Unit 9 Lesson planning
Summary
TLDRDieses Video-Skript behandelt das Thema Lektionsplanung, erklärt die Gründe für diese, und wie man sie durchführt. Es erläutert die Bedeutung einer logischen Abfolge, des Aufbaus eines Arbeitsdokuments, der Aufzeichnung des gelehrten Materials und der Vorbereitung für Stellvertretungen. Es präsentiert ein Lektionsplan-Formular, das mit allgemeinen Informationen, Lernzielen, Lehrzielen, erwarteten Problemen und Lösungen gefüllt wird. Das Skript zeigt dann, wie man einen solchen Plan für eine tatsächliche Lektion füllt, einschließlich der Phasen der Aktivierung, des Studiums und der Anwendung. Es schließt mit Tipps für die Durchführung von Aktivitäten und der Rückmeldung in der Lektion ab, um eine klare Orientierung für den Lehrer und eine strukturierte Lernumgebung für die Schüler zu gewährleisten.
Takeaways
- 📝 Unterrichtspläne sind wichtig, um eine logische Abfolge der Lektionen zu schaffen und Verwirrungen zu vermeiden.
- 📄 Sie dienen als Arbeitsdokument, auf das man während des Unterrichts zurückgreifen kann, wenn man sich unsicher ist, was als Nächstes gemacht werden soll.
- 📑 Sie erstellen einen Nachweis darüber, was gelehrt wurde, was nützlich sein kann, um zu belegen, dass der Lehrplan umfassend behandelt wurde.
- 🤔 Sie ermöglichen es, einen Ersatzlehrer geplant zu haben, falls der reguläre Lehrer ausfallen sollte.
- 👥 Im Unterrichtsplan sollten allgemeine Informationen über die Klasse, wie Anzahl der Schüler, Lehrer, Datum und Thema, enthalten sein.
- 🎯 Lernziele und Lehreraufgaben sollten klar definiert sein, um die Erwartungen für das Ende der Lektion zu setzen.
- 🤷♂️ Vorausahnungen von Problemen für Schüler und Lehrer, sowie Lösungen für diese, gehören zum Plan und helfen, im Unterricht flexibel zu bleiben.
- 🔍 Während des 'Study Phase'-Unterrichtsabschnitts sollten Aktivitäten demonstriert, korrekt beantwortet und dann an die Schüler verteilt werden.
- 🔄 Der Monitoring der Schüler während der Aktivitäten ist entscheidend, um den Fortschritt zu verfolgen und gemeinsame Fehler zu identifizieren.
- 🔚 Eine sorgfältige Feedback-Phase ist notwendig, um gemeinsame Fehler zu korrigieren und Selbstkorrekturprozesse zu fördern.
- 🔄 Bei der Planung von Lektionen sollte man flexible und abgestimmt auf die Bedürfnisse der Schüler sein, während man die Ziele des Lehrplans und der Prüfungen im Auge behält.
Q & A
Warum ist es wichtig, Lektionen zu planen?
-Es ist wichtig, Lektionen zu planen, weil es eine logische Sequenz für die Lektionen schafft, eine Arbeitsgrundlage bietet, die man während des Unterrichts nutzen kann, einen Nachweis für den Lehrstoff liefert und anderen Lehrern ermöglicht, die Lektion zu ersetzen, falls nötig.
Was sind die Hauptgründe für das Planen von Lektionen?
-Die Hauptgründe sind die Schaffung einer logischen Struktur, die Erstellung eines Arbeitsdokuments, die Aufzeichnung des gelehrten Materials und die Möglichkeit, dass jemand anderes die Lektion übernehmen kann, falls der Lehrer nicht verfügbar ist.
Was enthält ein Lektionsplan in Bezug auf allgemeine Informationen über die Klasse?
-Ein Lektionsplan sollte den Namen des Lehrers, das Datum und die Uhrzeit der Lektion, die Klassenstufe, den Unterrichtsraum und die erwartete Anzahl der Schüler enthalten.
Was ist der Unterschied zwischen Lernzielen und Lehreraufgaben?
-Lernziele sind, was die Schüler am Ende der Lektion können sollten, während Lehreraufgaben die Erwartungen des Lehrers für die Lektion selbst sind, wie z.B. eine erfolgreiche Lektion durchführen oder die Schreibweise auf der Tafel verbessern.
