"Like" us to connect with other students, watch videos, see job offers and even get special discounts.
TESOL Videos - Lesson Planning - Part 3 - What does a lesson plan contain?
Then, we have a set of objectives and aims. Here, the learner objectives relate to what we're hoping the students are going to be able to do by the end of your lesson and quite often, that can be a useful way of writing out what the objectives are. So, we would start the sentence "By the end of the lesson, students should be able to?" and then a list of two, three or four items that we're expecting the students to be able to do by completing this lesson. The learner objectives are different to the teacher aims the teacher aims are what you are expecting from that lesson itself. Now, when you first start teaching, quite a normal aim might be to complete the lesson successfully, to get through the whole thing without having any problems. As time goes on and you become more experienced, then what you would expect is that these teacher aims become more and more specific. So, some examples of things that might be in your aims here might be things like: to improve my board work, to increase student talk time and to reduce teacher talk time and so on and so forth. The next section is going to relate to what we might call anticipated problems and there'll be anticipated problems for both our students and for ourselves. The types of problems that we may anticipate from our students are that they will have difficulties with pronunciation. They may have difficulties with the level of grammar and being able to put it into context and so on and so forth. Anticipated problems for ourselves - types of problems that we can put in here would be things like: making sure that we stick to the plan, making sure that the focus of the lesson is maintained throughout the whole lesson and so on and so forth. So, a set of problems, anticipated problems for the teacher and for the students. Now, because this is part of the planning process, if we've anticipated problems then it's fairly reasonable to assume that we thought about what we can do if those problems do occur. So, one of the examples we have here was that we were anticipating problems with their pronunciation. So, a solution to that problem would be to do some form of drilling to help them with the pronunciation problem. One of the problems we had with the anticipated problems of the teacher was that we wanted to make sure that the lesson flows smoothly and so we need to refer to our plan throughout the lesson. Now, this doesn't mean that we stand up with a piece of paper in our hands. That doesn't generate any confidence from our students whatsoever, but there's no reason at all why we shouldn't have a set of bullet points on a piece of paper on the desk in front of us that every now and again, we can just refer to quickly to make sure that we're following our plan in sequence. So, these are some of the things that might be on our lesson plan. What we're going to do now is to fill out an actual lesson plan using this particular form.
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 has covered all the possible and available teaching aids that can help us to make the teaching more vivid to increase students´interest and interaction. Many of the visual aids help to stimulate memory. There are many more materials available online, but this unit has provided a summary of the most useful links. It saves a lot of time and energy, browsing through unhelpful and tiring sites, which is very appreciated. I was aware of the fact there are many books and various sites available, but it puts you off if you search for hours for the most useful ones. Therefore, this unit has done a big service in providing the list of those most helpful as well as giving a list of the most common resource books. As a student myself, I have come to grasps with all types of boards, even with IWBs and OHPs too. One certainly does need training and practice it beforehand to work successfully with IWB. OHP is on the other hand fairly easy to use and makes it really easier for the teacher as it reduces time needed when writing it all on the board. The teacher stays in direct contact with the class and keep a tract of what the students do for the whole lesson. He can present written materials straight away and practice excercises/give feedback after written assessment pretty quickly. So, even as a student, I found OHPs to be very useful. Other visual aids, such as films online or various audio-recordings can only be strongly recommended. I have always felt the need to have my language classes more vivid, colourful and interesting. I suppose if it had been the case, it would evoke interest in even the laziest of all male pupils. This unit has made me even more aware of how to use the teaching aids effectively as I reflected back on my own student times and wondered about what type of lessons I had liked and why.