LIVE 10-hour Lesson Planning Workshop

TEFL/TESOL Courses > 10-hour Lesson Planning Workshop

Combine the benefits of a self-paced online TESOL course with a live classroom experience!

The 10-hour Lesson Planning Workshop is a series of four (4) live workshops offered via Zoom. Each workshop consists of 2.5 hours of live training covering the TESOL methods that students need to apply in the lab assignments.

Each workshop includes a live lecture presented by our Senior Teacher Trainers to review the TESOL methods covered in the OnTESOL courses and review different cases of communicative and task-oriented ESL lesson plans. Attendees will also participate in group activities to discuss and practice the use of different lesson planning frameworks in preparation for the lab assignments in the OnTESOL courses (See syllabus below).

Cost: $350 FREE Before May 31!

Those who enroll with OnTESOL before May 31, 2022 can add the 10-hour Lesson Planning Workshop to their online TESOL course free of charge during registration.

Active OnTESOL students who registered before March 7 do not need to register in the 10-hour workshop because it will be activated automatically as a module when they reach the corresponding methodology chapter.

How it Works

Attendance is not mandatory to pass the TESOL course. Those who register in the 10-hour Lesson Planning Workshop will be able to access each session when they reach the corresponding course assignment:

120-hr Methodology250-hr MethodologyDate
W# 1Assignment 4Assignment 6 and 7June 7
W# 2Assignment 5Assignment 11June 14
W# 3Assignment 5Assignment 14June 21
W# 4Assignment 6Assignment 18May 31
Tuesdays 6pm- 8:30pm (Toronto time GMT – 4)

Access and Frequency

A new series of workshops will start on the first Tuesday of every month with Workshop 1. Those who pass assignment 3 in methodology will have access to Workshops 1 to 3. Those who pass the Receptive Skills lesson plan assignment will have access to Workshop 4.


Live Workshop Syllabus

Workshop 1: Lesson Planning Formats Overview with a Focus on PPP Grammar Lessons

  1. The purpose and need for a lesson plan: 
    • Why do we need a plan?
  2. Teaching contexts, learners’ needs, and levels of proficiency.
    • Do these factors influence the type of lesson plan? 
  3. Types of lessons: language-focused, skills-focused, and combinations.
    • Is teaching grammar, pronunciation or vocabulary similar to teaching the language skills: speaking, reading, writing and listening?   
  4. Ways to define lesson aims and learning objectives (S.M.A.R.T. aims)
    • What happens when lesson aims and objectives are not well-defined? 
  5. Lesson plan templates and tips for a language-focused lesson (Grammar)
    • A practical approach to organizing sequences of instruction for a grammar lesson
  6. An overview of major lesson plan formats (PPP-TTT- ESA- TBL)
    • From structured to more task-oriented formats.
  7. Using the P.P.P. format: advantages and disadvantages
    • A classic and straightforward format to teach a language-focused lesson. 
  8. ESL Textbooks: evaluating a sample chapter
    • Identifying the PPP format in an ESL textbook.
  9. Planning a grammar lesson using an ESL textbook 
    • A hands-on group activity to apply the contents of the tutorial

Workshop 2: Designing Integrated Vocabulary Lessons

  1. Types of lessons and objectives: what to teach? 
    • language patterns: grammar 
    • language patterns: vocabulary
    • language patterns: pronunciation
    • skills: speaking, listening, reading and writing
  2. Lesson planning frameworks: An overview (PPP, TTT and ESA)
  3. What things influence the type and level of detail of teachers’ planning?
    • What does the choice of lesson plan format depend on?
    • Advantages and disadvantages of following a prescribed type of lesson plan
    • Reasons for varying lesson planning choices
  4. Teaching language patterns: vocabulary.
    • What should be covered when teaching vocabulary?
    • How could vocabulary be integrated in the lesson?
  5. Planning a vocabulary lesson: a hands-on group activity
    • Participants will actively engage in evaluating teaching possibilities for material designed for a vocabulary aim, and analyze the design of a textbook exercise to determine its intended linguistic aim.

Workshop 3: Planning for Receptive Skills

  1. The characteristics of reading and listening skills
    • A brief description of what constitutes each skill.
      How do learners process meaning?
      Top-down and bottom-up processing
      Evaluating types of activities
  2. Teaching Skills vs. Testing Skills
    • Teaching Skills: Sub-skills and Teaching Strategies
      Sub-skills vs. Comprehension activities
      Comprehension activities (Quiz)
      Comprehension activities examples
      Learners’ reading and listening comprehension challenges
  3. How these concepts work in practice
    • Sub-skills: Predicting
  4. Choosing an appropriate lesson plan format: PPP, TTT, ESA
  5. Types of comprehension activities
    • Skim and scan listening and reading techniques
    • Learner-centered activities
  6. Integrating receptive skills to productive skills in the same lesson
  7. Planning a receptive skills lesson: a hands-on group activity
    • Participants will develop activities and materials for reading and listening comprehension lessons

Workshop 4: Comparing ESA with TBL

  1. The ESA format and its variants.
    • The straight arrow model
    • The boomerang model
    • The patchwork model
    • How to choose which model to use?
  2. The difference between task-based language teaching (TBLT) and task-supported language teaching (TSLT)
    • How do these models differ from ESA?
      • Activities vs Tasks
      • Lesson aims and learning outcomes for each framework
  3. Evaluating teaching materials to create a lesson plan: a hands-on group activity
    • Participants will design a lesson plan based on materials and teaching scenarios provided by the instructor. They will have to identify the level of the class, the linguistic aims and outcome, and choose a plan framework that matches them. 

Frequently Asked Questions: 

Am I Required to Attend the Live Workshop to Pass the TESOL Course?

No, you do not need to attend the live sessions to pass the online TESOL course. The semi-asynchronous format allows you to complete the TESOL course at your pace and access the live sessions when you reach the corresponding chapter. You can also opt to submit the assignment without attending the live session to proceed to the next section in the TESOL course. 

Will I Receive Credits or Any Form of TESOL / TEFL Certification for Attending the Live Workshop? 

The purpose of the live workshop is to add an interactive online learning experience to the asynchronous online TESOL courses and support OnTESOL students through the lab assignments. A certificate of attendance will not be provided.

What Happens if I Miss a Live Session?

If you cannot attend a live session due to schedule, time zone, or maximum capacity limitations (100 students per session), you may wait a few weeks until the next monthly series starts from the beginning. You may also opt to complete the chapter without accessing its live session and attend the next workshop in the series as you proceed in the TESOL course.

Will I Receive a Recording of the Workshops If I Can’t Attend Any Live Sessions?

Students who want to benefit from the live sessions are required to attend and participate in group activities. Those who are not able to attend will not receive a recording of the live workshop, but they will have access to messaging their tutor and OnTESOL’s pre-recorded Lab Videos and FAQs Videos for support with the lesson plan assignments.

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