Allendale Family Vision Student Athlete of the Month

اسفند ۱۴, ۱۴۰۰ ارسال یک نظر

In her latest guest post, Nicky Salmon talks about how to write constructive lesson plans on the CELTA/Trinity TESOL course.

What is a lesson plan?

On a CELTA/Trinity TESOL class a plan is made upwardly of:

one.The procedure. This is what I will be referring to in this mail. (See the case below, kindly included here with permission of Activity English Language Training in Leeds.)

2.An assay of any language –grammar, vocabulary, pronunciation features- that may be included in the lesson.

iii.The materials.

Why practice I demand to write i?

When you are doing a CELTA or Trinity TESOL course, you lot will demand to write lesson plans. Really, the lesson plans are an important office of your cess and you will need to file them in a portfolio together with feedback from your tutors.

Do I only have to write plans when I'm on a CELTA/Trinity TESOL?

I have had to write lesson plans at other times in my teaching career as well as during my CELTA and Trinity Diploma.

There are plenty of occasions when you might need to write plans for other people as well as the plans for your own records.

A few of those times might exist:

-colleges and schools go through internal and external assessments and inspections.

-line managers may enquire to detect your lessons (particularly when you are a new teacher) so volition enquire to see a plan.

-you might be involved in peer observations with your colleagues and so will need to provide them with a lesson plan.

What makes a useful plan?

Before you read any of my recommendations or my list below, perchance enquire yourself this question and make a quick list of your ideas.

There is some very useful writing on lesson plans.

I recommend:

'Learning Didactics' J. Scrivener (2005 Edition) Chapter half-dozen.

'The Practice of English Linguistic communication Education' J. Harmer (2007 Edition) Part 8, Chapter 21

'Teach EFL' D. Riddell (2010 Edition) Chapters 17-twenty

From the viewpoint of a CELTA trainer

My main piece of work is as a CELTA trainer. Below are the things I look out for and what I think makes a useful plan.

Lesson aims: practise these link to the stages and activities in the lesson plan?

Sometimes I ask trainees to use different coloured highlighters to highlight each lesson aim so the activities and stages in the plan that are linked to these aims with the same color. It's a uncomplicated, visual way to see what the links are and how each aim is weighted in the lesson. If there is a stage or an activity in the lesson which is not highlighted, inquire yourself why it's at that place.

Are the students on the plan?

This sounds foreign, but often teachers and trainees write a plan purely from their own view point.

For case:

–Students will consummate Ex.2 and feedback answers.

There is nothing here well-nigh HOW the students volition do Ex.two. Will they speak or write? Will they work lone, with a partner or a group? Tin can they check together before feedback? How will feedback be conducted?

Make it like shooting fish in a barrel to follow and make it useful.

Call back that a plan needs to be useful to you as you teach! It too needs to be clear enough for observers to follow and perchance for another teacher to use if you were sick or unable to teach the lesson.

Endeavor non to describe in paragraphs on the plan. For example:

First I will put the students into pairs with the person sitting next to them and give students the handout and enquire them to complete Ex.2 in with their partner. And so I will monitor to offer help and encouragement as they work. I am going to stand at the front end of the class and brand sure I observed everyone and assistance people if they need me.

Instead maybe utilise bullet points that will be easier to read.

Circulate handouts for Ex.2. SS work in pairs to concur, complete gaps in text and check answers.
Teacher monitor to check and support.

Don't forget to add

Materials- What page? What task? What handout? What moving-picture show?
Interaction patterns (pairs, whole course mingle, etc )

Make sure you accept clear stages on the plan.

This makes it easier to achieve your lesson aims and encounter the 'shape' and 'flow' of the lesson.

If you have clear stages you can recognise a indicate to each i and the link to your lesson aims (encounter betoken i above).

Rule a line across the plan to show clearly where each phase finishes and the next begins.
Provide a clear stage name. For example, Reading for Gist, Freer Exercise, Introduction.
Provide a clear stage aim for each stage. For example (using the stage names above),

-to provide students with practice in reading for gist and activate their interest further.

-to encourage freer exercise of the target language in the context of personal data.

-to innovate the topic, activate involvement and arm-twist personal experience.

An example template for a plan.

Have a look at the example template. It includes a forepart canvass (for your lesson aims, data about your students, etc) and and then the landscaped page for the procedure itself.

lesson template lesson template2

Download this example template here

Good luck with your plans. Allow u.s.a. know if this has been useful.

Nicky

Featured image rights: www.brainlesstales.com

Nigh the author:

I have been teaching and training for over 25 years. I have worked in secondary schools, further education colleges, private colleges and universities both in the United kingdom and abroad. My preparation experience is mainly with Cambridge CELTA but I have also worked on Trinity TESOL , Cambridge ICELT and delivered a range of in-service courses to practicing teachers.
I have a special involvement in supporting teacher reflection and more recently, an interest in writing for educational publications and blogs. I'm really looking forrard to sharing ideas through this blog and learning more about what teachers are interested in.