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Talking about Teaching
  Language to Young
       Learners
              Lesson 3
OVERVIEW
• Start to look more closely at the practical side of
  teaching young language learners
• Think about ways to approach teaching vocabulary,
  grammar and pronunciation
• Look at how to create a supportive environment that
  encourages young learners to learn about and reflect on
  their learning
• Consider the use of topic and activity-based teaching
• Think about planning activities across topic areas
Capture the YL’s                       Monitor the learning
interest &                             that may, or may not,
motivate them                          be taking place &
with appropriate                       provide scaffolding
and engaging              Planning     and guidance for all
activities                activities   aspects of their
                           for YL      language learning

Show them how to
learn to learn, helping
them become more                       Encourage them to
aware of what they                     take a more reflective
are doing in class                     approach to learning
activities                             the language
When Introducing Vocabulary to Young Learners….
   When Introducing Vocabulary to Young Learners….



…the meaning of the words
…the meaning of the words          ….a lot of vocabulary is learned
                                   ….a lot of vocabulary is learned
    has to be made clear &
     has to be made clear &          in chunks and phrases
                                    in chunks and phrases
be supported by flashcards,
 be supported by flashcards,            E.g., Can I/have aa...?
                                        E.g., Can I/have ...?
pictures, gestures or realia.
 pictures, gestures or realia.            (Can IIhave a...?)
                                           (Can have a...?)


              ….by uttering only one or two words,
               ….by uttering only one or two words,
              there can be aasentence full of meaning
               there can be sentence full of meaning
                 expressed if the child is supported
                  expressed if the child is supported
               and encouraged to use communicative
                and encouraged to use communicative
           intonation and gestures E.g., Repeat, please.
            intonation and gestures E.g., Repeat, please.
1. Picture & flashcards
                                           1. Picture & flashcards
                                              shown to children as
                                               shown to children as
                                              they hear words
                                               they hear words
                                          2. Stories with new
                                           2. Stories with new
              The
               The                            contextualized
                                               contextualized
Vocabulary    meaning of
               meaning of     The
Vocabulary                     The            language
                                               language
needs to be   the words
               the words      context
needs to be   should be        context    3. Games, where the
 taught in
  taught in    should be      could be
                               could be    3. Games, where the
  context     clear to the
               clear to the   given           need to use the words,
                                               need to use the words,
   context    young            given          chunks or phrases is
               young          through:
                               through:        chunks or phrases is
              learner
               learner                        linked to the
                                               linked to the
                                              motivation
                                               motivation
                                          4. Songs, where the new
                                           4. Songs, where the new
                                              language is repeated
                                               language is repeated
                                              in aafun way
                                               in fun way
TEACHING PRONUNCIATION


            Students need to hear lots of target language

         from                   to                     like
different speakers --
 different speakers      hear the music of the    songs, chants,
                                                 songs, chants,
their teacher,
 their teacher,          target language and      stories, role-plays
                                                 stories, role-plays
voices from video
 voices from video       imitate the sound of     and games that
                                                 and games that
and audio
 and audio               English through the      encourage them to
                                                 encourage them to
recordings, or any
 recordings, or any      words they are           interact with the
                                                 interact with the
guest to the class
 guest to the class      learning.                language by
                                                 language by
that speaks English
 that speaks English                              listening to and
                                                 listening to and
with them.
 with them.                                       using it.
                                                 using it.
Considerations to be taken into account
    when Teaching Pronunciation
• If children learn a foreign or second language
  early in their lives, they can attain near native-
  like pronunciation, but only if the models they
  hear are near native-like, too.
• Just like adults, children may have trouble
  pronouncing certain English-language sounds,
  often they do not know how to form their lips and
  mouths to correctly articulate some sounds.
Considerations to be taken into account
             when Teaching Grammar
  •   For younger children, due to their   •   YLs under the age of 8 or 9
      level of cognitive development, it       benefit from many repetitions
      is not conceptually appropriate          of a grammar point in
      to present grammar as a set of           different, meaningful contexts
      explicit rules and forms to be
      analyzed.
                                           •   For more older children with
                                               more developed powers of
  •   YLs benefit from “noticing” and          analysis, grammar should
      paying attention to features of          continue to be presented in
      grammar presented as “chunks”            meaningful contexts and may
      of language in familiar contexts         include brief details about the
      such as songs, dialogues,                grammar points for students
      stories, and other contexts.             to notice and think about.
  •   Few YLs benefit from memorizing
      rules and analyzing forms.
The balance between fluency and accuracy in activities is what
       helps children acquire the grammar of English.
Teaching Grammar to Very YLs (listen & identify)
  Teacher Talk: (Wave your hand over the page.) “Look! I see a
  park. I see boys and girls. The boys and girls are in the park.”
  Repeat. “The boys and girls are in the park.”
1. Teacher: (Point                                       3. Children’s
to the slide. Ask                                        Response:
children to listen,                                      (Listen, point,
point, and repeat)                                       and repeat.)
This is a slide.                                         This is a slide.

