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Apply Now!Home / TEFL Certification / TEFL Gowanford - Victoria / TESOL Courses Usa
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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Why do we plan our lessons? Functions are: 1 to create a logical sequence/structure to our lesson. 2 serves as a working document which we can refer to anytime during the lesson. 3 shows a record of what we have taught/done in our lesson. 4 a record for covering teacher should I become ill. What should be included in a lesson plan? 1 Learners'objectives 2 Personal Aims 3 Context - the theme around the lesson eg. grammar - present tense 4 Teaching aids - such as worksheets / visual aids 5 Anticipated problems - teacher's & students - solutions to these anticipations 6 Procedure - activites used to acieve learners'objectives 7 Phase - ESA -methodology - straight arrow/ boomerang / patchwork..refer unit 3) 8 Timing - time allocation expected for each activity - take into account all phases. Be flexible and realistic. If not enough time, plan the next activity for a later stage or next day. 9 Interaction - S-T/T-S/S-S 10 Class level - level of ability of the students 11 Number of students - attendance is important /this has an effect on timing if we are to allow S-S in activation 12 Date/time - keeping historical record of topics/activities covered 13 Teacher's and observer's names : maybe useful if class is being monitored A number of issues to consider when planning a sequence
of lessons : * Flexibility - we often need to make changes to our lesson plans so we'll need to continuously update our plans and modify. * Goals -aim of the course/lesson - is it for examination/syllabus * Variety and balance - make sure all skills are included - speaking/writing/reading/listening * Revision - content of lesson need to be constantly reviewed ( as per flexibility) to ensure students retain the information. Process for study activities D - demonstration of the process of the activity eg. write the wquestion on the board before giving the answer E -elicit a correct answer GO -give out the material Monitor the students: -go around, don't stop the students from working -note down the progress -look for common errors Feedback -done only when activity has stopped -correct errors / mistakes Types of correction process - Self correction - Peer correction - Teacher correction - last resort! ", This unit teaches how to make a plan of lesson and a sequence of lessons. At the beginning it explains what should be included in a lesson plan
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