Module 6 tefl notes ALL SOLUTUION LATEST UPDATE 2024 GUARANTEED GRADE A+

lesson planning The most natural strategy for dealing with different levels is to encourage group work and also pair stronger students with weaker students. This type of differentiation will allow both, gifted and talented children, and weaker students to flourish together. It's good to remember that we all develop at different speeds throughout our lives and it's natural fPlanning a lesson is crucial to your success and planning will allow you to relax more and more, showing your true personality and your real reasons for becoming a teacher: to help and guide others to learn English. A plan should be a written or electronic document on your tablet or laptop. Many of the schools you will work at will have a set format to follow. However, most lesson plan documents contain the same information. There are some sample lesson plans at the end of this Section which can be downloaded and used. or us to share knowledge and ideas. more lesson planning Planning a lesson is crucial to your success and planning will allow you to relax more and more, showing your true personality and your real reasons for becoming a teacher: to help and guide others to learn English. A plan should be a written or electronic document on your tablet or laptop. Many of the schools you will work at will have a set format to follow. However, most lesson plan documents contain the same information. There are some sample lesson plans at the end of this Section which can be downloaded and used. Pre-Planning Work to build context: Methods of language teaching Timetable and classroom Who are your students? Age of your students Level of your students Class size Differentiation Learning styles SMART aims and objectives Potential problems The Structure of the lesson: Teaching techniques Stages of the PPP Technique Timing Presentation Stage Practice Stage Production Stage End of the lesson: Summary and Reflection Activities to use in the Practice and Production Stages Practice and Production Activities A well-planned lesson will allow you to show your humour, personality and passion. It will let you have fun and become an outstanding and inspirational teacher. Let's show you how and give you some tips from real teaching experiences on how to create a well-planned lesson within your safe and fun learning environment. Unit 1: Pre-Planning Stages In the Pre-Planning section, it's crucial that you try to understand all the elements that will help you gain a better feeling of the context of the lesson. Therefore, it's critical that you know the age of your students and their levels, or range of levels, so that you can plan some activities. Once you have been given your timetable you will be able to ascertain the level and size of the groups. If you have large groups you will have to think about re-arranging the layout of the room and using some larger group activities. As you get to know your class, you will begin to understand who the gifted children are and you'll also have a better idea of potential issues. As mentioned in Module 2, success is the classroom is all about building solid relationships. Having a sound plan will help you relax and build these relationships. Let's now consider some of the key points you will need to consider to understand the context of the classroom. Pre-Planning Work to build context: Methods of language teaching Timetable and classroom Who are your students? Age of your students Level of your students Class size Differentiation Learning styles SMART aims and objectives Potential issues You will have to plan different lessons for different ages and different levels of students. Unfortunately, 'one size' does not fit all and you will have to tailor-make each of your lessons to meet the needs of your learners. A small group of Business English learners will have very different needs to those of a large group of teenage students. Young learners will require lots and lots of short, fun activities to help them keep their focus compared with adult beginners who might feel self-conscious when trying to speak.You will find that having a Wikispaces site will help you manage many different types of groups and allow you to differentiate lessons. There is a wealth of information on the internet and your Wikispaces site will give your learners a central location from which to locate games, activities and acquire knowledge. Unit 2: Teaching Methodologies The Grammar-Translation method: Students have to memorise grammar rules and vocabulary and practise by translating sentences from their mother tongue into the foreign language. There is little time spent developing oral skills. The Direct Method or Oral method or Natural method: This method advocates teaching in only the target language. This method also focuses on teaching oral skills, practice in having conversations, and improving pronunciation. Writing and reading is developed later. Grammar is learnt using the inductive approach. The Audio-Lingual method: This is a drilling method where a student listens and then repeats. Students practise different dialogues for different situations. The Structural-Situational method: A model pattern is introduced and often practised with drilling. However, context is added to the scenarios. Grammatical rules are learnt one at a time. Task Based Learning: With this form of learning, the students are given a task and try to work out the structure themselves. Often there is no formal instruction, as students must find the solution themselves. The Silent Way: In this method, the teacher will say as little as possible and encourages students to create their own language, prompted by physical objects. Immersion: In this method, students are immersed in English throughout the day in school. They are taught all subjects in English. This method is often used in Asian schools. The Lexical Approach: In this approach, the students are taught the most commonly used lexical chunks of words and structures. The