Lesson Planning - Part 6 - Lesson Plan Example - Study Phase

 

The first part of my study phase is going to be the board work 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 board work. What I'm going to do is to show the structure of this particular tense. So, the phase study I'm expecting to take about ten 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 can 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 now each of the "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 "-ing" is some form of verb, to sit, to listen, and so on and so forth. 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 verbs "-ing".


Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

I thought that this unit was helpful because it described what to focus most on with writing and speaking. For example, it explained that penmanship and use of punctuation are not necessarily as important as spelling and grammar when completing writing assignments. I also found its suggestions of how to teach accuracy and fluency as separate but connected lessons very helpful.The positive and engaging attitude of the teacher in the second session had a positive impact on the students. The students wanted to particitapte and be involved. In the second lesson where the teacher smiles, speaks slowly & clearly and address each student by their names got positive responses from the students with higher level of participation compare to the first lesson.

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