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TESOL Videos - Lesson Planning - Part 7 - Lesson Plan Example - Activate Phase
So, having elicited this particular structure, what I'm now able to do is to move on to the actual study activities. Typically, they will be in the form of worksheets to check that the students actually understand this information. So, I might prepare three activities. They may not do them all but, for example, I could prepare these three study activities. So, the first one is going to be a fairly straightforward matching activity, where perhaps they match the subject to its correct verb "to be" in that part of the sentence. The second one is going to be a gap fill. For example, I might use this verb here and ask them to complete a sentence using that verb, so that I can check that any spelling changes that take place are correct and the final one is going to be an unscramble, where each of the sentences themselves are put into the wrong order and they have to recreate the correct order following this particular structure. So, the activate activity is going to try to get the students to use this particular present continuous tense in a realistic setting. Let's assume that we used five minutes up during our engage phase, ten minutes for our board work study, another ten minutes for them to do the study activity that we mentioned, then that would leave us with about 25 minutes for this particular phase. One of the reasons why there is such a long period for this particular part of the lesson is that it's when the students are actually going to be talking to each other using the language in the realistic way. So, our interactions is mainly going to be student to student and then they will feedback that information to us in completion of the task so it will also be student to the teacher. This particular activate activity has to be something that will allow the students to use the language in a realistic way. So, an example here, each student is going to get an activity picture card and on there will just be a simple cartoon type picture showing some form of action taking place. So, for example, it may show someone fishing, it may show someone playing football, and so on and so forth. They're also going to get a questionnaire and on that questionnaire, there's going to be two questions that they're going to ask each of each other "What is your name?" and "What are you doing right now?" and each student will get up and it will be a mill drill process, where they find out the person's name and what they're doing right now. What each student will report back, is the picture that they have, what activity is it showing and so, for example, they will say, "I am playing football," or "I am cooking a meal," and so on and so forth. What we could do here is get the students either to write it in that way or they can use the person's name, so "John is playing football," or "Kate is cooking," and so on and so forth and the students will then feed back those results to the class in the form of sentences.
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In this unit, I learned about the two productive skills, speaking and writing. While these two things are very different, they both have the same purpose - to communicate. While we teach these two productive skills, we are looking for the fluency and accuracy. Accuracy activities are used in the study phase and are controlled activities used to practice correct usage of grammar and language. Fluency activities are usually done in the activate phase. They give the students opportunities to experiment and be creative with the language. There are many speaking activities that can be used to teach, such as information gap and tongue twisters. An example of a information gap game is giving each student a piece of a story and they have to work together to try and make the story fit together. An example of a tongue twister is \"she sells seashells by the seashore.\" While you use these activities, you should smile, encourage students when they get correct answers and don't criticize students who get the answers wrong. Also, giving easier questions to slower students and using pair work can encourage participation. Writing is said to be the most overlooked skill in the TEFL world because teachers don't want to use up all of their class time with students writing. Handwriting, spelling and punctuation are some of the factors that need to be considered while teaching writing. While handwriting should be a personal thing, the teacher can encourage the students to improve it. Spelling is something that can be hard for students because a lot of words in the English language cannot be spelling phonetically and words pronounced the same can have totally different meanings like \"accept\" and \"except.\" Finally punctuation could be hard for students since different languages use different punctuation and some use none at all.