2. Teacher: (Point                                       4. Children’s
to the swings. Ask                                       Response:
children to listen,                                      (Listen, point,
point, and repeat.)                                      and repeat.)
     These are                                           These are
swings.                                                  swings.
Teaching Grammar to YLs (Present Simple)

     Helping                  Grammar              2. Listen, Point and say.
                                                                                                Repetitions of
      Hands                   in context                                                         a grammar
                                                        1. My father is a coach.
                                                                                                point, using it
                                                                      He teaches soccer.         as chunks.
1.Read, Listen and sing.
                                                       2. My sister is a secretary.
         Helpers
                                                                  She types letters.
There are many helping
hands in my family.                         3. Point, Ask and Answer                   4.
We like to help each                              What does           He’s a coach.
other and our community.        Oral &          your father do?
                                written
Teachers help us learn a      production
lot, and TV reporters, too.
My mother is a teacher.
What does your mother                      5. Look and write.
do?.
                                           1.       What does she do? She’s a police officer.
                                           2.       What does he do? He’s a __________.
Making the English Classroom a Supportive
               Language Environment


  1. Encourage            2. Develop an                3. Support
learners to speak                                       learning
                         environment of               through the
out (without fear             trust
    of making                                       organization of
    mistakes)                                        the classroom


             4. Use a variety         5. Provide lots of
             of materials and         comprehensible
                 models to                   and
                present the            contextualized
                 language                 language
Encourage learners to speak out (without fear of
                       making mistakes)
                                         1. What did
                                          1. What did            2. IIgoed
                                                                  2. goed
      1.What
       1.What                2. IIgoed
                              2. goed       you do                  to the
    did you do                               you do                to the
     did you do                 to the
                               to the    yesterday?                 park.
    yesterday?                            yesterday?               park.
     yesterday?                 park.
                               park.
                                          3. Oh,
                                            3. Oh,
     3. Oh,
      3. Oh,                             you went
                                          you went
   that’s not
    that’s not                             to the
                                            to the
   good. It’s
    good. It’s                             park!
                                            park!
   wrong to
    wrong to
      say I I
       say
    “goed”.
     “goed”.

••The boy is hypothesizing the
   The boy is hypothesizing the           The same situation but this time, the
                                         The same situation but this time, the
regular past tense of the verb “go”.
 regular past tense of the verb “go”.     modeled example given by the
                                         modeled example given by the
••The teacher’s correction could          teacher would allow the child to
                                         teacher would allow the child to
  The teacher’s correction could
demotivate the learner discouraging       continue on the hypothesis circle and
                                         continue on the hypothesis circle and
 demotivate the learner discouraging
him from trying to hypothesize in         realize from this feedback that he
                                         realize from this feedback that he
 him from trying to hypothesize in
English again.                            needed to adjust what he had said.
                                         needed to adjust what he had said.
 English again.
Develop an environment of trust
Develop an environment of trust
••the language classroom needs to be aaplace where the young learner does
   the language classroom needs to be place where the young learner does
   not feel threatened or frightened
    not feel threatened or frightened
••the teacher needs to be patient as students trial things, and by modeling
   the teacher needs to be patient as students trial things, and by modeling
   back any changes they need to make in their language
    back any changes they need to make in their language
••creating and posting English classroom rules that all the YLs have discussed
   creating and posting English classroom rules that all the YLs have discussed
  and agreed to. E.g.: We will listen to each other patiently.
   and agreed to. E.g.: We will listen to each other patiently.
                       We will help each other say things in English.
                        We will help each other say things in English.


