Lesson Planning - Part 5 - Lesson Plan Procedure - Engage
So, now we're going to fill the actual procedure of the lesson plan out itself. We mentioned at the start, the first thing we do, is to get some general information about the class that we'll be teaching and then, in order for someone to be able to cover our lesson, we need to present enough information in our lesson plan that they can actually carry it out. What I'm going to do is for each stage of the lesson, I'll indicate what I'm going to do in the lesson and then, we'll cut away from that to have a look to see how that will actually be achieved. So, our lesson is going to be based on a 45-minute lesson and the first phase is going to be the engage phase and it's going to be a straight arrow ESA lesson. I'm going to take approximately five minutes on my engage phase and in the interaction box what I'm going to do, is to put down what I think is going to be the major overall interaction during that particular part of the lesson. There are three choices that we can use in this particular one, either the students will be talking mainly to the teacher, the teacher will be talking mainly to students, all the students will be talking to each other. For my particular plan, the students on the whole will be talking to me. So, what am I going to do in my engage phase, I'm going to ask the question "What are you doing right now?" to generate the subject verb agreements between a number of different subjects and their verbs. So, to cut away from that, if we imagine that we went around the class asking various people "What are you doing right now?" then we may generate some sentences that could possibly look like this: so John says, "I am listening to you," Kate says, "I am sitting." What I can then do, is to ask another member of the class, okay, "What is John doing, but you can't use his name?" So, I may get the answer and "What is Kate doing and you cannot use her name?" What I could then ask the students is "Okay, could you give me another example of using this with somebody else?" and I can then ask them "What are both Kate and this other person doing without using their names?" So, I get an answer like that. So, I ask the question "What are you doing right now?" and I get a number of subject and verb agreements for that particular thing using these sets of verbs here and we can then move on from that to the study phase.
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.
This includes the use of tutorials, evaluation formed by students, and the very well-known form of evaluation which is \"test\.
As educators; we all know that evaluation is a very essential part of the teaching and learning process since it helps us educators to know the where about of our student.
In short, for us to measure students' progress; we incorporate EVALUATIO.
Thus, we also use it to plan or design an intervention or interventions if necessary that will help us to improve our lesson so that our learners will learn bette.
Aside from that, through the application of evaluation we are able to enhance our curriculum, approaches, methodologies and strategies in teaching since it gives us the necessary feedback that we need in order for us to revise our list of plans and procedures in connection with the teaching and learning proces.
On the other hand, evaluation is not only important to us educators but also it plays a very essential role in the lives of our learner.
Through evaluation; our students are able to understand and discover their strengths and weaknesses which will really help them to know their self bette.
Thus, it also provides them feedback about their performances, it that way they are able to enhance their level of performance and it can also motivate them to strive and push harde.
Meanwhile, this unit also discussed the importance of conducting tests and the different types of tests that we can give to our student.
Some of the tests mentioned are a) placement which is used to measure the language ability of our learners in order for us to group them accordingly based from their level or language capacity, b) diagnostic test which we used to have background regarding on the knowledge of our student.
It measures the things that they know, in order for us to plan and adjust our topics that we will teach them during the school yea.
And we usually conduct this at the beginning of the semester, c) progress test, we usually give this to have the necessary feedback that we need from our student.
In short, for us to know what they have learned during our lesson being taught and what ideas or problems need further explanation, d)practice test which is like a mock test where in we provide this test to prepare our students for an upcoming external examination, and e) external test which this kind of test is usually given by an organization to measure the level of proficiency of our learner.
In addition to this, there are still other types of tests that we can use to evaluate our students which is not only based on paper and pen but we can also apply performance-based tests which will also help us to evaluate our learners and some examples are observation, group activities, project-based work, demonstration, et.
Furthermore, I strongly believe that the use of test doesn't necessary measure the whole performance of our learners but rather it only stands as a process of gathering data that will help us to have a basis for our decision-making in teaching but it doesn't measure the whole capability of our learners since tests are just tools or assessmen.
Even though it is really important as a part of the evaluation process but we must remember; NOT TO JUDGE our learners based on the scores that they got from the tests that we give them since I have this kind of perspective that scores are just numbers but doesn't reflect the total performance of an individual nor their capabilities and skills since each of us have our own special skills or talents that can't be measured with scores nor grade.