UNIT 19 IDENTIFYING AND SELECTING AIMS
Procedures in the table show a sequence of activities for a lesson with the main aim of developing students' confidence and skills in reading authentic texts. The stage aims for the lesson (A-H) are in the wrong order. Put them in the right order so they match the procedures.
Procedure
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Stage aims
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1 Students move around the classroom to find partners with newspaper headlines about the same story.
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A - To practice deducing meaning from context.
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2 In pairs, they exchange ideas about what they find difficult in reading authentic texts.
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B - To check students’ understanding of what they have read and activate language.
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3 They say what they think their story will be about from the headlines and make notes of the main points they expect to read.
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C - To read for gist; to check predictions.
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4 Pairs read the two newspaper stories and compare them with their notes
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D - To use limited information to predict possible content.
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5 They list the similarities and differences between the two newspaper stories.
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E -To get students actively involved; to put students into pairs.
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6 They try to work out the meanings of new words, using the language that they know in the text.
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F - To read for more detailed information.
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7 They prepare and give a short presentation on their articles to the rest of the class.
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G - To review the whole lesson; to give the teacher feedback.
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8 Teacher asks students to summarize what they have done.
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H - To raise awareness of what the lesson aim will be; to encourage personal involvemen
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Unit 20 Identifying the different components of a lesson plan
Look at the lesson plan components and the three extracts from lesson plans listed A, B and C.
Two of the extracts are examples of the component. One sentence is NOT.
Choose the letter of the sentence which is NOT an example of the component.
1. Personal aim
A to improve the timing of the lesson
B to in clude all the learners in feedback
C to check understanding of new lexical items
2. Assumptions
A Learners may come from China, Spain and Thailand.
B The text will be a useful challenge for this group
C Learners are familiar with the topic
3. Procedure
A Learners mingle to do a survey.
B The teacher prepares a Powerpoint presentation.
C The teacher checks the answers.
4. Class profile
A The learners are at pre-intermediate level.
B Most of the learners have a visual learning style.
C The learners are all reliable.
5. Anticipated problems
A Learners may find the text too long.
B The accents could be difficult to understand.
C Learners can deduce meaning from context.
6. Interaction patterns
A pairwork
B self-access
C Teacher / whole class
7. Timetable fit
A to prepare for project work
B to consolidate revision of tenses
C to introduce new language.
Unit 21 Planning an individual lesson or sequence of lessons
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§ How
do we plan an individual lesson or sequence of lessons?
Ø When
we plan an individual lesson, we think about the aims, how to achieve
them, the shape of the lesson, and the kind of techniques that are most appropriate
for a particular group of learners
Ø We
also think about the connections between the aims of the lesson and the procedures we use to achieve those
aims.
Ø The
most important is to make sure the materials,
task and activities we select are the ones that will help a particular
group of learners to achieve the aim
we have identified.
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Sequence:
Number of related lessons that develop language knowledge and/or language skills over a period of time. Example:
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KEY
CONCEPTS
Planning an individual
lesson
-We ask ourselves a number of questions, examples:
·
What is my overall aim?
·
Will the topic be interesting and motivatingfor my students?
·
What are the learning outcomes?
·
Have I planned enough for the time avaible?
The questions will
help us to think about important components of the plan, such as materials,
stages, timing and how to start and finish the lesson.
A scheme
of work helps us plan a sequence of lessons in the best way to cover
the school syllabus or the units
of a coursebook in the time
avaible,
-Examples of scheme of work:
Ø How
detailed should schemes of work be?
Schemes of work are not as detailed as lesson plans. Sequences of lessons should have a logical and learning-friendly progression and a good balance of approaches and activities. It also helps us to identify our aims and make sure we choose materials and procedures that match those aims. |
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§ KEY
CONCEPTS AND THE LANGUAGE TEACHING CLASSROOM
Variety
is very important both in a single lesson and in a sequence of lessons. It
helps keep learners interested and involved.
-Here is a list of things we can vary not only to make our lessons interesting, but also to suit different learning styles.
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Unit 22 Choosing assessment activities
How
do we choose assessment activities?