Support learning through the organization of the classroom
 Support learning through the organization of the classroom
 The English classroom should support the students' learning by having:
  The English classroom should support the students' learning by having:
••examples of students' work on the walls
   examples of students' work on the walls
••picture dictionaries and storybooks available to be used
   picture dictionaries and storybooks available to be used
••lists of different types of words on the wall, such as describing words,
   lists of different types of words on the wall, such as describing words,
  action words, joining words, question words, and so on
   action words, joining words, question words, and so on
••songs and chants (written on chart paper) available to review
   songs and chants (written on chart paper) available to review
••labels on classroom items in English (door, window, desk) to help prepare
   labels on classroom items in English (door, window, desk) to help prepare
  beginner students for the written language by introducing models of it
   beginner students for the written language by introducing models of it
Use aavariety of materials and models to present the language
Use variety of materials and models to present the language
  Use aavariety of means to expose YLs to different language models. E.g.
   Use variety of means to expose YLs to different language models. E.g.
••CDs with aarange of different speakers
   CDs with range of different speakers
••videos and DVDs that allow children to see the faces and mouths of those
   videos and DVDs that allow children to see the faces and mouths of those
  speaking English
   speaking English
••A variety of written models to stimulate the visual learning of the language
   A variety of written models to stimulate the visual learning of the language
  including books, posters, examples of children’s work, pictures with captions,
   including books, posters, examples of children’s work, pictures with captions,
  and labeled objects
   and labeled objects


 Provide lots of comprehensible and contextualized language
  Provide lots of comprehensible and contextualized language
••Teachers must also remember the need to introduce lots of comprehensible
   Teachers must also remember the need to introduce lots of comprehensible
  and contextualized language in the English class within meaningful and
   and contextualized language in the English class within meaningful and
  purposeful activities
   purposeful activities
••Classroom instructions (used repeatedly and with gestures) enable
   Classroom instructions (used repeatedly and with gestures) enable
  students to respond to and use the language. (Johnny, please come here.
   students to respond to and use the language. (Johnny, please come here.
  Hand out the notebooks to the students.)
   Hand out the notebooks to the students.)
Topic and activity-based teaching is based on topics (like food, pets, house,
   colors, and so on) within activities which allow the language to be introduced,
   practiced, recycled, consolidated and acquired by YLs




• Many teachers and specialists in the EYL world believe that topic and activity-based teaching is
   the most suitable way for children to learn and use the target language.
• This is because of how children learn, develop and change during these early years.
• Many English textbooks for young learners are designed around this approach.
• A topic and activity-based approach to learning has children linking language to interactive experiences
  where children talk about what they are doing, what they are seeing and what they are experiencing.
• As teachers, we can encourage this interaction and natural way of language learning by planning suitable
  activities and selecting topics that are especially interesting and relevant to our students.
These three activities present the topic of food, but are
   aimed at different age groups considering their
        cognitive stages and learning abilities
Topic - Food
Function
-Talking
about likes
and dislikes




 ••Teachers can teach the same topics to the same group of
    Teachers can teach the same topics to the same group of
    children over a number of years (and recycle the language),
     children over a number of years (and recycle the language),
    but as the children grow in age, linguistic ability and maturity,
     but as the children grow in age, linguistic ability and maturity,
    we will be looking at different aspects of these topics, so the
     we will be looking at different aspects of these topics, so the
   input never has to be the same.
    input never has to be the same.
Stage 1:          Select the Topic

When planning lessons around a specific topic , the teacher should
   consider five stages:
1. Brainstorming is one of the best ways to plan a topic and the
   lessons that are linked to it.
   Put the topic title in the center of a page.
Stage 2:          Think of appropriate activities linked to the topic



Brainstorm the
variety of
activities that
are suitable for
the age group
you are thinking
about and are
linked to this
topic.

A lesson for 8
to 10 year-old-
student
Stage 3: Consider the language for each activity
Think about what language (vocabulary and structures) will be used in each
                                activity.
Stage 4: Plan the focus/approach for each activity
 Look at each of these activities and briefly consider the focus for each
 activity as well as the type of approach to take. Consider the class survey,
 and develop it as you would all the other activities in your brainstorm.

            Activity: Carry out a class survey of favorite food

             Language focus for this activity:
             • What is your favorite food?
             • Food vocabulary chicken
             • It’s (chicken).
             • My favorite food is (chicken).