idea is that common phrases are taught Eclectic Approach: This approach uses all of the above teaching methods and uses styles which suit learners at different levels. Communicative Approach: As described in depth, previously in Module 1. Let's consider the difference between inductive and deductive teaching. The main difference between the two is the direction of information that flows between the teacher and student. Inductive: With this approach, an activity is introduced first and students are expected to work out the rules themselves, before the teacher explains it. This approach is often used in smaller classes. The inductive approach allows for creativity in the lesson. Deductive: With the deductive approach, the teacher (or the concept) introduces rules and then they are applied to an activity. This approach is often used in larger classes. This approach is also quite traditional in its nature. TEFL Full circle recognizes that to be an outstanding teacher you need to be an authentic person who can build solid relationships with your students and can adapt your teaching methods to suit the needs of your students Unit 3: Timetable and Classroom Before you start any planning, it's important to get a timetable of your lessons with the room numbers and building numbers. Some schools use weekly or two-weekly timetables so you might not see a class for a couple of weeks. Once you have your timetable, you will then know how long your lessons will be and what time they take place. Often a timetable will have the same room number but it will be in a different block. Once you get your timetable, it's a wise idea to go and have a walk and find where your classroom is located. Also, if you can, go and have a look inside and see what you have to work with. Ask yourself questions like: What kind of board does the classroom have? Do I have the right pens? Is the classroom locked and do I need a key? Does the technology work or need to be plugged in? What do the classroom walls look like? Do I have a list of students? How long is the lesson? It's important to go and find out the level of resources you have available in your new classroom. Remember that if you have planned a lesson, which relies heavily on technology and when you arrive in the classroom all the technology is redundant or has been moved, you will have to think on your feet quickly! Once you have your timetable with room numbers and you have found your classrooms, you are ready for the next step. Unit 4: Are your students young learners, teenagers of adults? When you get your timetable, you will be able to find out the age of your students and often you will be told the level of the students. Some schools will also have information on each individual student in terms of their background. However, most of the time, you will have to wait until you meet your students to find out more information. During the first week or first few lessons, it's a good idea to get to know your students and build up some rapport, with some games and simple activities. This will also make you feel more relaxed, knowing that the first week will be spent getting to know the new school and students. Nobody will expect you to walk in the door and start teaching without getting to know your students first. If you are teaching in a slightly different environment, like a private language school or within a business, you will also have to get to know the background of your learners. Their background will directly affect the course and the way you deliver the content and add context. For example, a group of Business English learners will have very different backgrounds compared to school age students. Unit 5: Teaching different age groups In the initial stages of planning, it's important to know the age range of the students. You might be teaching young learners, teenagers or adults. Within those age ranges, the context will be very different. You might be teaching adults who are beginners or adults who wish to learn Business English. In summary, you will have to tailor-make all your lessons to meet the needs of your students. We have included some super resources in the Suggested Reading section to help you when teaching young learners and teenagers. Unit 6: Teaching different levels Beginner: At the beginner level, the student will know very few words in English. It's a rewarding level to teach because everything is new. A beginner can be a child or an adult. Remember to set everything in a meaningful context when teaching all students. teaching different levels still Lexis and Grammar Syllabus for the Beginner Class Here are typical areas of lexis and structures for your beginner class: Subject pronouns: I, he, she, it, we, you and they Question words: what, who, where, when and how Demonstrative pronouns: this, there, that, those Possessive adjectives: my, yours, his, hers etc. Nouns: singular and plural Verbs: 'to be' and 'to have' in positive and negative forms Vocabulary: whatever the context is Numbers: 1 to 100 Jobs Countries and nationalities Basic food Days of the week and months Family Different types of room Everyday objects more teaching notes Elementary: An elementary student can form very basic phrases in English. Lexis and Grammar Syllabus for the Elementary Class Here are typical areas of lexis and structures for your elementary class: Verbs: Present simple in the positive and the negative, past simple, future simple Adverbs: Adverbs of frequency, which include 'sometimes' and 'usually' Quantities: How much? Lexis/vocabulary: teaching new vocabulary to cover: shopping, cooking, directions, telling the time including months and years Comparatives Pre-intermediate: A pre-Intermediate student has knowledge of basic grammar structure and a good range of vocabulary. Lexis and Grammar Syllabus for the Pre-Intermediate Class Here are typical areas of lexis and structures for your pre-intermediate class: Verbs: Modal verbs: I can/can't and I must/mustn't, present perfect tense, past