Every ESL teacher, regardless of training, experience, or competence, needs a carefully designed learning plan to help students achieve learning goals both on a daily and long-term basis. Creating a lesson plan is like a complete and clear visualization of how to keep your learning sessions and how students can understand and keep your lesson concepts. Numerous research points out that preliminary visualization on athletic competitions and business pursuits is a real step in the actual implementation process. The same applies to classroom assignments. Without a lesson plan, this visualization process is mostly blurred, and the resulting learning outcomes are far from being ideal.

This means that the importance of learning plans in ESL / EFL education is difficult to overestimate. ESL teachers simply have to avoid daily classes and build the most appropriate educational strategies in 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 peers, superiors and students will be unprofessional. On the other hand, the lower members of inadequately trained language teachers have less than optimal knowledge input and usually have low learning and appreciation for the lesson concept as opposed to highly trained and trained instructors.

students and education providers gathered in the learning process, 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 for your students who will appreciate the maturity value they have prepared and prepared to achieve your learning goals.

Lesson Plan 101

If you are new to teaching, the lesson plan is basically just a step-by-step guide that your teacher intends to present the lesson and the methods that students expect, to learn and evaluate different lesson concepts. 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 defined by your school or organization. However, the common elements of a good lesson plan are:

1. Lesson Address

2. Time required to complete the lesson (in minutes, hours, days or weeks)

3. Class Details (Class Name or Section, Age, Skill Level, etc.)

4. Learning Goals

5. Educational Approach to Use (This section describes a series of learning events as well as techniques used by a teacher to reach learners' learning goals)

6. Tutorials (such as movie, picture galleries, music video, etc.)

7. Summary and Conclusions of the Lesson

8. Methods of Learning Lesson Concepts

9. Appraisal and Test Methods Applicable

. Emergency Plans or Elements (This section describes supplementary topics or additional techniques and materials that can enhance your learning gains during a session or make productive spare time, entertainment and engagement, meetings, conversations, and other activities that are ideal in this section)

If the learning institution does not have a specific lesson format, most ESL practitioners tailor their lesson to their learning philosophy or techniques. In general, however, the excellent ESL lesson plans have common characteristics that need to be incorporated into their own teaching 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 a way that is easy and happy to follow.

· Lesson plans must be strongly consistent with the needs of the intended audience and their learning competencies.

· Each lesson plan must adhere to the continuity of the lesson concepts and not only fit in the curriculum but must reflect the overall vision of the subject

· The ESL lesson plans should create platforms that allow students to language learning in real life situations.

In ESL education, the lesson plans are still decisive in the pure conversational classes. In order to create an environment that encourages high-quality learning and extends to 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, teachers employ dozens of teaching plan types defined by a teacher or a special educational institution. 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, Practice and Production . PPP is the recommended incapacity approach for ESL / EFL instructors, and generally teaches institutions in TESOL and TEFL certifications. Most English language teachers believe that PPP is the root approach from which other approaches have emerged.

In a nutshell, PPP facilitates the presentation of new language concepts (teacher-centered), the practice (the joint participation of the teacher and the students) is the development of new linguistic concepts and new linguistic concepts (student-centered). Up to 80 percent of the time in the presentation phase can be utilized by a lecture or a teacher-led explanation of the concept of the lesson. During this time, the teacher can speak about grammar questions, spelling, and the frequent use of the new language concept. The teacher also raises the appreciation of the concept's appreciation to make sure students understand the new concepts. When students understand the new concepts clearly, the teacher can step into the next phase. 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. Depending on both the written, the oral and the practical activities and the new language concept, varying intensity should be applied.

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. During this time, students need to be comfortable with the new language concepts that they can use in a precise and fluid way to communicate. Test, Teach, and Test . TTT is a commonly used alternative to the PPP method, where the manufacturing phase is passed 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 student's 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 students to the correct use of the language concept

. The last stage of the TTT approach is the second test aimed at checking how students have taken on new teacher inputs. The logic of this sequencing is that students learn more about new language concepts by distinguishing ineffective (most commonly used in the first phase of testing) the correct use (probably ) of the teacher after 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 educational strategies to achieve optimal learning outcomes. Mostly in intermediate and higher level competences, and in classes where students use mixed language skills. However, one of the consistent criticisms of the TTT approach is that it has a random element, as there may be more unexpected student needs beyond the scope of the intended lesson. Despite this disruptive opportunity, 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 already well-known.

Task-Based Approach . TBA is a good alternative to PPP approach or TTT method. In TBA-structured classes, teachers do not specify the language learning conditions in advance, but based on their learning strategy, which central tasks are assigned to students. Like the other two approaches, the TBA follows a series of steps: 1) introducing the task before the teacher; 2) students have to carry out a core language-related task; 3) reports, analyzes and feedback that the teacher must perform on how the students have completed the central task; and 4) practical lessons for students to live in the language area.

The task-based approach is supported by many instructors, as there are a number of clear benefits. On the one hand, TBA enables students to apply all their language resources to the end of the task, not just pre-selected language areas, such as PPP. Additionally, TBA uses natural, realistic environments that are very important for students. Thus, the discovery and learning of the language results directly from the students' actual needs and not as suggested in the textbooks. TBA is based on the assumption that holistic exposure to the language, as opposed to incremental exposures with PPP, is one of the best ways of better language learning. Summary

is the wealth of online materials, each approach has strong support from their own supporters. 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 the lesson plan to help everyone achieve the learning goals and provide the best possible value for the students.

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