Resources needed for the                                 Outcome of activity:
activity:                          Timing of the
                                                         • A list of favorite
                                     activity:
• Children need paper and                                foods of children
  pencils / pens.                  10-15 minutes
                                                         • A result from survey
• Teacher needs a board or
flipchart to gather results
Stage 5: Consider the order of activities

Look at how the activities flow together, considering vocabulary and
structures and the challenges required in completing each activity. If you
look at the brainstorm chart below, you will see that the activities have
been ordered by how the language is introduced and developed.



                                                          ••After determining
                                                             After determining
                                                          the desired
                                                           the desired
                                                          outcome of each
                                                           outcome of each
                                                          activity, the
                                                           activity, the
                                                          teacher will put
                                                           teacher will put
                                                          together more
                                                           together more
                                                          detailed lesson
                                                           detailed lesson
                                                          plans that look
                                                           plans that look
                                                          more closely at the
                                                           more closely at the
                                                          steps required to
                                                           steps required to
                                                          achieve the
                                                           achieve the
                                                          proposed goals.
                                                           proposed goals.

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Lesson 3 talking about teaching language to young learners

  • 1. Talking about Teaching Language to Young Learners Lesson 3
  • 2. OVERVIEW • Start to look more closely at the practical side of teaching young language learners • Think about ways to approach teaching vocabulary, grammar and pronunciation • Look at how to create a supportive environment that encourages young learners to learn about and reflect on their learning • Consider the use of topic and activity-based teaching • Think about planning activities across topic areas
  • 3. Capture the YL’s Monitor the learning interest & that may, or may not, motivate them be taking place & with appropriate provide scaffolding and engaging Planning and guidance for all activities activities aspects of their for YL language learning Show them how to learn to learn, helping them become more Encourage them to aware of what they take a more reflective are doing in class approach to learning activities the language
  • 4. When Introducing Vocabulary to Young Learners…. When Introducing Vocabulary to Young Learners…. …the meaning of the words …the meaning of the words ….a lot of vocabulary is learned ….a lot of vocabulary is learned has to be made clear & has to be made clear & in chunks and phrases in chunks and phrases be supported by flashcards, be supported by flashcards, E.g., Can I/have aa...? E.g., Can I/have ...? pictures, gestures or realia. pictures, gestures or realia. (Can IIhave a...?) (Can have a...?) ….by uttering only one or two words, ….by uttering only one or two words, there can be aasentence full of meaning there can be sentence full of meaning expressed if the child is supported expressed if the child is supported and encouraged to use communicative and encouraged to use communicative intonation and gestures E.g., Repeat, please. intonation and gestures E.g., Repeat, please.
  • 5. 1. Picture & flashcards 1. Picture & flashcards shown to children as shown to children as they hear words they hear words 2. Stories with new 2. Stories with new The The contextualized contextualized Vocabulary meaning of meaning of The Vocabulary The language language needs to be the words the words context needs to be should be context 3. Games, where the taught in taught in should be could be could be 3. Games, where the context clear to the clear to the given need to use the words, need to use the words, context young given chunks or phrases is young through: through: chunks or phrases is learner learner linked to the linked to the motivation motivation 4. Songs, where the new 4. Songs, where the new language is repeated language is repeated in aafun way in fun way
  • 6. TEACHING PRONUNCIATION Students need to hear lots of target language from to like different speakers -- different speakers hear the music of the songs, chants, songs, chants, their teacher, their teacher, target language and stories, role-plays stories, role-plays voices from video voices from video imitate the sound of and games that and games that and audio and audio English through the encourage them to encourage them to recordings, or any recordings, or any words they are interact with the interact with the guest to the class guest to the class learning. language by language by that speaks English that speaks English listening to and listening to and with them. with them. using it. using it.
