Lesson Planning - Part 7 - Lesson Plan Example - Activate Phase

 

So, having elicited this particular structure, what I'm now able to do is to move on to the actual study activities. Typically, they will be in the form of worksheets to check that the students actually understand this information. So, I might prepare three activities. They may not do them all but, for example, I could prepare these three study activities. So, the first one is going to be a fairly straightforward matching activity, where perhaps they match the subject to its correct verb "to be" in that part of the sentence. The second one is going to be a gap fill. For example, I might use this verb here and ask them to complete a sentence using that verb, so that I can check that any spelling changes that take place are correct and the final one is going to be an unscramble, where each of the sentences themselves are put into the wrong order and they have to recreate the correct order following this particular structure. So, the activate activity is going to try to get the students to use this particular present continuous tense in a realistic setting. Let's assume that we used five minutes up during our engage phase, ten minutes for our board work study, another ten minutes for them to do the study activity that we mentioned, then that would leave us with about 25 minutes for this particular phase. One of the reasons why there is such a long period for this particular part of the lesson is that it's when the students are actually going to be talking to each other using the language in the realistic way. So, our interactions is mainly going to be student to student and then they will feedback that information to us in completion of the task so it will also be student to the teacher. This particular activate activity has to be something that will allow the students to use the language in a realistic way. So, an example here, each student is going to get an activity picture card and on there will just be a simple cartoon type picture showing some form of action taking place. So, for example, it may show someone fishing, it may show someone playing football, and so on and so forth. They're also going to get a questionnaire and on that questionnaire, there's going to be two questions that they're going to ask each of each other "What is your name?" and "What are you doing right now?" and each student will get up and it will be a mill drill process, where they find out the person's name and what they're doing right now. What each student will report back, is the picture that they have, what activity is it showing and so, for example, they will say, "I am playing football," or "I am cooking a meal," and so on and so forth. What we could do here is get the students either to write it in that way or they can use the person's name, so "John is playing football," or "Kate is cooking," and so on and so forth and the students will then feed back those results to the class in the form of sentences.


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 5 Managing classes Classroom management is the skill to organizing and managing the class. The teacher has to know when to be friendly and relaxed with the students and also, when to be firm to maintain discipline. Skills to develop Eye contact: This is a very important point, especially, here in Panama, because cultural involvements, if you don't have eye contact with the student, then it will be disrespectful. Also, a good eye contact establish good rapport with the students. Why use it? *To show students that they are involved in the lesson. *To indicate who is to speak. *To hold the attention of students who aren´t being addressed. Gesture: A very important skill to develop, especially for young learners. Why use it? *To reduce the need of verbal explanation. Now, this has proven to be a very useful skill to me since I teach children. They can understand the context of what is being told if I point for example at the table and want them to know that, ?that is a table? *Also, this add visual interest. The voice: If the voice doesn?t have the correct variety, clarity and range then, the teacher will be hard to understand, he/she will even have problems with building good rapport. A dull monotone will only create boredom and will lead the students to not paying attention. Grouping students: Let's talk about some pros and cons about grouping students. Whole class: *Suitable for activities where the teacher needs to be in control. *Reduces the opportunities for students to speak. Working on their own: *Less stressful for students than contributing in front of the whole class. *Has no interaction with other students. Pairwork: *Increases a lot the opportunity for students talking time and interaction between them. *Students may find themselves working with a partner they don?t feel comfortable with. Groupwork: *Encourage students to cooperate and talk in English. *The exchange of ideas among group members may slow activities too much. Classroom arrangement: It will depends on the furniture, age of the students, personalities and some others. Some points I found very important to put in action are: *Put a weak student together with a stronger one for pairwork activities. This is very helpful since the stronger student may help the weaker one. *Students shouldn´t be moved without reason and if so, he/she must be able to see the reason clearly. If not, the rapport with the student will be lost. Orderly rows: It makes lecturing easy, enables the teacher to maintain eye contact and, reduces discipline problems. Separate tables: This is useful for group work but can create discipline problems when the students feel that they're part of a small group rather than the class as a whole. Giving instructions: How to make effective instruction? *Use a language at a lower level than the one being taught. *Teach the necessary language for following instructions. *Give demonstrations as an example. *Ask students to explain back to the teacher to check understanding. Building rapport: Some practical ways to do it: *Be aware of which students get on well together. *Smile and look as I enjoy teaching. *Get the students to help each other. *Be positive. *Elicit from the students to get them involved. In conclusion, I found this unit very punctual, practical and helpful. Especially helped me since I teach students from 5 to 8 years old, and also from 15-18 years old. So being acknowledge of the reasons why they misbehave, or, how to make the class to function properly, building rapport and other good things; make me feel more prepared and confident about my teaching. So, thanks again ITTT.


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