When we plan an individual lesson, we think about its aims, how to achieve them, the "shape" of the lesson and the kind of techniques that are most appropiate for a pacticular group of students. We also think about the connections between the aims of the lesson and the procedures, the material, the lenght of the lesson and the information we have about our students all help us to identify possible procedures.
A sequence of lessons is a number of related lessons that develop language knowledge and/or language skills over a period of time. Sequence may develop a single topic or language area.
Planning a sequence of lessons
A scheme of work help us plan a sequence of lessons in the best way to cover a syllabus or the units of a coursebook in the time available. It also helps us to think about what we want to achieve and what materialas we might need.
Schemes of work are not as detailed as lessons plans.
Like any individual lesson, a sequence of lessons should have logical and learning-friendly progression and a good balance of approaches and activities.
It's important to avoid always doing the same kinds of things in the same order.
Here is a list of things we can vary:
Pace
Interaction pattern
Level of difficulty
Content
Mood
Exciting or calming activities
Why is Lesson Planning Important?
Do you plan your class just because the coordinator asks to do it?
Do you like to plan your lessons?
I love to be in control of my lessons, so a lesson plan is ideal to know your material and the possible problems you may face, and I love using extra materials for the class.
Stage aims examples
To contextualise the topic of holidays.
To give students a model for the speaking activity.
To give students time to plan their speaking.
To give students fluency to practice.
To provide opportunities to practise the sequence of tenses in spoken narrative.
To practise deducing meaning from context.
To check students' understanding of what they have read and activate language.
To read for gist.
To check predictions.
To use limited information to predict possible content.
To get students actively involved.
To put students into pairs.
To read for more detailed information.
To review the whole lesson.
To raise awareness of what lesson aim will be.
To encourage personal involvement.
Books you may need to buy
Learning Teaching by Jim Scrivener, Macmillan
How to teach English by Jeremy Harmer, Logman
Children Learning English by Jayne Moon, Macmillan
Teaching Practice Handbook, Macmillan
Identifying the different components of a lesson plan
The main aim components of a lesson plan show us what the lesson plan is for, what the teacher and the learners will do during the lesson and how will do it.
We have to think about:
Before the lesson
During the lesson
After the lesson
Lesson plan components:
a) Class profile (level and number of learners)
b) Main aim (s)
c) Subsidiary aim (s)
d) Stage aims
e) Personal aims
f) Assumptions
e) Anticipated problems
f) Possible solutions
g) Timing
h) Procedure
i) Stage aims
j) Aids and materials
k) Interaction patterns
l) Homework
We have to think about:
Before the lesson
During the lesson
After the lesson
Lesson plan components:
a) Class profile (level and number of learners)
b) Main aim (s)
c) Subsidiary aim (s)
d) Stage aims
e) Personal aims
f) Assumptions
e) Anticipated problems
f) Possible solutions
g) Timing
h) Procedure
i) Stage aims
j) Aids and materials
k) Interaction patterns
l) Homework
Lesson planning
Here, there is a link that may help you.
http://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/glossary/lesson_planning.php
http://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/glossary/lesson_planning.php
Lesson planning and use of resources for language teaching
Module 2
1 Planning and preparing a lesson or sequence of lessons
Identifying and selecting aims
Aims describe what we want learners to learn or be able to do at the end of a lesson, a sequence (series) of lessons or a whole curse. Aims may focus on a grammatical structure or a function, on the vocabulary of a particular topic, or on developing a language skill.
As teachers we need to identify and select the most appropriate aims. What do my learners already know? What do they need to know?
Main aim: Describes the most important thing we want learners achieve in a lesson or in a sequence of lessons.
Subsidiary aim: show the language or skills learners must be able to use well in order to achieve the main aim of the lesson. Stating both main and subsidiary aims is a good way of making sure that our lesson plan focuses on what we want our learners to learn. It enables us to see how lesson should develop, from one stage (or part) to the next. In the best possible order. In addition to the main subsidiary aims, a lesson plan also includes a number of stage aims, describing the particular purpose of each stage.
By identifying a separate aim for each stage of a lesson we can be sure that there is a clear purpose for each activity that we plan, which contributes to the main aim of the whole lesson.
Identifying and selecting main and subsidiary aims are the first steps in planning a lesson, whit this, we can design or select the most appropriate stage aims and activities, put them in the best order and choose the most suitable aids and materials.
Personal aim: show what we would like to improve or focus in our teaching.
Reading
* Reading is one of the four language skills.
* It's a receptive skill.
To do this we need to understand the language of the text at word level, sentence level and whole text level. We also need to connect the message of the text to our knowledge of the word.
We need to use our knowledge of the world to see the connection between two sentences (coherence). The grammatical links between the sentneces (cohesion) also help us to see the connection between them.
Reading subskills.
We usually use a subskill called reading for specific information or scanning when we scan, we don't read the whole text, e.g. when we look for a number in a telephone directory.
Another subskill is reading for gist or skimming, i.e. reading quickly through a text to get a general idea of what it is about.
A third reading subskill is reading for detail. If you read a letter from someone you haven't heard from a long time, you probably read like this.
Another way of reading is extensive reading. It involves reading long pieces of text.
Reading is a complicated process. It involves understanding letters, words and sentences, understanding the connections between sentences (coherence and cohesion), understanding different text types, making sence of the text through our knowledge of the world and using the appropiate reading subskill.