Assessment
means collecting information about learners’ performance, progress or
attitudes in order to make judgments about their learning. We can carry out
informal assessment which is
observing and monitoring
learners while they are doing ordinary classroom activities. To get other
information about the progress of individual learners, we can carry out formal assessment.
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KEY CONCEPTS
The differences between these
two kinds of assessment under the headings of assessment tasks, purpose and
marking.
Every assessment
activity has advantages and disadvantages. For this reason, a good formal
test includes a variety or
assessment activities
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The formal assessment activities
discussed above are used to assess learners on a single occasion, like a
photograph. We can use an informal assessment activity, continuous assessment or a portfolio, to assess students over
time, more like a film.
There
are a number of advantages to portfolio assessment.
·
Portfolios
are easy to integrate into teaching and learning.
·
Portfolios
are inclusive
·
Portfolios
are informative
·
Portfolios
are developmental
·
Portfolios
can also be reflective, when the owner of the portfolio write some comments
about the work, which are included as part of the portfolio
Portfolios
can also have disadvantages, for example:
Ø The teacher may have a
large amount of marking at any one time and much of the marking may be
quite subjective.
Unit 23: Consulting reference resources to help in lesson preparation
1.
Reference resources:
All
the sources of information about language and about teaching that we can refer
to for lesson preparation.
2.
Reference
materials:
it comprises materials which are investigated and documented at different levels.
3.
Supplementary materials
4.
Phonemic
charts:
A chart with the phonemic sounds
5.
Grammatical
stucture:
The
study of the way the sentences of a language are constructed , morphology and
syntax.
Ex. Negative questions sentences: Subject + aux + DO + main verb
6.
Collocation:
words that often occur together Ex. Havey rain, arrive at,depend on…
7.
Synonyms:
words with the same or similar meanings Ex. Phone, Cellphone, movil
8.
Antonyms:
words with the opposite meanings Ex. Black and White
9.
Errors:
occurs when a learner try tosay something that is beyond their current level or knowledge or language processing. Ex. Go ‘ Goed (went)
10.
Idioms:
kind of fixed expressions as the cant be changed Ex. To be under the weather, to have green fingers.
11.
Language
awareness:
explicit knowledge about language and conscious perception and sensitivity in language learning.
12.
Skills:
Refers to listening skills, Reading, writing and speaking skills
13.
Resources:
something that is available for use or that can be used for support or help Ex. Dictionaries, websites, books.
14.
Procedures:
Tasks and activities for each stage.Ex. Students talk about their families |
Unit 24: Selection and use of coursebook materials
Look at the incomplete statements about adapting coursebook
materials and the three options for completing them listed A, B and C.
Two of the options complete the statements correctly. One
option does NOT.
Choose the letter which does NOT complete the statements
correctly.
1. If the material is too young for the age of the learners,
we can
A replace cartoons with photographs.
B find more motivating texts.
C introduce more kinaesthetic activities.
2. If the material is culturally inappropriate, we can
A make the material more challenging.
B adapt unsuitable tasks.
C use a different context for presenting.
3. If the grammar revision in the book isn´t enough for the
learners, we can
A write some extra material
B change the interaction patterns
C adapt exercises from earlier units.
4. If the practice material is too easy for some students,
we can.
A find extension or supplementary exercises.
B provide a list of key words.
C find new text on other topics.
5. It there isn´t enough controlled practice material, we
can.
A re-use the same material.
B extend exercises in the book following the same pattern.
C use the pictures in the book for further practice.
Unit 25: Selection and use of supplementary materials and activities
1. Activity book or
workbook:its contains extra practice
activities and is often used for homework.
2 . Course book: is used by learners in the class. It generally
contains grammar, vocabulary and skills.
3. DVD clip: Part of a video that can be used in class.E.g.: when
teacher uses a movie for Ss get more vocabulary.
4. Extensive
listening/reading: Listening to or
reading long pieces of text. E.g: stories or newspapers.
5 . Grammatical
structure: A grammatical structure is a
grammatical language pattern, E.g. present perfect, past perfect etc.
