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TESOL Videos - Lesson Planning - Part 4 - Lesson Plan Example
Okay, so we're going to use this pro-forma as our lesson plan and we're going to fill one out as though we were planning for an actual lesson. So, we start off with some basic information about the class. So, the name of the teacher, date and time and the class level. In this particular case, our class is going to be an elementary class and the room will be room 3. Having looked through the registers we see that the expected number of students for this particular class is going to be 10. This will help us in creating our worksheet copies. The context of the lesson for this class is going to be present continuous tense and it may well be the first time that this particular level of class has been introduced to this tense. So, our focus is going to be fairly general and it's going to look at actions that are happening around now. The teaching aids are basically anything that we bring to the lesson that will help us teach it. So, we know that in our study phase, we're going to be using some worksheets and during the activate phase, we're going to be doing an activate activity. So, here you can fill in worksheets and activate activity. Then we've got our learner objectives and personal aims. If you remember, the learner objectives are what we are hoping the students are going to be able to do after the lessons been taught. So, we're hoping that by the end of this lesson, the students are going to be able to both recognize and to be able to use the present continuous tense. The personal aims for my particular lesson are that I'm going to improve upon a couple of things, which are both my board work and my elicitation techniques from the students. A couple of anticipated problems for the students: pronunciation, first of all, and secondly, using the present continuous tense in a real context. Anticipated problems for the teacher: I'm afraid that I might get drawn away from the actual lesson plan itself, so following the sequence of the lesson and the solutions to both of these. For pronunciation, as we've mentioned, would be drilling and for the students using the tense in context that would be part of our activate activity and one of the things I can make sure that they can do to overcome this particular problem is to have a strong study phase. By having that strong study phase, I can check that the students do understand this particular tense and its context before they actually try to use it. For the anticipated problem for the teacher, following the sequence of the lesson, again, is to have my plan available throughout the lesson.
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.
Unit five dealt with managing classes.For a class to learn effectively, the teacher must be able to inspire confidence in the students. Good teachers will also be able to be flexible and change their roles according to activity and situation without being dominant or leaving the students uncertain. The unit first looked at eye contact, gesture and voice. In essence, good eye contact in the classroom is essential to establishing good rapport with students. There are a few situations for which gestures are beneficial, like conveying the meaning of language. But, gestures should only be used when they are obvious in meaning. A good teacher will know how to use their voice effectively, naturally changing it to the circumstances of the class. Next the unit looked at grouping students and the pros and cons for each type of grouping. We looked at whole-class grouping, students working on their own, pair-work and group-work. The grouping one chooses will most probably be dictated by the size of the class and the type of activity. Classroom arrangement was discussed next. The most common ways of arranging a classroom are orderly rows, circles and horseshoes and separate tables. The size of the class the space available will determine the classroom arrangement. Lastly we looked at certain elements of teaching that plays an important role in classroom management. Elements such as positioning of the teacher during certain activities, when it is good for a teacher to be standing or sitting. Writing on the board and how to maintain discipline while doing this. Ideas regarding giving individual attention. How to find a good balance between Teacher talk time and Student talk time. We also looked at how to give good and clear instructions, ways to establish a good rapport with your class and finally, maintaining discipline.