Planning: Anticipated Problems

Summary

In this episode of Celta Insider, the focus is on anticipating and addressing potential problems in language teaching. The speaker emphasizes the importance of planning for challenges related to language (meaning, form, and pronunciation), materials, and learner needs. Examples are provided from various textbooks, illustrating common issues students face, such as confusing grammar structures or mispronouncing words. The episode highlights the need for specificity when identifying problems and crafting solutions in lesson plans. By using clear strategies like concept-checking questions (CCQs) and phonetic transcription, teachers can be better prepared for classroom challenges.

Takeaways

• 😀 Anticipating problems is a vital skill for teachers to ensure smooth lesson execution and prevent unexpected challenges in the classroom.
• 😀 The main areas to focus on when anticipating problems are language (meaning, form, pronunciation), materials, and learners.
• 😀 Language-related problems are often the trickiest, especially when teaching grammar, vocabulary, and pronunciation.
• 😀 Teachers should consider potential confusion in grammar lessons, such as students mixing up verb forms or using incorrect tenses.
• 😀 In grammar teaching, anticipating problems with meaning (e.g., confusing 'be going to' and 'will') can prevent major misunderstandings.
• 😀 Pronunciation issues, such as students over-stressing words or mispronouncing contracted forms, should be anticipated and addressed through modeling and drilling.
• 😀 When teaching vocabulary, it's important to anticipate cultural or linguistic differences that might lead to confusion (e.g., 'house' vs. 'flat').
• 😀 Clarity is key when writing anticipated problems in lesson plans, with teachers needing to be specific about the exact nature of the problem and how to solve it.
• 😀 Effective solutions should be directly tied to the problem, with clear, actionable steps such as using CCQs (concept checking questions) or providing visual aids.
• 😀 Teachers should be mindful of different learner needs, such as physical disabilities, and prepare materials that accommodate these needs, like large-print handouts.

Q & A

Why is it important to anticipate problems when teaching ESL?

Anticipating problems is a crucial planning skill because it helps teachers avoid potential classroom challenges, particularly in areas like language use, materials, and learner needs. By planning for these issues, teachers can provide smoother lessons and ensure they are prepared for any unforeseen circumstances.

What are the three main areas to focus on when anticipating problems in a lesson?

The three main areas to focus on are: language (meaning, form, pronunciation), materials, and learners. These areas often present the most common problems teachers may face during lessons.

What is the most difficult area to anticipate problems in, according to the speaker?

The most difficult area to anticipate problems in is language, particularly due to the complexity of meaning, form, and pronunciation.

What is the typical confusion students face when learning the grammar structure 'be going to'?

Students often confuse the usage of 'be going to' with 'will' and may use them incorrectly in future contexts. Additionally, students might omit the verb 'to be' and say 'I gonna' instead of 'I'm gonna'.

How can teachers address the confusion about the grammar form of 'be going to'?

Teachers can address this confusion by modeling the correct structure, using drills, and providing clear explanations of when to use 'be going to' versus 'will'. Teachers can also give students extra practice to reinforce the correct form.

What specific problem do students encounter with pronunciation when learning 'be going to'?

Students often stress each part of 'be going to' and say it in a more formal way, like 'I am going to', instead of the contracted and natural pronunciation 'I'm gonna'.

Why might students confuse 'house' and 'flat' in vocabulary lessons, according to the speaker?

Students, especially Egyptian learners, might confuse 'house' and 'flat' because in Arabic, the word for 'house' can refer to both a traditional house and a block of flats. This confusion can lead to misunderstandings in English.

How should teachers handle pronunciation issues with words like 'Pub' in vocabulary lessons?

Teachers should be prepared to clarify both the meaning and pronunciation of words like 'Pub'. For pronunciation, they may need to correct students' mistakes, such as saying 'Bob' instead of 'Pub', by using drills and emphasizing the correct sounds.

What is the importance of being specific when writing anticipated problems in lesson plans?

Being specific helps the teacher focus on precise areas of difficulty, making it easier to address the issues effectively during the lesson. Vague or overly general problems do not provide enough guidance for how to handle the situation in class.

What role do concept checking questions (CCQs) play in addressing anticipated problems?

Concept checking questions (CCQs) help teachers assess whether students have fully understood a lesson's content. They can be used to clarify meaning, check understanding, and ensure that students are not confused about key concepts, especially in grammar or vocabulary lessons.