Was sind 'anticipated problems' und warum sind sie wichtig?
-Anticipated problems sind erwartete Schwierigkeiten, die sowohl Schüler als auch Lehrer in der Lektion haben könnten. Sie sind wichtig, weil sie im Voraus identifiziert und Lösungen dafür gefunden werden können, um die Effektivität des Unterrichts zu gewährleisten.
Wie wird die Struktur des Präsentationszeitraums im Lektionsplan dargestellt?
-Die Struktur des Präsentationszeitraums im Lektionsplan umfasst die Phasen des Unterrichts, wie z.B. den Engagier-, Studieren- und Aktivieren-Teil, und gibt an, welche Interaktionsform während dieser Phasen erwartet wird.
Was ist der Zweck der 'ESA' (Engage, Study, Activate) Lektion?
-Der Zweck der ESA-Lektion ist es, die Schüler zu engagieren, sie mit dem neuen Material vertraut zu machen (Studieren) und dann in einer Aktivität (Aktivieren) die Gelegenheit zu geben, das Gelernte in einer realistischen Situation anzuwenden.
Wie wird sichergestellt, dass die Schüler die Struktur des Präsentativzeitraums verstehen?
-Durch die Verwendung von 'DEG0' (Demonstration, Elicit, Give Out), bei dem der Lehrer die Aktivität demonstriert, eine korrekte Antwort ermittelt und dann das Material verteilt, während die Schüler mit der Aktivität beginnen.
Was sind die Hauptaufgaben des Lehrers während des Monitorings in der Studie-Phase?
-Während des Monitorings beobachtet der Lehrer die Schüler, notiert ihre Fortschritte, sammelt gängige Fehler und bereitet sich darauf vor, Feedback zu geben, sobald die Aktivität beendet ist.
Wie wird der Prozess der Korrektur von Fehlern in der Feedback-Phase durchgeführt?
-Der Prozess der Korrektur von Fehlern beginnt mit der Möglichkeit zur Selbstkorrektur des Schülers, gefolgt von einer möglichen Peer-Korrektur und schließlich von einer Korrektur durch den Lehrer, wenn keine der beiden vorherigen Optionen funktioniert.
Was sind die wichtigsten Aspekte, die bei der Planung einer Sequenz von Lektionen berücksichtigt werden sollten?
-Die wichtigsten Aspekte bei der Planung einer Sequenz von Lektionen sind die Ziele des Kurses, die Flexibilität, um auf die Bedürfnisse der Schüler einzugehen, und die Einbeziehung von Vielfalt in den Unterricht, um alle sprachlichen Fähigkeiten zu entwickeln.
Outlines
📝 Warum Lesson Planning wichtig ist
Dieser Absatz erklärt die Gründe für die Planung von Lektionen. Es geht darum, eine logische Struktur für den Unterricht zu schaffen, um Verwirrung zu vermeiden. Der Lesson Plan dient als Arbeitsdokument, um den Fortschritt der Lektion zu verfolgen und als Nachweis für den Ablauf des Lehrstoffs. Zusätzlich kann er für andere Lehrkräfte genutzt werden, falls der ursprüngliche Lehrer nicht anwesend sein kann, um sicherzustellen, dass die Schüler die Lernsequenz nicht verlieren.
📋 Inhalte des Lesson Plans
In diesem Absatz werden die grundlegenden Elemente eines Lesson Plans beschrieben. Dazu gehören allgemeine Informationen über die Klasse, wie Namen des Lehrers, Datum, Zeit, Klassenniveau, Raum und erwartete Anzahl der Schüler. Es wird auch auf den Kontext der Lektion eingegangen, also das zu vermittelnde Grammatik- oder Vokabularthema, sowie die Lehrziele und die Lehrerausblicke, die beabsichtigten Schwierigkeiten und Lösungen für Schüler und Lehrer.
