Planning effective ESL lessons for the upcoming year: Tips and ideas for teachers

Sam Colley
Teacher and primary school students colouring
Reading time: 4 minutes

As the new year approaches, it's the perfect time to reflect on our teaching practices and plan engaging, effective lessons for our English as a Second Language (ESL) students. Thoughtfully crafted lesson plans can make a significant difference in the learning outcomes and engagement levels of your students. Whether you're teaching young children, teenagers, or adults, the principles of effective lesson planning remain consistent. Here are some ideas, hints and tips to help you create dynamic and successful ESL lessons for students of all ages.

Start with clear learning objectives

Begin each lesson with clear, achievable objectives. What do you want your students to learn by the end of the lesson? Objectives provide a roadmap for both you and your students, ensuring that everyone is focused and aware of the goals. For example, an objective might be "Students will be able to use past tense verbs to describe their weekend activities." Clear objectives provide direction and help you measure student progress.

Incorporate a variety of activities

To cater to different learning styles and keep students engaged, incorporate a mix of teaching methods and activities. Here are a few ideas:

  • Listening: Use audio recordings, songs, or podcasts to improve listening skills.
  • Speaking: Organize pair or group discussions, role-plays, or presentations to enhance speaking abilities.
  • Reading: Provide a variety of texts such as articles, short stories, or dialogues.
  • Writing: Assign tasks like journal entries, essays, or creative writing exercises.
  • Homework activities: For something outside of the classroom, a nature walk or a recipe can be used to help learn specific vocabulary.

Use authentic materials

Authentic materials—such as newspapers, menus, brochures and videos—expose students to real-world language and contexts. These materials can make lessons more interesting and relevant, helping students see the practical application of their language skills. Even better, they’re everywhere, so easy to find. Here are some more suggestions for how to select and use authentic materials in your English language teaching.

Integrate technology

Teachers are already used to leveraging technology to enhance lessons utilizing online resources, language learning apps and interactive platforms to create a dynamic learning environment. Why not take this a step further by using AI to create your own resources. Take a look at our blog on How to make the most of AI in the classroom for some more ideas.
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Tips for planning effective ESL lessons
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Foster a supportive learning environment

Create a classroom atmosphere where students feel comfortable making mistakes and taking risks. Mistakes are a natural part of the learning process, so ensure that your students are comfortable experimenting with the language. Encourage participation and praise effort, not just accuracy. A supportive environment boosts confidence and motivates students to practice their language skills.

Differentiate instruction

Recognize that your students have diverse needs and proficiency levels. Differentiate your instruction by providing varied tasks and materials that cater to different abilities. For instance, while advanced students work on a challenging reading comprehension task, beginners might focus on foundational vocabulary building.

Incorporate cultural elements

Language learning is intertwined with cultural understanding. Introduce cultural elements into your lessons to provide context, enrich the learning experience and deepen understanding. Celebrate cultural diversity by discussing traditions, holidays and customs from English-speaking countries as well as your students' home countries. This approach fosters cultural awareness and appreciation.

Use games and interactive activities

Games and interactive activities are excellent for making learning fun and memorable. Consider incorporating language games like Bingo, Pictionary, or Jeopardy. These activities not only reinforce language skills but also promote teamwork and communication.

TV game shows like the British program Countdown, are a great source of ideas for ESL games. In Countdown, players take turns selecting a consonant or a vowel to produce nine random letters. They then use these letters to make the longest word they can in a set time. It can be a bit of a challenge, so it’s best played with higher levels.

Provide regular feedback

Regular feedback is essential for student development. Offer constructive feedback on assignments and in-class activities, highlighting strengths and areas for improvement. Encourage self-assessment and peer feedback to help students become more reflective and autonomous learners.

Plan for continuous assessment

Continuous assessment allows you to monitor student progress and adapt your teaching strategies accordingly. Use a variety of assessment methods, including quizzes, oral presentations, written assignments and informal observations. This comprehensive approach ensures a well-rounded understanding of each student's progress.

