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TESOL Videos - Lesson Planning - Part 1 - Why do we plan lessons?
Hello. This presentation is going to cover this section on lesson planning and what we're going to do is to have a look as to why we go about planning a lesson, what do we actually put in it? We'll create an empty lesson plan pro-forma and then having done that what we'll do is to fill in that lesson plan for a particular teaching point. So, our starting position is going to be: "Why do we plan lessons at all?" There are a number of reasons why we need to plan a lesson. The first and foremost perhaps is that it's going to create a logical sequence for our lessons. If we didn't have a lesson plan, it is quite possible that we could go all over the place and it would become confusing for the students. By having this plan, what we've created is a structure that we can work from. So, in effect, the lesson plan itself is a working document and we can refer to it at various times in a lesson. If ever we're not quite sure what we're supposed to be doing next, we can just take a quick look at our plan and it tells us where we should be going. Another important reason for planning your lessons out is that it creates a record, a document of what has actually been taught and this can be very useful if wherever questions as to whether we've covered the syllabus in all its details, then we've got this lesson plan that shows that that has been done. The final reason, main reason, why we plan a lesson is that it can be used for someone to cover your lesson. For example, if you created your lesson plans for your next week and for some reason you can't get into work then somebody else could use your lesson plan to make sure that the students don't lose their sequence of lessons. So, these are some of the reasons why we plan a lesson. What do we actually put onto that plan? Basically, there are two areas that we need to cover on our lesson plan in order for somebody else to be able to take that plan and adequately cover our lesson. Firstly, we need to put some general information about the class that is being taught. So, how many people are going to be there and so on and so forth and secondly, what should happen during the actual lesson. So, what does our lesson plan actually look like? So let's have a go at creating a lesson planning document.
This is what one of our TEFL graduates feels he has gained from the course, or a part of it, and how he plans to put into action what he has learned.
This unit covers how to teach vocabulary, grammar, and language functions to students learning English. Using the Engage-Study-Activate (ESA) method the chapter gives examples and suggestions on how to successfully teach these concepts to the students. It highlights the importance of finding the right way to tackle each concept in order to give students effective lessons that will improve their use of the English language. In the text there is a comparison of the three language pieces to a tree. Grammar is the trunk of a language while vocabulary and language functions are the branches and leaves. Knowing how to balance all three are crucial in teaching a new language to the students. Vocabulary should be appropriate and useful to each topic and the grammar being taught at the time. Both grammar and vocabulary should be practiced throughout the lesson while language function may be practiced during the activate stage where everything can be brought together. For example, if the chapter is about shopping the lesson can begin with asking students what do they usually go grocery shopping for. The lesson could then go on to teach students how to ask about prices and where to find items in the store. This is when vocabulary words, such as food items, can be taught. Following the this portion of the lesson students may have to do a fill-in-the-blank worksheet or read a passage about grocery shopping which they have to answer a few questions for. Then, the students could be paired up and create a role-play scenario where one of them is the worker at the grocery store and the other is the shopper who needs help. Once they are done preparing the dialogue each set of students can present in front of the class, where functions may come in if they decide to refuse an item or would like to ask for a discount.