DOI: https://doi.org/10.36719/2663-4619/125/153-157
Leylan Abdinova
Azerbaijan State Pedagogical University
Master’s student
https://orcid.org/0009-0006-8696-1508
abdinleylan@gmail.com
Methodological Models of Lesson Planning in English Language
Teaching and Their Effectiveness
Abstract
Teacher candidates acquire and apply the main methodological models used in English language teaching within pedagogical practice; however, the abundance of methods and technologies turns effective lesson planning into a complex process that requires purposeful and selective decision-making. Learners, on the other hand, are usually unaware of the broad instructional mechanisms underlying this system and are more often engaged within the curriculum framework. The integration of methods and techniques creates an interactive environment between learners and ELT methodology, yet establishing this connection is accompanied by various challenges. Identifying the key structural components of the interactive learning environment and demonstrating how they can be organized within a skill-oriented approach constitutes a central issue. Conceptual perspectives on skill-based lesson planning have been analyzed, relevant sources systematically examined, and the main elements explained through analytical interpretation.
Consequently, English language learners intersect with ELT methodology through teaching techniques, and therefore teacher candidates, when planning micro-teaching, must take into account the essential pedagogical variables and strategically form method–technique combinations aligned with instructional goals.
Keywords: English language teaching, methodology, teaching techniques, lesson planning, teacher training