Action Plan

for

Teachers

a guide to teaching English

by

BBC World Service broadcasts radio programmes for learners and teachers of English. Many programmes include

explanations in the learner’s own language. The programmes are graded to suit all levels of learner and cover a variety of

topics, such as English for business, current affairs, science, literature, music and English teaching.

Many of the radio programmes are accompanied by printed material, including free information sheets and booklets. These

support materials are based on the content of the radio programmes and also contain additional background information

to essential business concepts - from entrepreneurship to globalisation - that includes practical help on how to get ahead.

English. Material from the radio programmes plus information on many topics associated with English language learning can

be found on these pages. The site also includes interactive exercises combining audio, video and text and can be found at:

For an automatic email response giving information about English learning and teaching programmes, send an email to:

To find out more about learning English with BBC World Service, write to:

by Richard Acklam.

has worked in English Language teaching since 1986. He has taught in Japan, China and Denmark as well as in the UK. He

is a teacher trainer and writer, producer and presenter for BBC World Service. He has a degree in Drama from the Univeristy

of Hull and the RSA Dip. TEFLA.

is a freelance ELT teacher, teacher trainer and textbook writer. He has worked in Cairo, Paris and London and has an MA

(TEFL) from the Uni versity of Reading.

classroom that are suitable for the newly qualified teacher working in a language school, as well as the experienced teacher

working in secondary education.

book for anyone who might have to teach an English language lesson.

This book covers the subject of the English language lesson – what to put in it, how to plan it, and how to put that plan

preparation. We consider how to put those plans into practice in the classroom.

technology in your lessons, from the tape recorder to the computer.

The subject of English teaching, as with most professions, contains terminology which is specific to the subject.

at the end of the book provides examples and explanations of terms and expressions which are frequently used in

the field of English Language Teaching. Wherever a word is underlined, you can find a clear explanation of that

Jeremy Harmer - The Practice of English Language Teaching, 1991

they can be applied to the preparation of effective English language classes.

Every lesson is unique and is made up of different stages. Lessons can focus on grammar, vocabulary, reading or writing.

They may contain listening and speaking activities and concentrate on introducing new language items or on revision. The

actual content of any lesson will depend on what the teacher aims to achieve during the lesson, the students and the

teaching situation. Howe ver there are some ideas that can be considered for every lesson.

Students who are interested in, involved in and enjoy what they are studying tend to make better progress and learn faster.

As teachers, it is important then to provide students with lessons that are not only well-structured but which are also

interesting and enjoyable. Careful thought and preparation will help to achieve this.

When thinking about an English lesson it is useful to keep the following three elements in mind:

These three elements, E. S. A. should be present in every teaching sequence, whatever your teaching point. But what do we

mean by E. S. A.?

It is important to engage the students. This means getting the students interested in the subject, in the class and in the

language point and hopefully enjoying what they are doing. But why is this important? After all, you may feel that students

come to school to learn, not to be entertained!

Jeremy Harmer, author of The Practice of English Language Teaching - Lesson Plan, Programme 2

Engaging students is important for the learning process. Engaged students learn better and are likely to cause fewer

discipline problems.

In any lesson students usually need something to study. In an English teaching lesson there needs to be some language

focus for the class. Students need to be introduced systematically to the way that English is put together. The Study element

of a lesson could be a focus on any aspect of the language, such as grammar or vocabulary and pronunciation. A Study

stage does not have to be new language input. It could also cover revision and extension of previously taught material.

Simply telling students about the language is not usually enough to help them to learn it. In order for students to be able

to develop their use of English, they need to be given the chance to produce it. In an Activate stage the students are given

tasks, normally writing and or speaking activities which require students to use not only the language they are studying that

day, but also other language that they have learnt.

Here are some reasons why it’s important to let students have this kind of practice:

environment of the classroom.

‘switch’ language they have been studying, into language which they can use instinctively without having to

think about it.

enjoyable classroom experience for students helps the learning process.

an effective way for both students and the teacher to assess how well the class is progressing.

motivational effect on students. Motivated students tend to learn better.

Engage, Study and Activate - three important considerations for any lesson. Every activity, every exercise, every part of a

lesson should fit into one of these categories. Although ESA is a guide to what should go into a lesson, it is not necessarily

a guide as to what order activities should come in a lesson. For example, it is possible to have an Activate stage before a

Study stage. In this order the teacher can monitor the activity to find out what it is that the students need to know. In other

words, the Activate stage helps the teacher to decide the content of the Study stage.

A lesson plan is a framework for a lesson. If you imagine that a lesson is like a journey, then the lesson plan is the map. It

shows where you start, where you finish and the route to take to get there.

Lesson plans are the product of teachers’ thoughts about their classes; what they hope to achieve and how they hope to

achieve it. They are usuall y, though not always, in written form.

There are as many different kinds of plan as there are teachers. Trainee teachers often have to produce very detailed written

plans, with deions not only of each activity but also listing the exact questions and instructions they will give the class

as well as the timings for every activity. In a full-time teaching situation, however, it is impractical to expect teachers to plan

with this level of detail each lesson they teach.

Newly qualified teachers may rely on a less detailed, but still fairly comprehensive written plan. As teachers gain experience

and confidence, planning is just as important, but teachers develop the ability to plan much quicker and with less need for

detail.

Very experienced teachers may be able to go into a class with just a short list of notes or even with the plan in their head.

Whatever the level of experience though, it is very important that all teachers take the time to think through their lessons

before they enter the classroom.

Imagine starting a journey but with no idea where you are going. You are the driver of a bus full of students and although

you know you have to drive them for a particular period of time, without your map you have no idea where you want to go

or how to get there. It may still be an interesting journey but it would be very easy to get lost and your passengers would

not be very happy!

Without some kind of planning, a lesson could be just as chaotic and could leave the students with no clear idea of what

they were doing or why. This kind of uncertainty is not good for effective learning or class discipline.

One of the most important reasons to plan is that the teacher needs to identify his or her aims for the lesson. Teachers

need to know what it is they hope to achieve in the class, what it is they want the students to be able to do at the end of

the lesson that they couldn’t do before.

Here are some more reasons why it is essential to plan:

students can tell. They also know if you are not prepared. Planning is a way to help gain the respect of

your students.

teaching material or course book may be, it is unlikely that it was prepared for your particular students.

Planning gives you the opportunity to tailor your material and teaching to your class.

teachers to consider these points and ensure they are included in the lesson.

with them. By thoroughly researching the target language and being prepared for difficult questions, for

example, the teacher can feel confident in the classroom.

If you imagine the

lesson is like a journe y,

then the lesson plan is

like a map

Most schools provide their teachers with a syllabus and materials for teaching that syllabus. This is often in the form of a

course book. Course books provide a variety of material in a structured way and can be a great benefit for the teacher and

the student. However, having a course book does not reduce the need for planning.

Here are some advantages and disadvantages of using a course book:

Course books are, without doubt, a very useful aid for teachers. However it is often more productive to try and adapt and

supplement the material in the book to suit your particular class. If you do use a course book, try not to follow the same

routine each lesson – vary the order of the activities and remember that it isn’t always necessary to do every exercise to

achieve your aim.

A course book can certainly help you to plan, but it cannot replace your own ideas for what you want to achieve with your

class.