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Lesson Plan
CONCEPT
A truly flexible, self progressive learning method to suit various language learning needs, for Everyday conversation, Business, Travel, TOEIC, TOEFL or IELTS.
Totally customised to suit various English levels and learning styles at a strict or casual pace.
The majority of the lesson time is focused on listening and speaking skills.
Lesson notes are taken by the instructor so that the student is free to concentrate on listening and speaking.
The lesson notes are based on the Google Apps system, which can be logged onto in between lessons.
The lesson notes are used as a way of revising the previous lesson’s material to increase retention which in turn becomes a measure of the student’s English learning progress.
During and in between lessons, there are many interesting tasks to improve listening, speaking, reading, and writing.
Role plays, interviews, discussions, and debates are just some of the tasks integrated into the lesson.
Tasks help to improve listening, speaking, reading and writing ability, similar to those found in TOEIC, TOEFL or EILTS.
Original and customizable lesson materials are offered as a way to increase learning effectiveness.
- Communicative approach
- Applied Neurophysiology of Second Language Acquisition
- Accelerated Audio Lingual and Advanced Dual Dialogue
- Retinotopic Imaging, C.A.L.L., Multimedia
- Educational Kinesiology I & II
- Word Frequency Approach
- Content Based Instruction
- Accelerated Grammar
- Accelerated Reading
- Accelerated Writing
Lesson Plan
The lesson plan is divided into 3 stages to maximize conversation and learning effectiveness which are as follows:
 15±minutes of warm up conversation which can facilitate as an introduction to the new lesson material integrated with mini speaking and listening tasks.
 15±minutes of revision, such as, sentence correction, phrases, vocabulary, pronunciation, intonation and grammar to improve the retention of previous lesson materials.
 25±minutes for new lesson materials, of which, some is done during the lesson, while the remainder is completed before the next lesson. The lesson materials contain various speaking, listening, reading and writing tasks.
Tasks presented in the new lesson material stage continuously flow into the revision stage of the next lesson to increase the retention rate of new material learned.
The lesson stage order can be rearranged.
A 5th lesson or 2 month revision task is used to supplement lesson by lesson revision to further increase retention.
Lesson Notes
The lesson notes are primarily used as a means of keeping track of the learning progress and may also facilitate as a useful teaching and learning tool.
Lesson notes are taken by the instructor allowing the student to concentrate on speaking and listening.
The lesson notes are analysed to understand where the student’s strengths and weaknesses lie, so lesson tasks can be specifically customised to suit each individual.
The lesson notes are used as a way of revising the previous lesson’s material to increase retention. This in turn measures the learning progress.
The lesson notes are based on the Google Apps system, which clients can log into in between lessons.
The lesson notes can be viewed on either a personal computer or mobile phone.
Customized Lesson Materials
Lesson materials are customised to suit each student's needs.
These can be divided into 3 broad categories;
1. News and Topics
2. Specialized courses
3. Additional material to textbooks
Quality
Students have an opportunity to voice their positive and negative opinions in English or Japanese or simply rate the lesson’s effectiveness by selecting the appropriate rating to ensure that the lesson's quality meet the student's expectations.
Instructor Partners
To add variety and in case an instructor may not be available to teach for a number of reasons; instructor partners play a supporting role for each other.
Texts
The recommended textbooks are chosen as supplementary learning materials to help with the learning process and are not solely used as core text books. To offer a truly customised solution , original lesson materials are used.
Progress
Students are encouraged to take IELTS, TOEIC or TOEFL tests, as an objective assessment of their English ability.
Instructors will often incorporate teaching methods to improve the student's performance in the above mentioned tests.
Guide to EFL (English as a Foreign Language) Levels
HIGH ADVANCED
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Grammar
Past perfect progressive
Future perfect progressive
Sub-ordinate clauses
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Functional Ability
Debate on a variety of topics.
Resolve disputes.
Discuss current events from the newspaper.
Express strong opinions.
Describe abstract concepts.
Articulate difficult instructions in a logical sequence.
Complete application and administration forms. |
Speaking
Manage independently the demands of the spoken language with a high degree of accuracy in a wide variety of situations. Can expand on and clarify any misunderstanding with confidence.
Listening
Understand conversations on a variety of topics on par with that of a native speaker with no need for repetition, reiteration or slower rate of speech.
