JESSICAS' MOST SIGNIFICANT TOPICS
planning a lesson
What is a lesson plan?
A lesson plan is a detailed description that a teacher creates for the course of instruction for one class. It is a guide that teachers follow in order to success in class.
Steps for planning
1. Pre-planning
In this, we will be looking at the following question:
ü What should go into an English language lesson?
ü What is a lesson plan?
ü Why is planning important?
ü Do you need to plan if you have a course?
ü What are the principles of planning?
2. Planning lesson
In this, those principles are put into action in a model plan for different stages of an actual lesson.
ü Aims and concepts
ü Contexts and marker sentences
ü Starting a lesson
ü Presenting a new language
ü Controlled practice
ü Freer (less controlled) practice
ü Finishing the lesson
3. Starting a lesson
ü You need warm-ups.
a) To focus on bring energy to each class in the first ten minutes
b) To break the ice with a new class of students
c) To replace a lesson plan that students can’t grasp or are bored with
d) To use it if you get called in last-minute to fill in for another teacher
ü Presentation
Use the introduction to let the students know what the lesson plan will be about. An example could be a conversation.
ü Practice
a) Controlled practice
It is a stage in a lesson where learners practice new language in a limit form. E.g.
- Warm up: sharks are coming
- Question-answer display
- Review the previous class
- Listening: a conversation
- Explaining grammar rules
b) Semi-controlled practice
- Brainstorm
- Story telling
- Fill in the blanks
- Dialogue
c) Free Practice
- Role-play
- Drama
- Impromptu speech
- Presentation
- Discussion
4. Finishing a lesson
- Wrap-up
- Homework
Steps for planning
1. Pre-planning
In this, we will be looking at the following question:
ü What should go into an English language lesson?
ü What is a lesson plan?
ü Why is planning important?
ü Do you need to plan if you have a course?
ü What are the principles of planning?
2. Planning lesson
In this, those principles are put into action in a model plan for different stages of an actual lesson.
ü Aims and concepts
ü Contexts and marker sentences
ü Starting a lesson
ü Presenting a new language
ü Controlled practice
ü Freer (less controlled) practice
ü Finishing the lesson
3. Starting a lesson
ü You need warm-ups.
a) To focus on bring energy to each class in the first ten minutes
b) To break the ice with a new class of students
c) To replace a lesson plan that students can’t grasp or are bored with
d) To use it if you get called in last-minute to fill in for another teacher
ü Presentation
Use the introduction to let the students know what the lesson plan will be about. An example could be a conversation.
ü Practice
a) Controlled practice
It is a stage in a lesson where learners practice new language in a limit form. E.g.
- Warm up: sharks are coming
- Question-answer display
- Review the previous class
- Listening: a conversation
- Explaining grammar rules
b) Semi-controlled practice
- Brainstorm
- Story telling
- Fill in the blanks
- Dialogue
c) Free Practice
- Role-play
- Drama
- Impromptu speech
- Presentation
- Discussion
4. Finishing a lesson
- Wrap-up
- Homework
Reflective teaching
Reflective teaching conceptualizes teaching as a complex and highly skilled activity, which, above all, requires classroom teachers to exercise judgement in deciding how to perform. High-quality teaching, and thus pupil learning dependents on the existence of such professional competence. Also, the process of reflective teaching supports the development and maintenance of professional competence. We can conceptualize successive levels of teaching – those that student-teachers may achieve at the beginning, middle and end of their courses.
There are two types of reflection:
1. Outside reflectionOutside reflection is when you reflect after the class is over describing rapid reflection, repair, review, research, and re-theorizing and reformulating (reflect on action.)
2. Inside refection
Inside reflection is when you reflect on what you are doing wrong while you are teaching inside the classroom (reflect in action.)
DIGPA
What does it mean?
Description: It is when you describe the general situation.
Interpret: It is the way you imagine the things that are happening around the class.
Generalize: it is what you have concluded in thar situation.
Plan Action: it is the plan you make correcting the mistakes you did and now improving them for your next class.
There are two types of reflection:
1. Outside reflectionOutside reflection is when you reflect after the class is over describing rapid reflection, repair, review, research, and re-theorizing and reformulating (reflect on action.)
2. Inside refection
Inside reflection is when you reflect on what you are doing wrong while you are teaching inside the classroom (reflect in action.)
DIGPA
What does it mean?
Description: It is when you describe the general situation.
Interpret: It is the way you imagine the things that are happening around the class.
Generalize: it is what you have concluded in thar situation.
Plan Action: it is the plan you make correcting the mistakes you did and now improving them for your next class.
Gerardo's most significant topics
GOALS AND OBJECTIVES
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Goals and objectives are an important part of teaching. They both describe things that a teacher may want to achieve or attain but in relative terms may mean different things and also both terms imply the target that one's efforts want to accomplish.