🎯 Erstellung und Füllen des Lesson Plan Proformas
Der Absatz beschreibt den Prozess der Erstellung eines Lesson Plan Proformas und dessen Ausfüllung für eine bestimmte Lehreinheit. Es werden Beispiele gegeben, wie man mit allgemeinen Klasseninformationen beginnt und dann in die Lehrphasen wie 'Engage', 'Study' und 'Activate' übergeht. Dabei werden auch die Lehrziele und persönlichen Lehrerausblicke spezifiziert, sowie die erwarteten Probleme und Lösungen für Schüler und Lehrer.
🗣️ Aktivierung der Phase im Unterricht
Dieser Absatz konzentriert sich auf die Aktivierungsphase des Unterrichts, wo Schüler miteinander sprechen und das Gelernte in einer realistischen Situation anwenden. Es wird ein Beispiel gegeben, bei dem Schüler Aktivitätskarten erhalten und Fragen zu den darin abgebildeten Aktivitäten beantworten. Die Interaktion findet hauptsächlich zwischen den Schülern statt, gefolgt von einer Rückmeldung an den Lehrer.
🔍 Durchführung von Lehraktivitäten und -korrekturen
Der letzte Absatz behandelt die Durchführung von Lehraktivitäten und die darauf folgende Korrekturphase. Es wird die Abkürzung DEGO (Demonstration, Elicit, Give Out, Observe) zur Beschreibung der Durchführung von Aktivitäten verwendet. Während der Aktivitäten wird der Lehrer darum gebeten, die Schüler zu beobachten und Fortschritte sowie gemeinsame Fehler zu notieren. Anschließend wird eine sorgfältige Feedback- und Korrekturphase durchgeführt, wobei Schüler zuerst die Möglichkeit haben, ihre Fehler selbst zu korrigieren, gefolgt von Peer-Korrekturen und schließlich von Lehrerkorrekturen.
Mindmap
Keywords
💡Lektionsplanung
💡Arbeitsdokument
💡Lernziele
💡Lehrerausblick
💡Vorhersehbare Probleme
💡ESA-Modell
💡Demonstration
💡Monitoring
💡Feedback
💡Selbstkorrektur
💡Peer-Korrektur
💡Flexibilität
💡Vielfalt
Highlights
Introduction to lesson planning, including reasons for planning and benefits.
Lesson plans create a logical sequence for lessons, preventing confusion for students.
Lesson plans act as a working document for reference during lessons.
Lesson plans provide a record of what has been taught, useful for syllabus coverage validation.
Lesson plans can be used by others to cover classes in the teacher's absence.
General information needed on a lesson plan: teacher's name, date and time, class level, room number, and expected number of students.
Context and focus of the lesson: what the lesson is about and how it will be taught.
Learner objectives: what students should be able to do by the end of the lesson.
Teacher aims: specific goals for the teacher to achieve during the lesson.
Anticipated problems for students (e.g., pronunciation issues) and solutions (e.g., drilling).
Anticipated problems for teachers (e.g., sticking to the plan) and solutions (e.g., having the plan available for reference).
Creating a lesson plan pro forma and filling it with relevant details for an elementary class.
Engage phase: asking students 'What are you doing right now?' to generate subject-verb agreements.
Study phase: using elicitation to teach the structure of the present continuous tense.
Activate phase: students use the present continuous tense in a realistic setting, e.g., describing actions in pictures.
Importance of demonstrating activities (D-E-G-O: Demonstrate, Elicit, Give out, Observe) and monitoring student progress during activities.
Feedback process: settling students, self-correction, peer correction, and teacher correction.
Considerations for planning a sequence of lessons, including goals, flexibility, and variety in teaching methods.
Importance of covering productive and receptive skills in the overall sequence of lessons.
Conclusion: planning lessons provides clearer focus and straightforward classes for students.