6. Methodology: A way of approaching or doing a particular activity,
e.g. use modern/new/traditional methods in language teaching; a set of methods,
e.g. changes in the methodology of language teaching
7. Mixed ability,
mixed level:The different levels
of language or ability of learners studying in the same class.
8. Needs: learning strategies a learner still has to learn in
order to reach their goals, or the conditions they need to help them learn.E.g.
learner requires realia for understanding new vocabulary.
9. Phonology: Study of the sound
structure of language and how speech sounds are used to convey meaning.E.g.
'pat' and 'bat' differ in their first phoneme.
10. Sequence: is a series of things, which follow each other in a
logical order. E.g.: Learners can put pictures of a story in order.
11. Scheme of work: A basic plan
of what a teacher will teach for a number of lessons. Its aim is to try to
ensure that lessons fit logically together, to give the teacher clear goals and
to try to ensure a balance of language, skills, topics and activities over a
number of weeks or months.
12. Supplementary
material: are books and other materials
which teachers can use in addition to a course book.E.g. practice books,
worksheets, websites, dvd or games.
13. Syllabus: This describes the language and skills to be covered
on a course, and the order in which they will be taught. E.g.: when teacher
taught differently in different situations and in different cultures.
14. Teacher’s book: contains teaching ideas, audio scripts and answers to
course book activities.
15. Task: a definite piece of work assigned to the learners.E.g. An
activity that Ss do. For example, information-gap activities are tasks.
Unit 26: Selection and use of teaching aids
1. Aids: are the things that a teacher uses in a class. E.g. worksheets,
images, wall charts, big book or flashcards. When teachers plan lessons they
think about what aids they will need.
2. Chart: is Information in the form of diagrams, lists or
drawings often placed on the classroom wall for learners to refer to. E.g.:
illustrating the meanings of prepositions or verbs.
3. Classroomequipment: They are materials that are used in the classroom
for students to interact and understand in a better way the subject exposed. E.g.:
board, projector, CD player or realia.
4. Cuecard: is card on which there are words or pictures to
encourage learners to produce particular language. E.g. a teacher presenting
verbs, cue cards with different activities eating or reading. Learners have to
respond to the cue card.
5. Drill: Is a technique teacher’s use for encouraging
learners to practice language. It involves guided repetition or practice.E.g.:
when Ss repeat songs, poems or rhymes.
6. Facial expression: when teacher can show how they feel through their
face, e.g. smiling, showing surprise.
7. Flashcard: is a card with words or pictures on it. E.g.:
Teacher can use these to explain a situation, tell a story, and teach
vocabulary.
8. Gesture: is a movement with part of the body, e.g.
hand, head, which is used to convey meaning
9. Grammatical
structure: A grammatical structure is a
grammatical language pattern, E.g. present perfect, past perfect etc.
10. Languagelaboratory: A room in a school where learners can practice
language by listening CDs and by recording themselves speaking.
11. Mime: is body movements used to convey meaning without
using words. E.g. when learners are playing mimic to say something without
speaking.
12.Overheadprojector (OHP): A piece of equipment that makes images appears
on a wall or screen. It can be used in a classroom instead of a whiteboard or
blackboard. E.g. when teacher present a power point
presentation.
13.Overheadtransparency (OHT): The plastic sheet a teacher can write on and
use with an overhead projector
14. Puppet: is an exemplary of a person or animal often made of
paper or cloth, which a teacher can move by putting their hand inside. Puppets
are often used when teaching children.
15. Resources: The materials which teachers and learners can use to
find or check information, e.g. grammar books, dictionaries or CD-ROMs and
internet.
16. Realia: Real objects that can be brought into the classroom
for a range of purposes. E.g. when the teacher is introducing new topic such
senses. Teacher can bring to the class fruits and learner can taste and touch.
17. Self-accesscenter:
is a place when learners can study by themselves. E.g.: learning resources such
as books, computers.
18. Visual aid: A picture or anything else that the learners can
look at which can help teachers illustrate form or meaning. Flashcards, wall
charts, images.
Reference:
Cambridge English second edition TKT course
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