simple with irregular verbs, past continuous Adverbs Vocabulary to cover the following topics: movies, shopping, clothes, booking hotels and holidays, and many more useful areas that you think your students will enjoy. Possessive pronouns: Mine, his/hers/theirs/ ours Intermediate: An intermediate student will be able to handle more complex structures. Lexis and Grammar Syllabus for the Intermediate Class Here are typical areas of lexis and structures for your intermediate class: Verbs: Modal verbs, conditionals, gerunds and infinitives, present perfect continuous, past perfect tense Vocabulary to cover the following: Comparing and contrasting Deeper level understanding of form: newspaper and magazine articles. Upper Intermediate: A student at this level will be confident and have a good command of all structures and will have a wide range of vocabulary. Lexis and Grammar Syllabus for the Upper Intermediate Class Here are typical areas of lexis and structures for your upper intermediate class: Third conditional Reported speech Modal verbs in the past Passive verb forms Verbs: I wish, to be used to/ to get used to, past perfect continuous tense, future perfect Vocabulary: Feelings and more specialised vocabulary depending on the learning needs of your students. For example: medical terminology, marketing words in Business English. Advanced: They will have an in-depth understanding of English Language. Lexis and Grammar Syllabus for the Advanced Class At the advanced level, students can communicate in English to a very high level and we suggest the following syllabus for advanced speakers. Try to cover the following: Question tags Future perfect continuous Phrasal verbs Vocabulary to include the following: Idioms like 'he kicked the bucket' Connotations from words in newspaper articles or reports Humour: Monty Python and Peter Sellers! Metaphors and similes The syllabus provided should be used as a guide. It's crucial to identify your students' needs and teach what they need and would like to learn. Always set the learning in meaningful context and play to your strengths. You will all have a number of wonderful experiences that you can bring into the classroom at any level. Sharing your life (to a degree) with your students will create a warm and friendly classroom. Many of you will use a textbook with a syllabus when you are teaching the different levels of students, so don't worry about creating a brand new syllabus every time you walk into a new school or classroom. The correct answer is: Present Simple, Past Simple and Future Simple. - Elementary, Third Conditional and Reported Speech. - Upper- Intermediate, Modal verbs and Present Perfect Tenses. - Pre-Intermediate, Subject pronouns (I, she, he, they) and Question words. - Beginner, Conditionals and Gerunds - Intermediate, Idioms, Metaphors and Similes. - Advanced Unit 7: The Importance of Class Size The size of your class will determine the type of planning you do for your lesson. The class might vary from 40 to 50 students, where having a karaoke lesson of the Beatles will work very well, to a one to one lesson with an adult learner. Let's compare and contrast the advantages and disadvantages of one to one, large and small classes. One to One Classes: One to one teaching is very different from the group dynamic situation. One to one teaching is more intimate and it's critical to have the right resources and be aware of the timings of your lesson. However, often the relationship is more equal and you can both decide the direction of the lesson. Advantages: More chance to discuss themes and give more feedback. The learner has the chance to ask more questions. The learner's needs can be fully addressed and often he will learn more. Disadvantages: Many learners feel more comfortable learning a language with a group. There is little opportunity to interact with other learners. Timing of the lesson could potentially be a problem. Activities to use one to one teaching: Use a good broad range of activities. Try to push your learner. Give feedback as much as possible. Small Classes: Advantages: Student-centred, as they are likely to have more time to speak than in large classes. More space to move around the classroom. Less preparation time. In smaller classes, you can give more attention to your students and it's easier to do fun activities. Disadvantages: Some activities are not suitable for small classes. Sometimes a teacher can run out of activities. Activities to use with smaller classes: You will be able to use most activities with smaller groups. Large Classes: Advantages: Large classes require a great deal of energy and moving around. Time goes quickly. There is always someone who is willing to answer your questions. Disadvantages: Monitoring is often hard because the class is so large. Preparation will take a long time if you have 40 students of differing abilities. Marking will also be lengthy. Intimacy will be hard because it will take you a long time to get to know your students. Activities to use with larger classes: Try to get your large class into smaller groups. Team games. Peer to peer marking: this is where students mark each other's work. The Importance Differentiation How do you teach students of different levels in the same classroom? Many teachers are often faced with mixed ability classes and some classes are as big as 40 or 50 students. These classes will inevitably have a range of levels. The most natural and competent way to handle classes with mixed abilities is to arrange students in pairs or groups, with high level students helping students at a lower level. You can also spend some time interacting with stronger and weaker students once planned activities have started. You can also deal with gifted students by offering them extension work and research based work. It will always help if you have technology in the classroom and you can point a student towards your Wikispaces site where your resources are listed. Unit 9: Learning Styles Visual: CONTINUED..