Lesson Plans

  Hello. This presentation is going to cover this section on lesson planning and what we're going to do is to have a look as to why we go about planning a lesson, what do we actually put in it? We'll create an empty lesson plan pro-forma and then having done that what we'll do is to fill in that lesson plan for a particular teaching point. So, our starting position is going to be: "Why do we plan lessons at all?" There are a number of reasons why we need to plan a lesson. The first and foremost perhaps is that it's going to create a logical sequence for our lessons. If we didn't have a lesson plan, it is quite possible that we could go all over the place and it would become confusing for the students. By having this plan, what we've created is a structure that we can work from. So, in effect, the lesson plan itself is a working document and we can refer to it at various times in a lesson. If ever we're not quite sure what we're supposed to be doing next, we can just take a quic

  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 b

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  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 t

  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,"

  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

  So, the document itself needs to contain some general information about the class, for example the name of the teacher, the date and time of the lesson, what level of class is being taught and in what room, how many students are we expecting, this is important, when we've got things like photocopying and materials to do, what is the context of the lesson, in other words, what is the lesson actually about, what vocabulary or grammar point is this lesson covering and sometimes it's also useful to write out what the focus of the lesson is. So, in effect, the context of the lesson is telling us the grammar point, for example, that might be the present continuous tense, whereas the focus is telling us how we're going to go about teaching it. Another example to illustrate this: Let's imagine that we were teaching a starter class about color. Then, our focus could be the way in which we're going to teach them about color. So, we could be using clothes or we could be using fruit and

  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

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TESOL Teaching Resources: A Comprehensive Guide to Enhance Your Teaching Skills 1. Introduction 2. Benefits of Using TESOL Teaching Resources 3. Types of TESOL Teaching Resources 4. How to Incorporate TESOL Teaching Resources in Your Classroom Are you a TESOL teacher looking to enhance your teaching skills and provide your students with the best learning experience possible? Look no further! International TEFL and TESOL Training (ITTT) offers a wide range of TESOL teaching resources to help you become a more effective and engaging educator. Using TESOL teaching resources can have a significant impact on your teaching effectiveness. These resources are designed to help you create dynamic lesson plans, engage students of all levels, and improve overall learning outcomes. By incorporating TESOL teaching resources into your lessons, you can make your classes more interactive, fun, and effective. ITTT offers a variety of TESOL teaching resources to suit your specific teaching needs. Whether

1. Introduction 2. Benefits of ESL Resources for Students in Hong Kong 3. ITTT's ESL Resources for Students in Hong Kong 4. How to Access ITTT's ESL Resources In Hong Kong, English as a Second Language (ESL) resources are essential for students looking to enhance their language skills and improve their communication abilities. With the increasing importance of English in both academic and professional settings, having access to quality ESL resources is crucial for success. International TEFL and TESOL Training (ITTT) offers a wide range of ESL resources tailored to meet the specific needs of students in Hong Kong. Access to ESL resources provides students in Hong Kong with numerous benefits. Firstly, it helps improve their English proficiency, enabling them to communicate effectively in a globalized world. Additionally, ESL resources enhance students' academic performance, as English is a key subject in the Hong Kong education system. By using ITTT's ESL resources, students can strengt

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ITTT’s support service offers you a one stop reference point for all of your questions regarding our courses. We are happy to help you throughout your tefl journey, from deciding on the best course to suit your particular needs right through to your post graduate teaching career. We will do all we can to ensure that we provide you with accurate and honest advice regarding all aspects of our training courses. We also try to reply to your queries as quickly as possible, often we will get back to you within one hour. Regardless of your location in the world, ITTT is committed to making the tefl journey as smooth as possible for all our students. Our dedicated support services are always available to offer you advice, as well as practical help with things such as lesson planning. Once you have received your certification you can still call on us for support as we do not forget our past graduates. You are free to contact ITTT at any time and we will do our best to get back to you with som

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{ "@context": "https://schema.org", "@graph": [ [ {"@context": "https://schema.org","@type": "SiteNavigationElement","@id": "#nameh0","name": "Book Series ","url": "https://www.tefl-certificate.net/faq/what-are-the-best-books-for-teaching-esl/#nameh0"},{"@context": "https://schema.org","@type": "SiteNavigationElement","@id": "#nameh1","name": "General Teaching Theory Books","url": "https://www.tefl-certificate.net/faq/what-are-the-best-books-for-teaching-esl/#nameh1"},{"@context": "https://schema.org","@type": "SiteNavigationElement","@id": "#nameh3","name": "Activity Resources","url": "https://www.tefl-certificate.net/faq/what-are-the-best-books-for-teaching-esl/#nameh3"} ] ] } The market for ESL teaching books is very large and all the major publishers have some form of involvement in the production and selling of these resources. There are many different types of books and resources that are used in ESL teaching and we will cons

  This video covers the difference between 'If I were' and 'If I was' as their usage is often confused. 'If I was' is used for things that could have happened in the past or now, for example: If I was rude, I apologize. 'If I were', however, is used when we speak about imaginary situations or things that are contrary to fact, such as here: If I were a dog, I would sleep all day. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. Conditonals and reported speech in English are explained in this unit. These two grammar points are where students are most likely to get confuced and make mistakes. A rule of thumb would be to take it slow and address one problem at

Federico Riva TEFL Information Teaching Ideas In this blog post, we are going to have a look at some of the reasons why we plan lessons. We suggest there are three main reasons why we need to plan our lessons. First and foremost perhaps, is that it's going to create a logical sequence for our lessons. If we didn't have a lesson plan it is quite possible that we could go all over the place and it would become confusing for the students. By having this plan, what we've created is a structure that we can work from. In effect the lesson plan itself is a working document, which we can refer to it at various times in a lesson. If ever we're not quite sure what we're supposed to be doing next, we can just take a quick look at our plan and it tells us where we should be going. Another important reason for planning your lessons is that it creates a record or document of what has actually been taught. This can be very useful if we ar