#TEFL ACADEMY Teach & discover the world Module 1: Introduction to Lesson Planning ‘The TEFL Academy 120-Hour TEFL Course Course Overview The TEFL Academy Combined TEFL Course (120 Hours) Work your way through the online learning course and then complete the activities that follow, as they are Presented to you on screen. Once you have completed an activity go back to where you left the online course, reveal the model answers and compare your ideas and answers with ours, Contents Activity 1 Pg 2 Activity 10 Pg 7 Activity 2 Pg 2 Activity 11 Pg 8 Activity 3 Pe 3 Activity 12 Pg 9 Activity 4 Pg 3 Activity 13 Pg 10 Activity 5 Pg 4 Activity 14 Pg 41 Activity 6 Pg 5 Activity 15 Pg 11 Activity 7 Pe é Activity 16 Pg 14 Begin y Activity 8 Pe é Activity 17 Pp 12 Activity 9 Pe 7 Activity 18 Pg 12 elSE Es Activity 1 Make a list of the different things these people can probably do and understand in English, Arabic and Italian, Try to include as many different ideas as possible, and type your answer in the box below. Probably these people... ee Activity 2 Separate the nine items in the lst below into two broad groups, Group 1 consists of knowing the actual components of the language (words, etc) and group 2 comprises things we can do with the language. 1. Can speak quite fluently. 2. Knows the grammar rules. 5. Can follow what native speakers are saying in different situations, eg. informal conversations, listening to the news, college lectures, 4. Uses grammar rules accurately when they speak or write, 5. Can read a range of different types of text and understand them without difficulty. 6, Has a wide vocabulary knowledge, including advanced and idiomatic vocabulary. 7. Can use vocabulary appropriately, 8. Has pronunciation that makes them easy to understand, 9. Can write different types of text in the foreign language. Language (components of the language) Skills (things we can do with the language) 1 1 2. 2. 3 3. 4. 4.| STEFLACADEMY Activity 3 Label the four skills below according to whether they are receptive or productive. Tick one box per skill Receptive Listening: Writing: Speaking: Reading: Activity 4 Make a list of all the qualities and behaviours that you feel make someone a good teacher. Try to be specific. Don't, for example, just write ‘teaches well’ or ‘gives interesting lessons’ - think about what itis that makes you feel someone teaches ‘well, or what itis that makes a lesson ‘interesting. There are no right or wrong answers ~ this is just an activity to help you think about what good teaching involves. — bury passionate abot the Subed louglt 03 Well aE Cle Sp Gels GA WOH, — Well -prpaied onc organised - Eres 60 60 inlefadtive Wl CSE Adoneyor recasfoky (not BY h -confeet -poblorce — Uses fectlang raat -eplaite nen wear AMY. ~ in ctr! eeCTA Activity 5 As when we looked at what knowing a language involves, we can divide the list below into separate categories. Put the items into the three groups in the answer box below. Think about whether any other ideas you listed fit into these categories. © explains new ideas clearly © interested in what s/he’s teaching © confident treats students with respect « ‘in contro!’ of students © fair @ Not too strict © knows what s/he's talking about friendly © well-organised « doesn't just ‘tell’ students ‘things - gives them the chance to try ® lesson links together logically ‘out and practise new ideas and skills © students can see the point of what © patient teacher makes them do * varied lessons with different types of activity © students make good progress sense of humour © class gets good results students feel they have learned something at the end of a lesson © uses teaching materials students find interesting interested in students You might feel that some items could go in more than one box. E.g. ‘confident’ could perhaps go under all three headings. How teacher relates to the students Quality of the lessons/teaching ‘Teacher's knowledge of the subject “in coufro! of covet ent . Suc Sherocb ed in ~ rot foo Strict what ff boing - tnoncle Jy (ategt . ae ~paliort - Hoyo. of gene, of Luror whae Is box ; : _inberasled in stiles large . - Fok ~ leaped Br Shietecls i atActivity 6 Below is a typical lesson plan format for a foreign language lesson. ‘What do you think you would find in each part of the plan? Lesson Aims (B) Level of Class | Number of Students Lesson Length (H) _| Lesson Type (B) ~ivhak the Stuideubs have fant -stucents Rojas tra dey oe kor comodo erihal you at thylng ere le Materials (C) = Peper SAGAS. CIC ‘Stage (D) | Stage Aim (E) | Timing (H) _ | Interaction (G) Procedure (F): Teacher Activity % S O pe qlee 2 | = -r =: zc N \ 2p cae a a Procedure (F): Student ActivityRA Activity 7 In Section 1, What does ‘knowing a foreign language mean’? Activities 1, 2 and 3, we looked at what Wwe mean when we talk about knowing a language. We divided this into two aspects; language and skills. Write the key words you remember under the headings in the answer boxes below. Language (components of the language) Skills (things we can do with the language) Receptive Skills: + -gtammedr iules + Reading Mlenir ——— Udenieg Productive Skills: 3, 5 byeiti ng Speating Activity 8 Tick the boxes in the chart below according to whether the lesson aim is sufficiently focussed or too broad to be useful. a oe have fo CXPLAIND Rul cim of V - - ofe® K activity or ksor ie lor 2 horde #09 vague. A) Listening. B) Present simple (this is the name of one of the 12 main tenses in English) C) Reading through a text quickly to find specific information D) Introduce and practise vocabulary related to transport | E) New vocabulary F) Watching @ weather forecast to find out what the weather will be like tonight and tomorrow G) Reading some texts |__| H) Using present simple (see B) to talk about personal routines and habitsActivity 9 Rewrite D, F and H beginning with ‘Students will... D) Introduce and practise vocabulary related to transport F) Watching a weather forecast to find out what the weather will be ike tonight and tomorrow H) Using present