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TEFL - module three Flashcards _ 100- SURE ANSWERS) 2024 - DISTINCTION GUARANTEED.pdf
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8/2/24, 6:57 AMTEFL - module three
Jeremiah
Terms in this set (35)
- The learners. Will they enjoy the lesson? Will they benefit from it?
-The aims. What will the learners be better able to do by the end of the lesson?
- The teaching point. What is the subject matter of the lesson? Which skills or language
areas will be studied? Which topics will be used?
- The teaching procedures. What activities will you use? What sequence will they come
considerations when lesson planning
in?
- Supplementary resources. What texts, audio-visual materials, exercises, and
supplementary resources will you use?
- Classroom management. What will you say? How will seating be arranged? How
much time will each stage take?
- A detailed formal plan
lesson planning approaches - A detailed informal plan
- A brief note of running order for activities
- Background information. Aims, target language, materials, predicted problems, and so
formal plan on.
- Outline of procedures. Description of activities, their order, and predicted timings.
- Informal plans are frequently used by more experienced teachers on a daily basis to
record "planning thinking" and to guide them during the lesson to achieve their lesson
aims.
- An informal plan consists of notes about the procedure the teacher plans to follow.
- Preparation for a 50-minute lesson can take 50 minutes preparation time, including
informal plan thinking, searching, reading, writing, cutting-up activities, etc.
- Therefore, if the material or lesson was only going to be used once then this would
not be a valuable use of time.
- Preparing an informal plan with copies of materials and filing them in a lesson
materials file is a good idea because the lessons can then be recycled and used in
other lessons, cutting down future preparation time.
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, 8/2/24, 6:57 AM
- The simplest type of lesson plan used by many teachers is a basic "running order" of
activities, with a note of specific language points or materials that will be used.
Chat - last night - what did they do?
Recall things people said - collect as direct speech on the board
running order Focus on useful verbs - explained/demanded/promised...
Pairs - turn into reported speech (write)
Stand up - tell each other about last night using reporting verbs
Do coursebook - page 5 ex 3 + 4
Filler game - famous quotations (if time)
- Situational context - Set up a situation using pictures or drawings on the board. An
example of this is in the example formal lesson plan in chapter 4 of this module, in
which the situation of a mouse in the kitchen was used to teach prepositions of place.
- Pictures or picture story - Visual aids can be used effectively to elicit and practice
grammatical rules. For example: to teach the target language "I used to be rich", you
could have two pictures: one picture in the "present" of a homeless person, and the
other picture in "the past" of a millionaire to show a clear change in circumstances.
- Written text - To revise grammatical structures, you could use a newspaper article or
other text with clear examples of the structures. Students then read the text, then
analyze the text for examples of the target language.
- Audio text - You could use an audio text, video or song to present or revise
setting context
grammatical structures or vocabulary. For example, you could use an interview to
practice question forms or a song such as "Money, money, money." This will help you to
teach lexical sets of vocabulary such as "rich", "penny", and so on.
- Spoken text - You could use a topic such as your last holiday or your first job to
present and practice language in context.
- Role-play or task - A motivating way of presenting language is by first asking students
to do a role-play in a certain situation. For example: Complaining in a shop. The teacher
provides the language they need to carry out the role-play effectively. Students then
do the role-play once they have focused on the target language. This context provides
a need for the language, motivating students to focus on the language so they can
complete the task more effectively.
- When deciding on a suitable context, it is good to think about the function of the
grammatical structure you want to teach, the learners' interests, and the level of the
students.
For example, your target language may be Present Perfect for experiences, as in the
example, "I've been to Turkey."
- If you were teaching an elementary class or low intermediate class, this language may
be new to the learners. A clear, situational context (for example, a tourist returning back
deciding on a suitable context from his travels) may be more appropriate to teach this language for the first time.
- If you were teaching an Upper-Intermediate class, however, you would assume that
they have already studied this language.Therefore, a task-based approach, where you
ask students to talk about their life experiences without providing language first, might
be more appropriate to establish what the students already know and what they may
need further practice in.
- When thinking about suitable contexts, it is often useful to consult course books and
supplementary materials to get a feel for suitable contexts for certain language levels.
- Another consideration when lesson planning is establishing how this lesson fits into a
course of study and what prior knowledge students bring to the lesson, based on
previous lessons and the students' learner level.
- We can also assume that students of a certain language level bring a certain amount
assumptions
of knowledge and understanding about target language to the lesson.
- If you are unsure about what a learner should know at a certain level, it is useful to
refer to the CEFR (Common European Framework of Reference) can-do statements
considered in Module 1.
TEFL - module three
https://quizlet.com/gb/850062225/tefl-module-three-flash-cards/ 2/8
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