunity to prepare and practice what they will be saying or discussing. Provide them with the vocabulary they will need and help them to use it in the situations that will occur in the discussions. You can also provide prompts to the students to help them to remember key phrases or vocabulary.
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Create involvement
By selecting a topic/s that students are interested in or feel passionately about you create an atmosphere where students want to put across their ideas or views. This can lead to even the most shy students becoming involved in a discussion. By relating the conversation to the students lives you are able to highlight the practical uses of English, encouraging them to implement what they have studied in conversational form. With younger learners adding storytelling and role playing into the class can allow students to practice their speaking in a fun informal way.
Below is a great video from the British Council focusing on making speaking activities effective.
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