Do you want to be TEFL or TESOL-certified and teach in Guguan Zhen? Are you interested in teaching English in Baoji Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
Overview The broadly inclusive topic of Lesson Planning is the central focus of my approach to teaching. It presents the opportunity to lay out the tools and methodology I intend to use in this next lesson. Of course, in the larger picture there are themes that through my lesson plans, sometimes no more than an expansion or continuation of the last lesson, although occasionally I will bring back an old exercise for enhancement or to reinforce the previous learning. Pre-procedure determinations First, the Language Point I carefully frame the very reason for which I am giving this class. My choice of the theme will guide my every planning decision that follows. As mentioned, this can be successfully used to convey a “global” picture of the entire course and to reinforce earlier lessons. Second, my Teaching Aids (Course Materials) I rarely choose these before I address the Procedure section. I first identify what I am trying to specifically accomplish before I attempt to identify what props or aids I can locate or create to bring the lesson alive for my class. In my general research on this topic, have found many written authentic examples of forms and dialogue for Study purposes. Teaching materials, such as gap-fill and matching exercises are there to be used as is or adapted. I intend on using blogs to demonstrate how issues (at the appropriate level of my class) are stated, discussed, analyzed and disputed. Although difficult to find, I will look for video clips that quickly demonstrate a situation or the point. However, I’m going to have to make sure I’ll be able to display the video in a manner the class can easily see and follow. Third, Learner Objectives These are the specific take-aways for my student. It’s important to clearly define them and place them in context for the class. I’ll need feedback from the group and individuals reflecting to me just what I’ve told them! To me, these are like “arrows in the figurative quiver” that is represented by the Language Point! These arrow-objectives are what the students are going to master as a result of this class, hitting the “target” represented by the Language Point. Fourth, Anticipated Problems I always review the new vocabulary for pronunciation and comprehension hurdles. I’ll pre-teach the new vocabulary. I will begin to prepare the class for these new concepts and meanings by using a free-wheeling Q and A centered on already known Language Point-related topics in the Engage phase to seamlessly segue into the new material. Pronunciation will be mastered through drilling in the Study phase. It’s not realistic to expect that this plan will be perfect in execution and result, so I will be confirming understanding via Feedback and reinforcing pronunciation at the end of the Activate phase. Fifth, Personal Aims The primary difficulty is identifying areas in which I need improvement. In class, I look to commentary from students and a relative lack of student interest/responsiveness during certain exercises or procedures when compared with enthusiasm in others. My research has uncovered several useful blogs in which other teachers address performance issues. I’m new at this now, so that’s where I will begin to examine my anticipated concerns even before I teach my first class. I’ll apply the approaches that look constructive to me and gauge their effectiveness! Sixth, Organizing the Class I will make the best of my teaching location to configure the classroom to maximize the students’ eyelines to me and to each other. I must also set up my board and display so easily visible by all. Without me blocking anyone’s view! As we proceed from lesson to lesson, I will be looking to establish constructive pairing opportunities and to reassign seating as necessary to remedy any negative pairing. I will identify small group leaders capable of independently carrying on an activity while I work with a different group or pair requiring special attention. Procedure Once I have the above in place, planning one specific lesson is relatively easy. Working with the ESA template, I open with a fun brainstorming session on the Language Point-related objective, teasing the class into the Study material. Pre-teach as necessary and proceed using written exercises, authentic materials and video clips or demonstrations. Share blog excerpts where useful to demonstrate how others approach the same situation the class is studying. Before proceeding to Activate, I will reinforce and confirm understanding and pronunciation with drilling and feedback. My Activate phase will ask the students in pairs or small groups to develop and give a presentation using what they learned from the materials and video/demonstration. Feedback to follow at the end of the Activate phase.