Reflect and adjust

At the end of each lesson, take a moment to reflect on what worked well and what could be improved. Gather feedback from your students and use it to adjust your future lesson plans. Continuous reflection and adaptation are key to effective teaching.

Conclusion

Planning effective ESL lessons requires creativity, flexibility and a deep understanding of your students' needs. By setting clear objectives, incorporating diverse activities, using authentic materials, integrating technology, fostering a supportive environment, differentiating instruction, incorporating cultural elements, using games, providing regular feedback and planning for continuous assessment, you can create engaging and effective lessons for students of all ages.

As you plan for the upcoming year, remember that your enthusiasm and dedication are key to your students' success. Here's to a year of inspiring and impactful teaching.

If you're looking for some more ideas on lesson planning and keeping your students engaged, why not take a look at our blogs onÌýDesigning new learning experiences for your English language learners andÌýMind the gap in your English lesson planning.

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  • English is the language of AI - why teaching it matters

    By Sam Colley
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    Global collaboration and research

    AI is a field that thrives on collaboration and the sharing of knowledge. Researchers, developers and engineers worldwide contribute to the collective advancement of AI technologies. English is the common linguistic thread that binds this global community together, enabling seamless communication and collaboration among these diverse professionals.

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    Access to educational resources and technical documentation

    Many AI research papers, educational materials, textbooks, online courses and technical documents are published in English. Leading AI platforms, libraries and frameworks, offer extensive documentation and support primarily in English.

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  • A group of friends sat outside smiling and talking

    Lesser-known differences between British and American English

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He’s taught English in South Korea and various subjects in the United States to a variety of ages. He’s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isÌýitalicized.

    1.ÌýFootballerÌýandÌýfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.ÌýI ³¦´Ç³Ü±ô»å²Ô’t care lessÌýandÌýI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.â€

    “Oh, I didn’t know you were interested in tabloid news.â€

    “I’m not! I just said I didn’t care about it.â€

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.â€

    “Ugh! What I mean is that I ³¦´Ç³Ü±ô»å²Ô’t care less. Happy?â€

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.ÌýAnticlockwiseÌýand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.ÌýThe prefixesÌýanti- andÌýcounter- mean similar things.ÌýAnti- means against, andÌýcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.ÌýBuying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.ÌýHaveÌýand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.ÌýIn the U.S., peopleÌýtakeÌýshowers andÌýtakeÌýnaps, while in the U.K., peopleÌýhaveÌýshowers andÌýhaveÌýnaps. Another example of this is how AmericansÌýtakeÌýa swim and BritsÌýhaveÌýa swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.ÌýQuite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,ÌýquiteÌýis typically used as an intensifier, like the wordÌývery.ÌýIn the U.K., it’s normally used as a mitigator, like the wordÌýsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.ÌýHow about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themÌýtracksuit bottomsÌýand Americans call themÌýsweatpants. What about a lightweight jacket that protects from wind and rain?ÌýBrits might call this anÌýanorakÌý(derived from the Greenlandic word), but Americans would call it aÌýwindbreaker. Both variants also useÌýraincoatÌýfor this article of clothing.

    9.ÌýTorchÌýandÌýflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.ÌýWhat Brits are referring to when they use the wordÌýtorchÌýis aÌýflashlight (AmE), a small, battery-run electric lamp.

    10.Ìý±·±ð±ð»å²Ô’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ±·±ð±ð»å²Ô’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ±·±ð±ð»å²Ô’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.â€

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.â€

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.ÌýSome of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.ÌýAlthough each dialect from across the pond seems very different, they have far more similarities than differences.

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    What level of English do my employees need?

    By Samantha Ball
    Reading time: 3 minutes

    Whether you're hiring new talent or upskilling your current team, understanding the level of English proficiency required for specific roles is crucial. In today's global business environment, effective communication is key to success, and that's where the Global Scale of English (GSE) comes into play.