Task-based model /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 learners. Similar to the other two approaches, TBA follows a sequential progression: 1) a pre-task introduction to be conducted by the teacher; 2) the learners’ completion of a central task involving a particular language aspect; 3) reporting, analysis and feedback to be performed by the teacher concerning how the learners accomplished the central task; and 4) practice sessions to hone learner proficiencies in the language area.
The task-based approach is advocated by many educators because of several clear advantages. For one thing, TBA allows learners 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 learners. 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.
A good EL lesson consists of much more than a series of activities and exercises that the teacher has strung together to occupy classroom time – and it involves much more than simply presenting the material in the current EL textbook. EL teaching is not only a field of practical activity but also a discipline that draws on a considerable body of knowledge and practice. Every lesson of a teacher should reflect a solid understanding of the nature of the language, of the EL learning and teaching, and of his/her learners – taking into account their needs as well as their learning styles and preferences.
EL lesson planning The important condition of effectiveness of ELT is planning of teachers and students activity for a lesson and a system of lessons. In the practice of teaching EL at the lesson, thematic and perspective planning are distinguished.
The aim of EL lesson planning is to define the content of the lesson and algorithm of operation and actions of the teacher and learners.
Thematic plan is enveloped as a serial number of lessons. As a rule, it is one of the themes of communication, which includes itself also vocabulary, grammar and country-study material.
Perspective planning defines the system of a teacher and students activity for the whole stage of ELT.
There are different principles of lesson planning. The most important among them are variety, flexibility, examining the subject matter from the learners’ point of view, considering individual differences, language backgrounds and past experience5.
1. Variety means involving learners in a number of different types of activities and using a wide selection of material to motivate learners.
2. Flexibilitycomes into play, when dealing with the plan in the classroom, for a number of reasons a teacher should have an opportunity to change the plan in accordance with the situation which can take place during teaching.
3. Examination of the subject matter from the learners’ point of view – the teacher should examine teaching material and reveal its appropriateness to learners and difficulties for acquiring this material by learners. During planning a teacher adapt material and defines ways of overcoming these difficulties.
4. Consideration of individual differences presupposes that learners have different abilities to learn the language under apparently the same conditions of learning. This fact should be taking into consideration in planning. This principle is known in the domestic methodology as individualization and differentiation of teaching.
5. Language backgrounds and past experience – before designing a teacher should reveal what prior knowledge, abilities and skills the learners have.
Designing the lesson and outlining its plan is an essential part of the teaching process. All EL teachers – regardless of training, experience, or competency – need a carefully drawn lesson plan in order to assist their learners 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 learners are able to grasp and retain the lesson concepts.
The importance of lesson plans in EL education is difficult to overstate. EL teachers 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 an adequate preparation will most likely be detrimental to both the teachers and their learners. Having a lesson plan and effectively using it as a guide for daily teaching will reflect a teacher’s professionalism and reliability. Teachers also present themselves as good role models for their learners who will come to appreciate the value of coming to class prepared and primed to achieve the lesson targets.
If a teacher is 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 learners are expected to learn and appreciate the lessons various concepts. An excellent lesson plan is one that can be easily and effectively used by another teacher in a job place. This means that the ideal lesson plan is both clear and comprehensive.