First, let’s define what a goal means. A goal can be defined as the result or achievement toward which effort is directed, aimed, or accomplished. Goals are broader than objectives in the sense that goals are general intentions and are not specific enough to be measured. Also, goals usually have a longer time-frame than objectives; therefore, goals must be set for a longer term.
On the other hand, objectives are the specific measures we use to determine whether or not we are successful in achieving the goal. The objectives are instructions about what we, as teachers, want the student to be able to do. While creating objectives, we have to use verbs and include specific conditions (how well or how many) that describe to what degree the students will be able to demonstrate mastery of the task.
Even though goals and objectives may have a strong link in teaching, they are completely different. But what makes them inseparable is that an objective can never be set without a goal.
First, let’s define what a goal means. A goal can be defined as the result or achievement toward which effort is directed, aimed, or accomplished. Goals are broader than objectives in the sense that goals are general intentions and are not specific enough to be measured. Also, goals usually have a longer time-frame than objectives; therefore, goals must be set for a longer term.
On the other hand, objectives are the specific measures we use to determine whether or not we are successful in achieving the goal. The objectives are instructions about what we, as teachers, want the student to be able to do. While creating objectives, we have to use verbs and include specific conditions (how well or how many) that describe to what degree the students will be able to demonstrate mastery of the task.
Even though goals and objectives may have a strong link in teaching, they are completely different. But what makes them inseparable is that an objective can never be set without a goal.
what are ICt's?
![Picture](/uploads/2/1/0/0/21008338/9151452.jpg?270)
ICTs (Information and Communications Technology) are a valuable tool to enhance teaching and learning.
For teachers, ITCs are diverse set of technological tools and resources used to communicate, create, disseminate, store, and manage information. For students, ICTs provide opportunities to communicate more effectively and to develop literacy skills. It is a valuable tool for researching, composing and responding, and viewing and representing in English. These technologies include computers, Internet, broadcasting techs (radios and TVs) and telephony.
The tools presented below are other general uses of ICTs in education:
1. LAN (Local Area Network), WAN (Wide Area Network)
2. Blended learning. Combine traditional classroom practice with e-learning solutions.
ALEJANDRA'S MOST SIGNIFICANT TOPICS
motivation
Motivation is perhaps the most important aspect in a classroom because it is the fuel that moves teachers and students to have a positive attitude towards every lesson. There are two factors that trigger teachers to do their jobs every day, internal factors and external factors.
Internal factors, better known as intrinsic motivation, are the no-physical rewards teachers get from their jobs like students’ good grades or parents satisfaction. Another important factor is the delight of teaching English; teachers feel motivated when they like their jobs and they try to do the best in every lesson.
External factors, better known as extrinsic motivation, are physical rewards teachers get from their jobs such us pay, promotion, prices, etc. Most of the teachers triggered by this type of motivation do not usually give heart and soul in every lesson, so, their students are not always happy or motivated in their lessons because the lectures are boring and not educational. We cannot generalize the previous statement but we can certainly say that it happens.
Whichever of the previous factors mentioned before trigger teachers to do their jobs, teachers must do their jobs focused on the learners. Also, teachers have to motivate students in their classrooms in order to have active and successful lessons.
Internal factors, better known as intrinsic motivation, are the no-physical rewards teachers get from their jobs like students’ good grades or parents satisfaction. Another important factor is the delight of teaching English; teachers feel motivated when they like their jobs and they try to do the best in every lesson.
External factors, better known as extrinsic motivation, are physical rewards teachers get from their jobs such us pay, promotion, prices, etc. Most of the teachers triggered by this type of motivation do not usually give heart and soul in every lesson, so, their students are not always happy or motivated in their lessons because the lectures are boring and not educational. We cannot generalize the previous statement but we can certainly say that it happens.
Whichever of the previous factors mentioned before trigger teachers to do their jobs, teachers must do their jobs focused on the learners. Also, teachers have to motivate students in their classrooms in order to have active and successful lessons.
METHOD, APPROACH AND TECHNIQUE
What is a method? A method refers to the overall plan for the proper presentation of language material. It is based on selected approach and technique. It includes three parts:
1. Approach
2. Design
3. Procedure
What is an approach? An approach is concerned with the theory of the Nature of Language Learning.
What is a design?
1. A design concerns with the general specific objective of the course.
2. A syllabus model
3. Types of learning and learning tasks
4. Role of learners and teachers
5. Role of learning materials
What is a procedure? A procedure is the actual happening of the classroom techniques, practices and behaviors.
What is a technique? A technique is implementational –that which actually takes place in a classroom. It is a particular trick, procedure to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.