simple to talk about personal routines and habits Students will Students will Students will Activity 10 Make a list of authentic listening (including video, TV, etc.) and reading materials that you might be able to use in your lessons.5 PA a Activity 11. Which of these materials would be suitable for the following five classes? Put the suitable material next to the class in the table below. Some items might suit more than one group, some might not be suitable for any of these classes. ‘© Application form to register with a GP (General Practice doctor) © Short video of an exchange between a shop assistant and customer © The song ‘Heads, shoulders, knees and toes’ - to learn body parts © An article about the economic crisis * Aproblem page from a magazine for teenage girls * Anarticle about ‘Islamic State’ * An extract from a TV documentary about clubbing in the UK An extract from a Harry Potter book © London Underground (metro) map and tickets Class ‘Suitable Material A class of 10-year-old beginners learning English in Spain A class of pre-intermediate Japanese 13-year-olds on a short holiday course in London A mixed nationality group of new immigrants with very little English living in Southampton (in the UK) Acclass of upper-intermediate adult male professionals in ‘Saudi Arabia who need English for business purposes An advanced class of teenagers (male and female) in ItalyActivity 12 Think back to classes you have attended and imagine the sort of lesson you'd like to give, Think about what materials you might need to bring to your lessons. Write down all the possibilities you can think of in the answer box below.TR A Activity 13 Listed below are some possible aims for warmers and plenaries. Put each one under the appropriate heading in the answer box on the following page. « io allow students to work independently so teacher can deal with _@ io give the teacher an opportunity individual student issues at the start of the lesson to assess how well the students Lo get students talking and thinking in English from the start have understood/learned the “© ensure students understand what the lesson has been about content of the lesson io create a relaxed, fun atmosphere » get students interested in what . e. ; the lesson is going to be about ‘© ‘0 introduce topics or language that will be looked at in that lesson . e . a . . ‘10 find out what students already io remind students of what they have learned in previous lessons know about the language you are io keep students busy while latecomers are still arriving going to teach io make the lesson feel complete and give students a sense © io encourage the students to get of achievement into the habit of reflecting on what © to get students working together they have learned ‘* tohelp students see how what they have done in this lesson relates to the rest of the course Plenaries: 1, 1. 2 2. 3. 3 4 4, 5. 5, 6. 7. 8. 9.Activity 14 ‘The aim for the third stage has been put in. Re-read all of section D and then write in aims for stages 1 and 2. Stage Aim 41. Warmer - brainstorm vocabulary 2. Introduce new vocabulary 3. First Listening ‘To help students get a general understanding of the text. a Activity 15 If you had 20 students, how many teams would you divide the class into? You want the teams to be small enough for all the students to talk to each other. Activity 16 Think about different ways you could organise your lessons and list all the different types of interaction that right happen in the answer box below. Activity 17 ‘What other activities like I-spy can you think of that would be suitable to use if you got through your lesson more quickly than you expected?EN Activity 18 {he next page you will find the lesson plan for the first stage of the weather forecast lesson. Try to fill in the timing and interaction columns. Notice that although this is only one stage, there is more than one interaction. ‘There are 20 students. Look at everything the teacher and the students are going to do ~ remember that the ‘mechanics’ of the lesson - giving instructions, writing on the whiteboard, giving out handouts, getting students to move into new groups. etc. - all take time. It is often because teachers have forgotten to allow time for this sort of thing that they run out of time. Look very carefully through the procedure for the warmer shown below, thinking about how long each part will take. Try to work out exactly what words the teacher would use for the instructions in this stage. Say the instructions out loud to see how long it takes. The whole stage takes 10 minutes. Look back at what we have said about this lesson in Section D2 in order to complete the top part of the lesson plan (Lesson aims, Level of class, etc,).CERO | Lesson Aims (B) Level of Class | Number of Students | Lesson Length (H) _| Lesson Type (B) Materials (C) Stage (D) | Stage Aim (E) | Timing (H) | Interaction (G) | Procedure (F): Teacher Activity 'L Warmer: | To introduce Greet students. Tell them today we're going to watch a brainstorm | the topic and ‘weather forecast. |vocabulary. | revise weather Divide class into 4 teams of 5. Hand out papers with weather wocepUay ‘and directions picture. Tell them each team must write down. one |as many weather and direction words as they can. Longest list already know, will be the winners, Monitor to see how each group is doing. Stop them. Ask them to count how many items, ‘Ask group with longest list to read out their list. Correct pronunciation mistakes. ‘Ask another group to read out any different items. IFother groups have any more items, they read them out. Procedure (F: Student Activity ‘Students listen to teacher. Students get into teams of five. Race to make list. ‘Count iters in list. One student from group 1 reads out list. Others cross off anything they have on their list and add anything they don't have. ‘Student from group 2 reads out any different items. (Then groups 3 and 4, if appropriate). End of Workboo Congratulations on finishing Module 1. Please revisit and complete any-missed activities.