I hope to pass this course is one of the most important goals to me. TKT course ends, a page that ends, one more step to climb.
The opportunity to begin again, not the end, only the beginning of our future. Saying goodbye is not easy, but it gives great satisfactionto know that every effort has been worth the sacrifices in difficult times, knowing that only a few were able to go till the end, is because it really was our desire. Thank you so much Ellen for everything!
Knowing about the different elements of lesson planning is important, the teacher needs a plan format . Before you doing that, here are some guidelines that may help to decide which elements put in the lesson plans and how to organize them.
A good lesson plan usually fits on one sheet of paper to can see an overview of the lesson at a glance. This may or may not work, depending on the specific situation. Some teachers even put it all on a small card that they can hold in their hand as they teach. Additional, detailed explanations, exercises, etc. can be provided on separate, supplementary pages. A good lesson plan is clear and easy to read and follow . A good lesson plan is oriented toward a particular, identified audience (based on pre-assessment information) A good lesson plan may also connect the current lesson with previous and subsequent lessons, and fit into an overall curriculum plan. A good lesson plan also has clear, student-oriented objectives; an interesting, motivating introduction; and plenty of varied practice activities. In addition, an effective lesson plan has an application section that leads students from classroom practice to real-world uses of English. A good lesson plan typically provides for appropriate evaluation (during instruction and/or at the end)and a summary and/or review of what has been taught. It should probably also show evidence of “envisioning” the class and the instructional procedures, and a “time allotment” for each activity as well as a “running total” of time expended so far.
Knowledge: Recall data or information. memory to a customer. Knows the safety rules.
Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one’s own words.
Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Analysis: Separates material or concepts into component parts so that its
organizational structure may be understood. Distinguishes between facts
and inferences.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on structure. From several sources to solve a problem.
Revises and process to improve the outcome.
Writing lesson plans does not have to be difficult. This is the time that a teacher can show their creativity. Here is a how-to on how to create effective lesson plans that will help ensure success. The teacher can use a Lesson Plan template to create lesson plans. It is very important to know which are the goals at the end of the school year.
Vocabulary: Create a key vocabulary list to add new words on the lesson plan procedure.
Material: Creating a list and adding to the procedure to know exactly will need in class, including : equipment, number of copies, page numbers from books, etc.
Method: Deciding the method or methods that will use to teach the content of the lesson. For example, does it lend itself to independent reading, lecture or group discussion? varying teaching techniques. Sometimes it is best to use a combination of these methods, beginning with a couple of minutes of lecture, followed by a short whole group discussion to ensure that the students understand.
Content: Writing the way to teach the content of the lesson, writing out supporting information in notes.
Skills: determining how students will practice the skills that the teacher taught them, write out step by step instructions.
Period of review: re-enforcing the knowledge .Complete details for any homework or assessments that you will be giving the students.
Homework: Once the lesson plan is finished. the details including creating the assessments, homework assignments, and any handouts.
Theory of language
The communicative approach in language teaching starts from a theory of language as communication. Describes how people acquire their knowledge of the language and makes statements about the conditions will promote successfully.
In the TKT books we have different types of approaches and basically are made for every students needs.
PPP PRESENTATION, PRACTICE and PRODUCTION: Begins with a teacher presenting or demonstrating language. Then students practice the language, repeating after the teacher in chorus. Finally students can produce by answering questions orally and doing written exercises.
LEXICAL APPROACH : it is based on the assertion of language by using fabricated chunks. Focus on teaching common phrases in combination with lexis.
FUNCTIONAL APPROACH: It focus in functions usually graded, according to a practical life and everyday´s needs.
COMMUNICATIVE LANGUAGE TEACHING: Learners learn a language through using Communication. The communication involves the integration of different language skills. Learning es a process of creative construction including also errors. The most important aspect here is the Fluency than accuracy.
GRAMMAR - TRANSLATION METHOD: The goal is to learn language in order to read. Grammar is taught deductively, by presentation and study grammar rules, vocabulary selection depending the level of the student. Learning lists of words by heart, and emphasise grammatical accuracy.
TOTAL PHYSICAL RESPONSE: is to understand the spoken language before developing the skills of speaking. Learners learn by being exposed to a language, Then comes comprehension, and also a silent period to speak before they are ready. Most used on children and beginners students.
GUIDED DISCOVERY: Students learn better it they work by themselves by discovering the language and the teacher just provide material and the activity rules to work in the classroom.
CONTENT BASED LEARNING: Focus in grammar, lexis and functions or skills. The teacher needs to create a class which include topics that are interesting for the students and increase the knowledge of the world.
CONTENT AND LANGUAGE INTEGRATED LEARNING. CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language through acquisition, namely the learning of content, and the simultaneous learning of a foreign language.
Error correction is often done by the teacher providing corrections for mistakes made by students. However, it is probably more effective for students to correct their own mistakes. In order to do this, students and the teacher should have a common shorthand for correcting mistakes. Obviously students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying (by their own reasoning) their best to use the language can often discourage them.
Nobody is perfect! Mistakes are the stepping stones to learning.
IDEAS FOR TEACHERS.
1. Explain. many students do poorly on assignments or in participation because they do not understand what to do or why they should do it. Teachers should spend more time explaining why we teach what we do, and why the topic or approach or activity is important and interesting. The enthusiasm will be transmitted to the students, who will be more likely to become interested. Teachers should spend more time explaining exactly what is expected on assignments or activities.
2. Reward. Students can be helped by extrinsic motivators in the form of rewards. Rather than criticizing unwanted behavior or answers, reward correct behavior and answers. The rewards can (and should) be small and configured to the level of the students. Small children can be given a balloon, a piece of gum, or a set of crayons. Even at the college level, we can give books, lunches, certificates, exemptions from final exams, verbal praise, and so on for good performance. Even something as apparently “childish” as a “Good Job!” stamp or sticker . Everyone likes the feeling of accomplishment and recognition; rewards for good work produce those good feelings.
3. Care. Students respond with interest and motivation to teachers who appear to be human and caring. Teachers can help produce these feelings by sharing parts of themselves with students, especially little stories of problems and mistakes they made, teacher relationship helps students see teachers as approachable human beings and not as authority figures. Young people are also quite insecure, and they secretly welcome the admission by adults that insecurity and error are common to everyone.
4.Participate. One of the major keys to motivation is the active involvement of students in their own learning.It is better to get students involved in activities, group problem solving exercises, helping to decide what to do and the best way to do it, helping the teacher, working with each other, or in some other way getting physically involved in the lesson. Activities outdoors are awesome to create a great atmosphere in relationships between students.
Isa Silme