Unit 9 Lesson planning

Summary

Dieses 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

00:00

📝 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.

05:01

📋 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.

10:03

🎯 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.

15:05

🗣️ 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.

20:05

🔍 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.

Keywords

💡Lektionsplanung

Lektionsplanung ist der Prozess, bei dem Lehrkräfte eine Vorlage oder ein Schema erstellen, das die Struktur, Inhalte und Aktivitäten einer Unterrichtsstunde umfasst. Im Video wird sie als grundlegender Bestandteil des Unterrichts beschrieben, der eine logische Abfolge und Struktur für die Lektionen bietet und somit die Lernwirksamkeit erhöht.

💡Arbeitsdokument

Ein Arbeitsdokument ist eine Art von Dokument, das während des Unterrichts zur Referenz und Planung verwendet wird. Im Kontext des Videos ist die Lektionsplan ein Arbeitsdokument, das Lehrern hilft, ihren Unterricht verständlich und strukturiert zu gestalten.

💡Lernziele

Lernziele sind spezifische, messbare und erreichbare Ergebnisse, die von den Schülern am Ende der Lektion erwartet werden. Im Video werden Lernziele als Teil der Lektionsplanung hervorgehoben, um klarzustellen, was die Schüler nach der Lektion beherrschen sollten, zum Beispiel das Erkennen und Verwenden des Präsens kontinuierlich.

💡Lehrerausblick

Lehrerausblick bezieht sich auf die Erwartungen oder Ziele, die Lehrer für ihre eigenen Unterrichtsperformance während der Lektion haben. Im Video werden Lehrerausblicke als Teil der Lektionsplanung genannt, um zu zeigen, wie Lehrer ihre Unterrichtsmethoden verbessern können, z.B. durch Verbesserung der Tafelarbeit oder der Fähigkeit, von Schülern Antworten zu elicitieren.

💡Vorhersehbare Probleme

Vorhersehbare Probleme sind Schwierigkeiten, die Lehrer bei der Durchführung der Lektion erwarten können, sowohl für die Schüler als auch für sich selbst. Im Video werden sie als wichtiger Teil der Planung diskutiert, um Strategien zu entwickeln, um mit diesen Problemen umzugehen, wie z.B. durch Übungen zur Verbesserung der Aussprache.

💡ESA-Modell

Das ESA-Modell, englisch für Engage, Study, Activate, ist ein Unterrichtsmodell, das in dem Video verwendet wird, um die Struktur der Lektion zu erklären. Es beginnt mit einer Phase, in der das Interesse der Schüler geweckt wird (Engage), gefolgt von einer Phase des Lernens (Study) und einer Aktivierungsphase, in der die Schüler die erlernten Fähigkeiten anwenden (Activate).

💡Demonstration

Demonstration bezieht sich im Unterricht auf die Vorführung der korrekten Durchführung einer Aktivität oder Aufgabe. Im Video wird betont, dass Lehrer Aktivitäten demonstrieren sollten, anstatt sie zu erklären, um Schülern zu zeigen, wie sie durchzuführen sind, bevor sie mit der Aufgabe beginnen.

💡Monitoring

Monitoring ist der Prozess des Beobachtens und Notierens, während Schülern eine Aktivität durchführen. Im Video wird Monitoring als Teil des Lehrprozesses beschrieben, bei dem Lehrer die Fortschritte der Schüler beobachten, um Feedback zu geben und zu helfen, wenn nötig.

💡Feedback

Feedback ist eine Form der Kommunikation, bei der Lehrer Schülern Informationen über ihre Leistung oder ihre Arbeit geben. Im Video wird betont, dass Feedback ein wichtiger Bestandteil des Lernprozesses ist, bei dem sowohl korrekte Antworten als auch Fehler korrigiert werden.

💡Selbstkorrektur

Selbstkorrektur ist das Konzept, bei dem Schüler ihre eigenen Fehler erkennen und korrigieren, anstatt sofort von Lehrern korrigiert zu werden. Im Video wird Selbstkorrektur als eine Methode zur Förderung des kritischen Denkens und zur Selbstständigkeit der Schüler diskutiert.

💡Peer-Korrektur

Peer-Korrektur ist der Prozess, bei dem Schüler ihre Mitschüler korrigieren, wenn sie Fehler machen. Im Video wird Peer-Korrektur als eine Methode zur Förderung des Zusammenhalts und der gegenseitigen Unterstützung unter den Schülern beschrieben.

💡Flexibilität

Flexibilität im Kontext der Lektionsplanung bedeutet, dass Lehrer bereit sein sollten, ihre Pläne gemäß den Bedürfnissen und Fähigkeiten ihrer Schüler anzupassen. Im Video wird Flexibilität als Schlüssel zum Erfolg in der Lehre hervorgehoben, indem Lehrer die Fähigkeit haben, den Lehrstoff anzupassen, wenn es für die Lernenden notwendig ist.

💡Vielfalt

Vielfalt in der Lektionsplanung bezieht sich auf die Einbeziehung verschiedener Lernmethoden und -inhalte, um die Lernenden auf verschiedene Weisen zu erreichen. Im Video wird betont, dass es wichtig ist, eine Vielzahl von Fähigkeiten wie Sprechen, Schreiben, Lesen und Hören in der Lektionsplanung zu berücksichtigen, um eine umfassende Lern Erfahrung zu gewährleisten.

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