Writing
Produce well developed multi-paragraph essays with appropriate transitions. The mechanics of writing, spelling and grammar has been mastered.
Reading
Every day reading tasks present no difficulty. Can infer meaning from abstract and unfamiliar themes. |
ADVANCED
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Grammar
Future perfect
Future progressive
Perfect modals
Gerunds and infinitives
Transitional adverbs (e.g. therefore/ however)
Connectives
Phrasal verbs
Idiomatic expressions
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Functional Ability
Use other words to define unknown vocabulary.
Restate in a paraphrase.
Give an explanation in detail.
Describe abstract themes.
Give opinions on various topics in detail.
Address people with the appropriate register using hedging and mitigation devices. |
Speaking
Maintain an every-day conversation with a good command of basic grammatical structures and express thoughts creatively.
Listening
Grasp the topic of conversation on a variety of topics. Repetition and use of slower speech may be necessary.
Writing
Construct well organized narrative and descriptive paragraphs. Has a good command of basic punctuation and grammar structures. Complex sentence structures still remain a challenge.
Reading
Can infer meaning in descriptive and narrative prose in familiar contexts. Context clues help to understand new vocabulary. |
HIGH INTERMEDIATE
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Grammar
Present perfect (e.g. for since, for, already, yet)
Reflexives
Present perfect progressive
Modal auxiliary verbs
Passives
Tag questions
Reported speech
Conditionals (e.g. future possibility, theoretically a future possibility, however requires situational changes, present impossibility)
Simple adverbial clauses (e.g. before/ after, if/ then, because/ since)
Relative clauses (e.g. who, which, that)
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Functional Ability
Describe past habits.
Offer alternative choices.
Make a recommendation.
Retell or discuss current events with some detail.
Make a complaint.
Fill out forms.
Showing interest.
Discuss emotions and feeling.
Maintain a conversation. |
Speaking
Can express basic needs and engage in everyday social conversations, able to respond with some flexibility although limited to descriptions and concrete terms. Usage of complex structures becomes apparent.
Listening
Becoming accustomed to natural rate of speech, however some repetition and slower rate of speech is necessary. Grasp main idea of conversation in familiar contexts.
Writing
Construct simple paragraphs with control over basic grammar. Can self correct spelling and punctuation errors in familiar contexts.
Reading
In clearly organized text, can grasp the main idea and recognize structural sequence. |
INTERMEDIATE
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Grammar
Simple past
Past progressive
Present perfect
Future (using will)
Indefinite pronouns
Auxiliary verbs
Comparatives
Superlatives
Simple modals
Verb + infinitive
Rejoinders
Participle adjectives (e.g. exciting vs. excited)
Polite expressions
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Functional Ability
Compare and contrast people, places and things.
Re-tell a story.
Ask for information.
Ask for and give opinions.
Describe people by appearance and emotion.
Describe personal items.
Give and take messages over the telephone.
Give advice. |
Speaking
Express mediate personal needs with some control over basic grammar. Form simple questions and engage in simple social interaction.
Listening
Can respond to simple requests and questions with stock phrases and learned vocabulary. Comprehend simple conversation in familiar contexts, although repetition and slow rate of speech is necessary.
Writing
Construct basic sentence structures with simple present and past. Write simple coherent messages.
Reading
Can read and comprehend simple text when vocabulary is controlled in familiar contexts. |
BEGINNER
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Grammar
Simple present
Nouns
Adjectives
Adjective + Noun
There is/ there are
Contractions (e.g. I'm, He's, isn't)
Singular/plural (e.g. count/non-count)
Demonstratives
Possessives
Articles
Conjunctions
Present progressive
Future "going to"
Present progressive implying future
Verbs
Modal auxiliary verbs (e.g. can / have to + verb)
Adverbs
Prepositions
Pronouns
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Functional Ability
Greetings
Introductions
Apologies
People, places and concrete items are able to be described orally and in writing.
Make requests.
Suggest alternatives.
Report on news and events.
Make reservations and place orders.
Simple directions can be asked for and given.
Have a simple conversation.
Make plans. |
Speaking
Has a limited ability to produce meaningful speech in familiar situations.
Listening
In familiar contexts is able to listen for frequently spoken words and slowly spoken phrases.
Writing
Print simple words, numbers and basic sentences with familiar words and phrases.
Reading
Comprehend simple sentence structures containing numbers, letters and words. Clarification is often necessary. |
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