Lesson Planning - Part 6 - Lesson Plan Example - Study Phase

 

The first part of my study phase is going to be the board work and I'm going to use the information that I generated in the elicitation part of my engage phase to move on to the actual board work. What I'm going to do is to show the structure of this particular tense. So, the phase study I'm expecting to take about ten minutes on this particular part and, again, the interaction will mainly be the students talking to me. So, how am I going to achieve that with this information? Well, we could ask the students to have a look at the sentences themselves and to tell us what they can see. If we look at each of the first words in here, then at this level, I should hopefully be able to elicit from my students what each of these words have in common and they may well give an answer that each of those words is actually a subject. What I can then do is to elicit those subjects that are not already here, for example "we" and "it" and those subjects are followed by this second word "am," "is" and "are" and we should be able to elicit from our students that each of those words have something in common in the English language, which are now each of the "be". Finally, we can look at the third word in each of these and find out what they have got in common and the most obvious thing that they have in common, despite some spelling changes, is that they end up with "-ing". The thing that goes before those "-ing" is some form of verb, to sit, to listen, and so on and so forth. So, the third word is the verb plus "-ing". So, in this way, I'm showing the structure of the present continuous tense in the form of this model subject plus verb "be" plus the verbs "-ing".


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.

Unit 14 concerns course books and sources of material to teach. Often teachers need to create their own materials to supplement or replace course materials that are not suitable for the class and these materials may be a welcome change from course books. Authentic materials, just about anything, are not designed for ESL student nor graded for level and should be carefully selected. The teacher need to decide how to appropriately use the material for different levels. Authentic materials may be used as they are real, interesting, allow students to gain confidence when they understand them and can be geared to particular groups of students. Created materials designed by teachers can, unlike authentic materials, be graded to the level of the student and include crosswords, word search puzzles, role-play cards, flashcards, gap fill activities and picture stories. A good resource for creating your own is www.puzzlemaker.com. Course books consist of a set of materials, student book for classroom use, workbook for individual, supplementary, class and homework, cassettes for in class and at home, teacher?s book and in some cases video to reinforce the material in the student book. Other published material includes reading books graded to levels of students, test books, learner dictionaries and vocabulary flash cards. Common course books are Headway, Reward and English File for British English and Interchange/New Interchange for American English. Course books have the advantages: ? expected by students, ? easier and less time consuming to supplement than designing a syllabus from scratch, ? provide security to students and teachers, ? provide a balanced mix of grammar, vocabulary and skills, ? offer continuity and progression, ? tested before publication, ? attractive to the eye, ? continually practice language previously introduced and ? offers good ideas for inexperienced teachers. Also, course books have disadvantages as: ? they do not always fit the class needs, ? students may not like the book or be reluctant to use, ? they become predictable and boring if used exclusively, ? they make teachers lazy, stops the creativity of searching for activities and materials of interest, ? they usually represent a compromise, ? they are marketed for all nationalities and not tailored to language problems applicable to your students, ? teachers rarely get to choose the course book and many are outdated and unattractive to students, ? course books dictate what is to be taught. The best use of course books is below: ? look at the range that could be used for the group and which is most suitable, ? do not use the course book for the whole lesson, ? when planning lessons, think about which items motivate student and which require supplement, change or replacement, ? think about how much time will be needed for each task and create a balanced lesson, ? explore ways to match the book to the needs of the students, ? approach the book critically, read the teacher?s book and do your own research, look for difficulties not highlighted by the authors, ? don?t base all lessons around the course book and consider student needs, ? don?t regard the course book as the solution to everything and try new ideas and vary activities. There are four different options for course book use omit, replace, supplement or adapt. In analyzing a course book, one will probably need to consider factors such as price, availability, design, methodology, skills, difficulty, syllabus, topic, teacher?s guide and ancillary materials. The above principles make sense and will add to my store of knowledge to teach.

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