Transcripts
[Music]
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
then 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 out
is that it creates a record a document
of what has
actually been taught and this can be
very useful
if we're ever questioned as to whether
we've covered the syllabus
in all its details then we've got this
lesson plan
that shows that that has been done the
final reason
the main reason why we plan a lesson is
that it can be used for someone to cover
your lesson
for example if you created your lesson
plans for your next week
and for some reason you can't get into
work then somebody else could use your
lesson plan
to make sure that the students don't
lose their sequence of lessons
so these are some of the reasons why we
plan a lesson
what do we actually put onto that plan
basically there are two areas that we
need to cover
on our lesson plan in order for somebody
else to be able to
take that plan and adequately cover our
lesson
firstly we need to put some general
information about the
class that is being taught so how many
people are going to be there and so on
and so forth
and secondly what should happen during
the actual lesson
so what does our lesson plan actually
look like
so let's have a go at creating a lesson
planning document
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
vegetables
so here the context would be color and
the focus would be fruit vegetables
clothes
or whatever 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 the 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 increase
student talk time and to reduce teacher
talk time and so on and so forth
the next section is going to relate to
what we might call
anticipated problems and they'll be
anticipated problems for both our
students
and for ourselves the types of problems
that we may
anticipate from our students is that
they will have difficulties with
pronunciation they may have difficulties
with the level
of the grammar and being able to put it
into context
and so on and so forth anticipated
problems for ourselves
types of problems that we can put in
here would be things like
making sure that we stick to the plan
making sure
that the focus of the lesson is
maintained throughout the whole
lesson and so on and so forth so a set
of problems anticipated problems for the
teacher
and for the students now because this is
part of the planning process
if we've anticipated problems then it's
fairly reasonable to assume
that we thought about what we can do if
those problems
do occur so one of the examples we had
here
was that we were anticipating problems
with their pronunciation
so a solution to that problem would be
to do some form of drilling
to help them with the pronunciation
problem
one of the problems we had with the
anticipated problems with the teacher
was that we wanted to make sure that the
lesson flows smoothly
and so we need to refer to our plan
throughout the lesson now that this
doesn't mean that we stand up with a
piece of paper in our hands
that doesn't generate any confidence
from our students whatsoever
but there's no reason at all why we
shouldn't have a set of bullet points on
a piece of paper
on a desk in front of us that every now
and again we can just refer to quickly
to make sure that we're following our
plan in sequence
so these are some of the things that
might be on our lesson plan
what we're going to do now is to fill
out an actual lesson plan
using this particular form
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
be room three having looked through the
registers we see that the expected
number of students for this particular
class
is going to 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 is
basically anything that we bring to the
lesson that will help us to teach it
so we know that in our study phase we're
going to be using some worksheets
and during the activate phase we're
going to be doing an activate activity
so here we can fill in worksheets and
activate activity
then we've got our learner objectives
and personal aims
if you remember the learner objectives
are what we are hoping
the students are going to be able to do
after the lesson has been taught
so we're hoping that by the end of this
lesson the students are going to be able
to both
recognize and to be able to use the
present continuous tense
the personal aims for my particular
lesson are
that i'm going to improve upon a couple
of things which are both my board work
and my elicitation techniques from the
students
a couple of anticipated problems for the
students
pronunciation first of all and secondly
using the present continuous tense in a
real context
anticipated problems for the teacher
i'm afraid that i may get drawn away
from the actual lesson plan itself so
following the sequence of the lesson and
the solutions to both of these
for pronunciation as we've mentioned
would be drilling
and for the students using the tents in
context that would be part of our
activate activity
and one of the things i can make sure
that they can do
to overcome this particular problem is
to have a strong
study phase by having that strong study
phase i can
check that the students do understand
this particular tense and its context
before they actually try to use it
for the anticipated problems for the
teacher following the sequence of the
lesson
again is to have my plan available
throughout the lesson
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
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
the 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 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
so the first part of my study phase is
going to be the boardwork
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
boardwork
what i'm going to do is to show the
structure of this particular tense
so the phase is study i'm expecting to
take about 10 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 could 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 they are each of the verb 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 ings is
some form of verb to sit to listen and
so on and so forth
and 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 verb ing
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 their 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
10 minutes for our board work study
another 10 minutes for them to do the
study activities 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 a realistic way so
our interaction
is mainly going to be student to student