* It's a receptive skill.
To do this we need to understand the language of the text at word level, sentence level and whole text level. We also need to connect the message of the text to our knowledge of the word.
We need to use our knowledge of the world to see the connection between two sentences (coherence). The grammatical links between the sentneces (cohesion) also help us to see the connection between them.
Reading subskills.
We usually use a subskill called reading for specific information or scanning when we scan, we don't read the whole text, e.g. when we look for a number in a telephone directory.
Another subskill is reading for gist or skimming, i.e. reading quickly through a text to get a general idea of what it is about.
A third reading subskill is reading for detail. If you read a letter from someone you haven't heard from a long time, you probably read like this.
Another way of reading is extensive reading. It involves reading long pieces of text.
Reading is a complicated process. It involves understanding letters, words and sentences, understanding the connections between sentences (coherence and cohesion), understanding different text types, making sence of the text through our knowledge of the world and using the appropiate reading subskill.
Functions TKT
I found this definition at
http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/functionsof%20lang.html
What are language functions?
A lot of what we say is for a specific purpose. Whether we are apologizing, expressing a wish or asking permission, we use language in order to fulfill that purpose. Each purpose can be known as a language function. Savignon describes a language function as “the use to which language is put, the purpose of an utterance rather than the particular grammatical form an utterance takes” (Savignon, 1983). By using this idea to structure teaching, the instructional focus becomes less about form and more about the meaning of an utterance. In this way, students use the language in order to fulfill a specific purpose, therefore making their speech more meaningful.
The TKT course book by Cambridge says:
A function is a reason why we comunicate.
Some examples:
Apologising
Advising
Thanking
Greeting
Agreeing
Interrupting
Clarifying
Disagreeing
Inviting
Refusing
Expressing preferences
Expressing obligation
Suggesting
Enquiring
Negotiating
Predicting
Speculating
We use ING forms of verbs to name functions (asking, suggesting...)
The language we use to express a function is called an exponent.
An exponent can express several different functions. It all depends on the context it is used in.
The exponents express different levels os formality (formal, informal, neutral)
TKT módulo 1 Phonology
Phonology is the study of the sound features used in a language to communicate meaning.
a) Phonemes
The smallest unit of sound that have meaning in a language.
You can practice the sounds here:
http://www.pearsonlongman.com/phonetic-chart.html
Are represented by:
Phonemic symbols that make a phonemic script
(a set of phonemic symbols)
are grouped into:
1) consonants
2) vowels
b) Word stress
c) Sentence stress
d) Intonation
We use it to express emotions and attitudes to emphasise or make less important particular thing.
Remember:
Teaching materials sometimes include activities or excersises with focus on hearing or producing different sounds in minimal pairs.
Check this link:
http://www.shiporsheep.com/page1.html
a) Phonemes
The smallest unit of sound that have meaning in a language.
You can practice the sounds here:
http://www.pearsonlongman.com/phonetic-chart.html
Are represented by:
Phonemic symbols that make a phonemic script
(a set of phonemic symbols)
are grouped into:
1) consonants
2) vowels
- monophthongs
- diphthongs
b) Word stress
- unstressed
- stress
- weak syllables
c) Sentence stress
- We say different parts of a sentence with more or less stress (slower and louder or quicker and more softly).
- One word of the sentence has main stress.
- Is a characteristic of connected speech.
- contractions
- rhythm
- intonation
d) Intonation
We use it to express emotions and attitudes to emphasise or make less important particular thing.
Remember:
Teaching materials sometimes include activities or excersises with focus on hearing or producing different sounds in minimal pairs.
Check this link:
http://www.shiporsheep.com/page1.html
TKT Módulo 1 Lexis
Lexis
Lexis (linguistics) words; vocabulary.
Here is my own review:
Two important things to consider:
1. Words sometimes have several denotations. The context in which we are writing or speaking makes it clear wich meaning we are using.
2. Words can also change their denotations according to what part of the speech they are. (Clear adj. or to clear verb)
Lexis=words
are
a) individual words.
b) set of words.
That have meanings.
Meanings
a) describe the idea or thing.
b) can be figurative.
c) have a context or situation.
d) Meanings are created by
- prefixes
- suffixes
- compound words
- collocations
- synonyms
- antonyms
- lexical sets
TKT Glossary. Read it from here.
Sólo tienen que dar un click, y cuando tengan la publicación abierta, pueden cambiar de página como si fuera libro normal.
También pueden imprimir.
Información general del TKT CLIL
Todo está aquí en este handbook:
* Wordlist
* Sample test
* General description
http://www.cambridgeesol.org/assets/pdf/exams/tkt/clil-handbook.pdf
* Wordlist
* Sample test
* General description
http://www.cambridgeesol.org/assets/pdf/exams/tkt/clil-handbook.pdf
Link for 4Cs CLIL
http://archive.ecml.at/mtp2/clilmatrix/en/qmain.html
CLIL is a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language.
The CLIL Matrix is an awareness-raising and training tool for teachers who wish* to consider the skills and knowledge necessary for achieving quality CLIL
* to examine the extent to which they are prepared for teaching through CLIL
CLIL is a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language.
The CLIL Matrix is an awareness-raising and training tool for teachers who wish* to consider the skills and knowledge necessary for achieving quality CLIL
* to examine the extent to which they are prepared for teaching through CLIL
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