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TESOL Videos - Lesson Planning - Part 5 - Lesson Plan Procedure - Engage
So, now we're going to fill the actual procedure of the lesson plan out itself. We mentioned at the start, the first thing we do, is to get some general information about the class that we'll be teaching and then, in order for someone to be able to cover our lesson, we need to present enough information in our lesson plan that they can actually carry it out. What I'm going to do is for each stage of the lesson, I'll indicate what I'm going to do in the lesson and then, we'll cut away from that to have a look to see how that will actually be achieved. So, our lesson is going to be based on a 45-minute lesson and the first phase is going to be the engage phase and it's going to be a straight arrow ESA lesson. I'm going to take approximately five minutes on my engage phase and in the interaction box what I'm going to do, is to put down what I think is going to be the major overall interaction during that particular part of the lesson. There are three choices that we can use in this particular one, either the students will be talking mainly to the teacher, the teacher will be talking mainly to students, all the students will be talking to each other. For my particular plan, the students on the whole will be talking to me. So, what am I going to do in my engage phase, I'm going to ask the question "What are you doing right now?" to generate the subject verb agreements between a number of different subjects and their verbs. So, to cut away from that, if we imagine that we went around the class asking various people "What are you doing right now?" then we may generate some sentences that could possibly look like this: so John says, "I am listening to you," Kate says, "I am sitting." What I can then do, is to ask another member of the class, okay, "What is John doing, but you can't use his name?" So, I may get the answer and "What is Kate doing and you cannot use her name?" What I could then ask the students is "Okay, could you give me another example of using this with somebody else?" and I can then ask them "What are both Kate and this other person doing without using their names?" So, I get an answer like that. So, I ask the question "What are you doing right now?" and I get a number of subject and verb agreements for that particular thing using these sets of verbs here and we can then move on from that to the study phase.
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.
The absolute beginner is a type of learner that has never been in contact with the language. The false beginner is the student who had contact with the language before; however, they do not know much but just some simple sentences. The young beginner is the one who acquires the language better compared to the other types of learners. This type of learner is generally made to study, being this the main reason why they are not motivated. The adult beginner is characterized by the high motivation they have because they are the ones who make the decision of their studies. The beginner without Roman alphabet does not recognize the symbols of the alphabet that English uses, so the student needs a lot of work on basic literacy. Teaching an individual students differs in many ways from teaching groups. It has several advantages as teaching to a groups of students. One of those advantages is that one to one lessons provide the students with the chance to speak more and get direct feedback from the teacher. The teacher will easily recognize and point out grammatical structures, vocabulary and pronunciation. Something that is quite difficult to do with a group since the mistakes or misuse of certain structures can be very different from student to student. Another point in favor of one to one lessons is that the individual students also takes more risks at speaking since he/she will not feel fear of committing mistakes in front of other students. However, teaching one to one does not provide the classroom dynamics like pair work, group work, and classwork. Activities that involve other students benefit students since they could teach each other, and share things that one might have skipped. Also a student might find interesting to talk to different people in class, so it can motivate more the student to use the language.