The complexities of language education demand that teachers have the flexibility to be able to adapt their plans during lessons in order to meet the needs of their students. Yet teachers are trained to meticulously prepare lesson plans and numerous activities to keep their students engaged. This can lead to teachers feeling locked into the plan they spent time preparing. The Unplanned Lesson suggests a new paradigm for how to prepare for and conduct language lessons based on curating what the authors term “structures.” By focusing on structures that are flexible, evolvable, repeatable, and memorable, teachers can reduce the amount of time they spend planning and increase the amount of time students are engaged in deliberate practice. Designed to integrate with any syllabus or textbook, The Unplanned Lesson approach aims to allow teachers to transform their classrooms by giving them more time to focus on supporting their students’ learning. 

Ian Roth is an Assistant Professor at Meijo University and a Lecturer at the Center for Advanced Education in Entrepreneurship and Innovation, Osaka Metropolitan University. 
Paul Wicking is a Professor in the Faculty of Foreign Studies, Meijo University. 

— Tim Murphey, PhD, semi-retired freelance educator with 15 years of experience in Europe and 30 in Asia

— Michael Lessard-Clouston, Biola University