  • 7. Considerations to be taken into account when Teaching Pronunciation • If children learn a foreign or second language early in their lives, they can attain near native- like pronunciation, but only if the models they hear are near native-like, too. • Just like adults, children may have trouble pronouncing certain English-language sounds, often they do not know how to form their lips and mouths to correctly articulate some sounds.
  • 8. Considerations to be taken into account when Teaching Grammar • For younger children, due to their • YLs under the age of 8 or 9 level of cognitive development, it benefit from many repetitions is not conceptually appropriate of a grammar point in to present grammar as a set of different, meaningful contexts explicit rules and forms to be analyzed. • For more older children with more developed powers of • YLs benefit from “noticing” and analysis, grammar should paying attention to features of continue to be presented in grammar presented as “chunks” meaningful contexts and may of language in familiar contexts include brief details about the such as songs, dialogues, grammar points for students stories, and other contexts. to notice and think about. • Few YLs benefit from memorizing rules and analyzing forms. The balance between fluency and accuracy in activities is what helps children acquire the grammar of English.
  • 9. Teaching Grammar to Very YLs (listen & identify) Teacher Talk: (Wave your hand over the page.) “Look! I see a park. I see boys and girls. The boys and girls are in the park.” Repeat. “The boys and girls are in the park.” 1. Teacher: (Point 3. Children’s to the slide. Ask Response: children to listen, (Listen, point, point, and repeat) and repeat.) This is a slide. This is a slide. 2. Teacher: (Point 4. Children’s to the swings. Ask Response: children to listen, (Listen, point, point, and repeat.) and repeat.) These are These are swings. swings.
  • 10. Teaching Grammar to YLs (Present Simple) Helping Grammar 2. Listen, Point and say. Repetitions of Hands in context a grammar 1. My father is a coach. point, using it He teaches soccer. as chunks. 1.Read, Listen and sing. 2. My sister is a secretary. Helpers She types letters. There are many helping hands in my family. 3. Point, Ask and Answer 4. We like to help each What does He’s a coach. other and our community. Oral & your father do? written Teachers help us learn a production lot, and TV reporters, too. My mother is a teacher. What does your mother 5. Look and write. do?. 1. What does she do? She’s a police officer. 2. What does he do? He’s a __________.
  • 11. Making the English Classroom a Supportive Language Environment 1. Encourage 2. Develop an 3. Support learners to speak learning environment of through the out (without fear trust of making organization of mistakes) the classroom 4. Use a variety 5. Provide lots of of materials and comprehensible models to and present the contextualized language language
  • 12. Encourage learners to speak out (without fear of making mistakes) 1. What did 1. What did 2. IIgoed 2. goed 1.What 1.What 2. IIgoed 2. goed you do to the did you do you do to the did you do to the to the yesterday? park. yesterday? yesterday? park. yesterday? park. park. 3. Oh, 3. Oh, 3. Oh, 3. Oh, you went you went that’s not that’s not to the to the good. It’s good. It’s park! park! wrong to wrong to say I I say “goed”. “goed”. ••The boy is hypothesizing the The boy is hypothesizing the The same situation but this time, the The same situation but this time, the regular past tense of the verb “go”. regular past tense of the verb “go”. modeled example given by the modeled example given by the ••The teacher’s correction could teacher would allow the child to teacher would allow the child to The teacher’s correction could demotivate the learner discouraging continue on the hypothesis circle and continue on the hypothesis circle and demotivate the learner discouraging him from trying to hypothesize in realize from this feedback that he realize from this feedback that he him from trying to hypothesize in English again. needed to adjust what he had said. needed to adjust what he had said. English again.
  • 13. Develop an environment of trust Develop an environment of trust ••the language classroom needs to be aaplace where the young learner does the language classroom needs to be place where the young learner does not feel threatened or frightened not feel threatened or frightened ••the teacher needs to be patient as students trial things, and by modeling the teacher needs to be patient as students trial things, and by modeling back any changes they need to make in their language back any changes they need to make in their language ••creating and posting English classroom rules that all the YLs have discussed creating and posting English classroom rules that all the YLs have discussed and agreed to. E.g.: We will listen to each other patiently. and agreed to. E.g.: We will listen to each other patiently. We will help each other say things in English. We will help each other say things in English. Support learning through the organization of the classroom Support learning through the organization of the classroom The English classroom should support the students' learning by having: The English classroom should support the students' learning by having: ••examples of students' work on the walls examples of students' work on the walls ••picture dictionaries and storybooks available to be used picture dictionaries and storybooks available to be used ••lists of different types of words on the wall, such as describing words, lists of different types of words on the wall, such as describing words, action words, joining words, question words, and so on action words, joining words, question words, and so on ••songs and chants (written on chart paper) available to review songs and chants (written on chart paper) available to review ••labels on classroom items in English (door, window, desk) to help prepare labels on classroom items in English (door, window, desk) to help prepare beginner students for the written language by introducing models of it beginner students for the written language by introducing models of it
