Lesson Planning and Syllabus Design
Lesson planning and syllabus design are fundamental to effective language teaching. A well-structured lesson provides clear objectives, engaging activities, and a logical flow, while an effective syllabus ensures long-term learning goals are met.
This module explores lesson planning frameworks (PPP, TTT, ESA), how to select and sequence activities, and how to adapt lessons based on learner needs. It also covers syllabus design principles, balancing grammar, vocabulary, skills development, and communicative tasks to create cohesive courses.
Key Learning Objectives
By the end of this module, you will be able to:
✔ Identify different lesson planning models (PPP, TTT, ESA) and their applications.
✔ Structure a lesson with clear objectives, staged activities, and smooth transitions.
✔ Adapt lesson plans based on student proficiency levels and needs.
✔ Design a balanced syllabus covering grammar, vocabulary, and skills.
✔ Evaluate and modify lesson plans to improve learning outcomes.
Core Elements
1. The Importance of Lesson Planning
Lesson plans provide structure, ensuring:
• Clear learning objectives.
• Logical progression of activities.
• Opportunities for student engagement and practice.
Even experienced teachers benefit from planning, allowing flexibility while maintaining control of the lesson flow.
2. Lesson Planning Frameworks
Three common lesson structures:
i. Present, Practice, Produce (PPP)
• Present: Teacher introduces the target language.
• Practice: Students complete guided exercises.
• Produce: Students use language in freer, communicative activities.
✔ Best for introducing new grammar and vocabulary.
ii. Test, Teach, Test (TTT)
• Test: Students complete a task to assess prior knowledge.
• Teach: Teacher clarifies and corrects errors.
• Test: Students complete a second task to apply learning.
✔ Best for diagnosing and addressing student weaknesses.
iii. Engage, Study, Activate (ESA)
• Engage: Motivational activities to introduce the topic.
• Study: Focus on language form and meaning.
• Activate: Students use language in real-world tasks.
✔ Best for flexibility in lesson structure.
3. Components of an Effective Lesson Plan
A strong lesson plan includes:
• Lesson Objectives – What students should achieve.
• Materials & Resources – Worksheets, flashcards, technology.
• Timing & Staging – Clear structure with estimated durations.
• Interaction Patterns – Pair work, group work, whole class.
• Assessment & Feedback – How progress will be evaluated.
4. Differentiation and Adaptation
Lessons should be adapted for different learner needs:
• Lower-level students: More scaffolding, visual aids, and repetition.
• Higher-level students: More open-ended tasks and discussion-based activities.
• Mixed-ability classes: Tiered activities with different levels of challenge.
5. Syllabus Design Principles
An ESL syllabus must:
✔ Balance grammar, vocabulary, and skills.
✔ Sequence content logically (e.g., from basic structures to complex discourse).
✔ Be needs-based – relevant to learners’ goals.
✔ Allow flexibility to adjust for student progress.
7. Types of Syllabi in ESL
i. Structural Syllabus – Focus on grammar structures.
ii. Functional Syllabus – Organized around real-world functions (e.g., making requests).
iii. Skills-Based Syllabus – Focus on reading, writing, listening, speaking.
iv. Task-Based Syllabus – Learners complete real-world tasks (e.g., planning a trip).
A good syllabus often combines multiple types for a balanced learning experience.
Scenario-Based Reflection Task
You are teaching an intermediate-level class, and your planned PPP lesson on the past simple tense is not engaging the students. They seem uninterested during the presentation stage and struggle to complete the practice activities.
Task:
1. Identify two possible reasons why the lesson is not effective.
2. Suggest two changes to improve student engagement.
3. How could you adjust your approach for a mixed-ability class?
Scenario-Based Reflection Answers
1. Challenges:
• The presentation stage is too teacher-centered.
• The practice activities are not interactive or meaningful.
2. Solutions:
• Use a discovery-based approach (e.g., TTT) instead of direct explanation.
• Incorporate personalized activities (e.g., students share past experiences).
3. Modifications for mixed-ability classes:
• Provide different levels of support (sentence starters for lower levels, open-ended responses for higher levels).
• Use peer teaching – stronger students help weaker ones.
Lesson Planning Task
Create a 30-minute lesson plan using the ESA framework for teaching polite requests to pre-intermediate learners.
Lesson Planning Model Answer (Collapsible Section)
Lesson Planning Model Answer
Objective: Teach polite request structures (e.g., “Could you…?”, “Would you mind…?”).
Procedure:
1. Engage: Show rude vs. polite requests (e.g., “Give me water!” vs. “Could you bring me some water?”).
2. Study: Elicit polite forms and practice with gap-fill exercises.
3. Activate: Role-play ordering food in a restaurant, using polite requests.
Case Study Task
Alex is a new TEFL teacher in China. He notices his students are shy and hesitant to speak English. Some never participate.
Task:
1. What challenges might Alex be facing?
2. Suggest two techniques to increase student engagement.
Case Study Analysis
Challenges:
• Maria does not recognize lesson staging (e.g., warm-up, main task, feedback).
• She needs clearer instructions and signals.
Solutions:
• Use a visual lesson agenda to outline the day’s activities.
• Give step-by-step instructions with gestures and modeling.
• Assign a peer mentor to help guide her during transitions.
Self-Evaluation Test
1. What does TEFL stand for?
• (A) Teaching English to Fluent Learners
• (B) Teaching English as a Foreign Language
• (C) Teaching English with Fun and Learning
2. Which environment best suits large classes of teenagers?
• (A) Private Tutoring
• (B) Public Schools
• (C) Business English Classes
Self-Evaluation Test Answers
1. (B) Helps structure learning objectives and activities
2. (B) Present, Practice, Produce
Final Reflection Task
Think about a language learning experience you’ve had. Reflect on:
1. What made it effective or ineffective?
2. How can you apply this insight as a TEFL teacher?
Key Takeaways
✔ TEFL is teaching English to non-native speakers abroad.
✔ TEFL teachers must adapt to different learner types and environments.
✔ Effective teaching requires clear communication, structured lessons, and student engagement.
✔ Lesson planning should incorporate practice activities to reinforce learning.
✔ Classroom challenges require flexibility and creative problem-solving.