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TESOL Videos - Lesson Planning - Part 6 - Lesson Plan Example - Study Phase
The first part of my study phase is going to be the board work and I'm going to use the information that I generated in the elicitation part of my engage phase to move on to the actual board work. What I'm going to do is to show the structure of this particular tense. So, the phase study I'm expecting to take about ten minutes on this particular part and, again, the interaction will mainly be the students talking to me. So, how am I going to achieve that with this information? Well, we could ask the students to have a look at the sentences themselves and to tell us what they can see. If we look at each of the first words in here, then at this level, I should hopefully be able to elicit from my students what each of these words have in common and they may well give an answer that each of those words is actually a subject. What I can then do is to elicit those subjects that are not already here, for example "we" and "it" and those subjects are followed by this second word "am," "is" and "are" and we should be able to elicit from our students that each of those words have something in common in the English language, which are now each of the "be". Finally, we can look at the third word in each of these and find out what they have got in common and the most obvious thing that they have in common, despite some spelling changes, is that they end up with "-ing". The thing that goes before those "-ing" is some form of verb, to sit, to listen, and so on and so forth. So, the third word is the verb plus "-ing". So, in this way, I'm showing the structure of the present continuous tense in the form of this model subject plus verb "be" plus the verbs "-ing".
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.
Conditionals can be hard to lay out and define, especially as a native english speaker yet easy to naturally use in a casual conversation. Moreover, teaching conditionals as well as reported speech can be a challenge due to the many rules and their seemingly arbitrary exceptions. Most simply put, conditionals are sentences with the word 'if' referring to past, present, and future possibilities. Conditionals are broken down into five groups: zero conditional (if/when+present tense present tense), first conditional (if+present simple, will or another modal verb), second conditional (if+past simple, would/could/might+base form), third conditional (if+past prefect, would/could/might+have+past participle), and mixed conditional (if+past perfect, would+base form). These can be very difficult for students to master because of how they can be mixed up. Methods to teach conditionals and get students to try using them include split sentences, prompting students with 'what if?' questions, or giving students a moral dilemma in conditional form. Direct speech refers to the exact words spoken in a conversation, while reported speech is the reporting of previously said conversation. Reported speech can be confusing because one must now report what was said in the previous conversation using a different tense depending on when they report it. For example, if Steve says, \"I am so bored\" at work, after work I could later report it as, \"Steve said (that) he was bored.\" Because work is over, I report in past tense. While there are many specific ways to transform tenses from direct speech to reported speech, they can greatly vary depending on what is being said. If someone says something involving a specific time, such as 'yesterday' or 'tomorrow', one would also need to change those terms to suit the reported speech correctly.