  • 14. Use aavariety of materials and models to present the language Use variety of materials and models to present the language Use aavariety of means to expose YLs to different language models. E.g. Use variety of means to expose YLs to different language models. E.g. ••CDs with aarange of different speakers CDs with range of different speakers ••videos and DVDs that allow children to see the faces and mouths of those videos and DVDs that allow children to see the faces and mouths of those speaking English speaking English ••A variety of written models to stimulate the visual learning of the language A variety of written models to stimulate the visual learning of the language including books, posters, examples of children’s work, pictures with captions, including books, posters, examples of children’s work, pictures with captions, and labeled objects and labeled objects Provide lots of comprehensible and contextualized language Provide lots of comprehensible and contextualized language ••Teachers must also remember the need to introduce lots of comprehensible Teachers must also remember the need to introduce lots of comprehensible and contextualized language in the English class within meaningful and and contextualized language in the English class within meaningful and purposeful activities purposeful activities ••Classroom instructions (used repeatedly and with gestures) enable Classroom instructions (used repeatedly and with gestures) enable students to respond to and use the language. (Johnny, please come here. students to respond to and use the language. (Johnny, please come here. Hand out the notebooks to the students.) Hand out the notebooks to the students.)
  • 15. Topic and activity-based teaching is based on topics (like food, pets, house, colors, and so on) within activities which allow the language to be introduced, practiced, recycled, consolidated and acquired by YLs • Many teachers and specialists in the EYL world believe that topic and activity-based teaching is the most suitable way for children to learn and use the target language. • This is because of how children learn, develop and change during these early years. • Many English textbooks for young learners are designed around this approach. • A topic and activity-based approach to learning has children linking language to interactive experiences where children talk about what they are doing, what they are seeing and what they are experiencing. • As teachers, we can encourage this interaction and natural way of language learning by planning suitable activities and selecting topics that are especially interesting and relevant to our students.
  • 16. These three activities present the topic of food, but are aimed at different age groups considering their cognitive stages and learning abilities
  • 17. Topic - Food Function -Talking about likes and dislikes ••Teachers can teach the same topics to the same group of Teachers can teach the same topics to the same group of children over a number of years (and recycle the language), children over a number of years (and recycle the language), but as the children grow in age, linguistic ability and maturity, but as the children grow in age, linguistic ability and maturity, we will be looking at different aspects of these topics, so the we will be looking at different aspects of these topics, so the input never has to be the same. input never has to be the same.
  • 18. Stage 1: Select the Topic When planning lessons around a specific topic , the teacher should consider five stages: 1. Brainstorming is one of the best ways to plan a topic and the lessons that are linked to it. Put the topic title in the center of a page.
  • 19. Stage 2: Think of appropriate activities linked to the topic Brainstorm the variety of activities that are suitable for the age group you are thinking about and are linked to this topic. A lesson for 8 to 10 year-old- student
  • 20. Stage 3: Consider the language for each activity Think about what language (vocabulary and structures) will be used in each activity.
  • 21. Stage 4: Plan the focus/approach for each activity Look at each of these activities and briefly consider the focus for each activity as well as the type of approach to take. Consider the class survey, and develop it as you would all the other activities in your brainstorm. Activity: Carry out a class survey of favorite food Language focus for this activity: • What is your favorite food? • Food vocabulary chicken • It’s (chicken). • My favorite food is (chicken). Resources needed for the Outcome of activity: activity: Timing of the • A list of favorite activity: • Children need paper and foods of children pencils / pens. 10-15 minutes • A result from survey • Teacher needs a board or flipchart to gather results
  • 22. Stage 5: Consider the order of activities Look at how the activities flow together, considering vocabulary and structures and the challenges required in completing each activity. If you look at the brainstorm chart below, you will see that the activities have been ordered by how the language is introduced and developed. ••After determining After determining the desired the desired outcome of each outcome of each activity, the activity, the teacher will put teacher will put together more together more detailed lesson detailed lesson plans that look plans that look more closely at the more closely at the steps required to steps required to achieve the achieve the proposed goals. proposed goals.