and then they will feed back 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 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 feedback those results to the
class
in the form of sentences just to finish
off this particular section on lesson
planning
we're going to go through a couple of
procedures that should take place
during the study phase periods
particularly
when we're doing the activities it is
quite
important that before we actually go
into a study activity
that we go through a process of showing
how that activity is going to work
and one acronym that is often used for
this
is d e g o the d part of this
stands for a demonstration of the
activity
now it's very important that you don't
try to explain
how the activity is going to work but
rather you actually demonstrate the
process
an example of the demonstration of the
process of the activity
could be something as simple as taking
the first question
and using it and writing it on the board
this will show the students what it is
that they're actually going to do
having demonstrated the process of the
activity you need to make sure that the
students can answer
that question and so we elicit a correct
answer
for that particular question having done
that
we can then give out the material if
we've gone through this process
correctly there shouldn't be any
reason for the teacher to actually say
anything else
whilst the activity is taking place the
students should be working through the
activity
talking to each other and that then
frees the teacher up
to actually do some other things whilst
the activity is taking place
you as the teacher can actually monitor
what is going on
well what do we actually do whilst this
monitoring is taking place
you can actually go around the class
whilst you're doing this however it's
very important that you don't stop the
students from working
so monitor from a distance so that
you're not actually interrupting anyone
and some of the things that you can be
noting down whilst you're monitoring
is their progress it's useful to monitor
their progress
because once the activity has been
stopped you're then going to feed back
their answers
and it's important that you know who has
done what
you don't want to be asking a particular
group for their answers to question
7 if they haven't completed it so check
to see what their progress is
ready for when you get to the feedback
as you go around you should be able to
pick up on some common errors
either in what is being said or in what
is being written down
and again leave that until the feedback
stage
in order to be able to cover it so you
need to
monitor the students before you get to
the process of feedback
it's very important that you actually
close the activity
to make sure that nobody is still
working whilst these answers are being
given back
so settle everyone down make sure that
they're all paying attention
and you can then start to feedback the
answers
as you feedback hopefully most of our
answers
or all of our answers will be correct
but we are going to get some
errors and mistakes if those errors and
mistakes take place
then they need to be corrected
when our answers are not correct then
obviously they need to be corrected
but it is quite important that we go
through a process of correction
that will help students quite often
they've made a mistake simply because of
something like reading the incorrect
answer out
or misrepresenting what they've actually
written down
so always give the opportunity when a
mistake has been made
for the student to self-correct first we
can often do this
in a non-verbal way to show them that
they're not actually correct
we might repeat back what they've said
to us in a questioning manner or we may
just make a gesture
to make sure that they understand that
they're not correct
so we allow for a process of
self-correction
it may be that the student has actually
got the answer wrong
and so we move on from there is there
somebody in the class
who can give us the correct answer so
moving on to
peer correction again it may be possible
that it's not we're not able to get the
correct answer from anybody in the class
and then we can step in as the teacher
so the teacher will correct
so we actually go through a process of
allowing them to correct themselves if
possible
if they can't can one of their peers
correct them and if they can't the
teacher corrects
it is important that we go through this
process and that we don't just
immediately go into teacher correction
john no that's wrong the answer is x y
or z
try to allow this process to take place
in conclusion to this particular
presentation
we thought about how we can go about
planning an individual
esa lesson plan obviously when we're
teaching
we're going to be needing to plan for
every day or every other couple of days
with any particular class so we have to
create
a sequence of lessons just a couple of
things to consider
when you're doing your lesson planning
for a sequence
firstly what are the goals or the aims
of this particular course that you're
teaching
does it lead to an examination is there
a particular syllabus that you have to
cover
and is there a particular route through
that syllabus
so when you're planning a sequence of
lessons have a look at what the students
are supposed to be able to
be able to do by the end of your course
in terms of the syllabus
and any examination that's taking place
whilst we may be working towards some
particular end
it is important that when the planning a
sequence of lessons that we remain
flexible
in other words can we adjust that
sequence to their needs
we may say that i'm planning two
particular lessons
on the present continuous but the
students are finding difficulty with it
is it possible within your sequencing to
allow for three or maybe even four
lessons
and will that still fit into the overall
scheme of things
finally it's important to add some
variety into the teaching
and quite often within all of these
requirements
there will be the actual skills that the
students have to
pick up and those will be the productive
skills and receptive skills
so make sure that all the elements of
speaking writing
reading and listening are covered in
your overall
sequence of lessons so what we've
covered
here is the reasons why we plan how to
go about planning
what should actually be inside it and
we've also covered
an actual lesson plan to show you how
it's filled out
hopefully by planning your lessons you
will give yourself
a clearer focus as to where your classes
are going
and it will present much more
straightforward classes to your students
you
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