Lesson Planning - Part 4 - Lesson Plan Example


Okay, so we're going to use this pro-forma as our lesson plan and we're going to fill one out as though we were planning for an actual lesson. So, we start off with some basic information about the class. So, the name of the teacher, date and time and the class level. In this particular case, our class is going to be an elementary class and the room will be room 3. Having looked through the registers we see that the expected number of students for this particular class is going to be 10. This will help us in creating our worksheet copies. The context of the lesson for this class is going to be present continuous tense and it may well be the first time that this particular level of class has been introduced to this tense. So, our focus is going to be fairly general and it's going to look at actions that are happening around now. The teaching aids are basically anything that we bring to the lesson that will help us teach it. So, we know that in our study phase, we're going to be using some worksheets and during the activate phase, we're going to be doing an activate activity. So, here you can fill in worksheets and activate activity. Then we've got our learner objectives and personal aims. If you remember, the learner objectives are what we are hoping the students are going to be able to do after the lessons been taught. So, we're hoping that by the end of this lesson, the students are going to be able to both recognize and to be able to use the present continuous tense. The personal aims for my particular lesson are that I'm going to improve upon a couple of things, which are both my board work and my elicitation techniques from the students. A couple of anticipated problems for the students: pronunciation, first of all, and secondly, using the present continuous tense in a real context. Anticipated problems for the teacher: I'm afraid that I might get drawn away from the actual lesson plan itself, so following the sequence of the lesson and the solutions to both of these. For pronunciation, as we've mentioned, would be drilling and for the students using the tense in context that would be part of our activate activity and one of the things I can make sure that they can do to overcome this particular problem is to have a strong study phase. By having that strong study phase, I can check that the students do understand this particular tense and its context before they actually try to use it. For the anticipated problem for the teacher, following the sequence of the lesson, again, is to have my plan available throughout the lesson.

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

COURSE BOOKS Course books often provide a clear set of learning objectives through tried and tested materials set in a planned selection of language content that can be easily followed by both the teacher and his/her students. They are very useful for inexperienced teachers; providing exercise ideas and suggestions as well as providing ready-made activities and lessons as opposed to having to create materials from scratch. A good course book can also often provide a balanced mix of productive and receptive skills as well as a balanced combination of grammar, vocabulary and skills work for the students presented in an attractive and easy-to-understand way. Course book materials can often be considered boring and lacklustre through their predictability. Teachers can become lazy depending on the course book materials and evading creative learning processes (through created and authentic materials) which are more likely to motivate and interest the students. Course books dictate what is to be taught. This can stop teachers from targeting particular problems that the students may have and prevent the learning from being student-centered. AUTHENTIC MATERIALS Anything a native speaker would hear or read. These can be an alternative method, from using the course book and syllabus materials, to engage the students? interest in learning. Providing realistic materials used by the native speaker (including magazines, newspapers, videos, songs etc.) can help the students gain confidence in their learning when they are able to understand the materials. These materials allow the students to learn of their adopted (or intended) culture. However, teachers need to be aware that the material ought to be geared not only to the interests of the students but the level of language that the students are at. You wouldn?t teach Shakespeare to beginners! CREATED MATERIALS Can be specifically tailored to the students? language level. They are usually designed to replace or supplement the materials of a course book. Created materials, however, require both time and some degree of artistic flair. Created materials are more likely to be used for beginner and elementary students. As the students? learning progresses it?s possible to lean more towards the use of authentic materials. Developing a balance between the use of both authentic and created materials allows the teacher to create a dynamic approach to learning, motivate and engage the students. For a class of intermediate students I would lean more towards the use of authentic materials as students are able to understand and communicate on a wide range of issues at this level but have use of a limited vocabulary store, lacking in accuracy and fluency. Authentic materials assist the students in understanding and developing a broader and more genuine vocabulary. Understanding of such materials creates a sense of pride and accomplishment in being able to tap into vocabulary that can be used outside of the classroom. Teachers using course books may find it easier to teach since most of the lesson preparation is already done by the publisher. This can be a great help to inexperienced teachers who are just getting started into teaching. Many hours of planning and developing other activities are still required, but this planning and development will benefit both the student and the teacher by making the classroom activities more fun, more interesting, and result in more effective learning. Not all material has to be taught from the course books, the teacher should consider which items will motivate the students and which ought to be supplemented, adapted, omitted or replaced.

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