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Anonymous Posted 14 years ago
Proficiency Tests & Test-taking
Lesson plan HELP
Hi everyone, I reallt don't understand what my eacher means with his comment. I thought I did really good. Can anyone check this for me please..
Prepare a plan for a 45-minute lesson on vocabulary of character traits. You have a class of 60 students of different levels. Think how you will generate and sustain student interest, how you will group the students and how you will cater for different learner levels. Note: you need to teach vocabulary of character/personality traits such as ‘honest’, ‘stubborn’ or ‘level-headed’, not moods and feelings such as ‘happy’ or ‘sad’. When considering presentation techniques, bear in mind that the target vocabulary is non-visual (i.e. you cannot draw 'honest', etc), so think of other techniques of conveying the meaning.
Please include the following information:
Target language (list the words you will teach)
Assumed knowledge (list vocabulary/structures you expect all your students to know)
Anticipated problems
Solutions
Preparations and aids
A step-by-step plan of the entire lesson including the timing of each stage. Remember to follow the PPP sequence: from Presentation, through Controlled Practice to Freer Practice (Production).
Note: This will be a vocabulary lesson as you will be teaching a set of words.
Answer:
PRE-PLAN
LEVEL/AGE:
Intermediate (60 students – 12-14yr old). Different Levels
LESSON LENGTH:
45 minutes
OBJECTIVE:
To teach vocabulary of character traits
TARGET LANGUAGE:
L1 - Busy, Friendly, Funny, Careful, Clever, Popular, Upset,
Healthy, Jealous, Lucky
L2 - Dangerous, Adventurous, Dishonest, Glamorous, Grumpy, Religious, Curious, Trustworthy,
Mysterious, Frustrated (NOT moods/feelings!!!)
ASSUMED KNOWLEDGE:
Students should have knowledge of some basic attributes of a character like: tall, poor etc.
ANTICIPATED PROBLEMS:
Students may stick to using only the few character traits they feel comfortable with.
Students will need to learn that character traits can be either physical or emotional or otherwise …
SOLUTIONS;
During the presentations stage, draw students’ attention to the fact that the attributes to a character can be either physical or emotional.
Encourage students GW to come up with more character traits and to make sentences using those traits.
PREPARATIONS:
Cards with character traits words, film + equipment, picture tall girl/short boy, recording Respect Rap only
LESSON PLAN
Stage Activity I/A Timing
1 Warmer – Daily tradition, 2 students to tell about their S-S 8mins
hobby or pet at home.
Other students can ask Questions. T-S
Revision of last lesson. Check homework
2 Lead-in: Using picture of girl and boy with huge height T-S 1min
difference ie: very tall girl and short boy.
Elicit the (physical) character traits ie: TALL / SHORT
3 PW: 2 students discuss whether they can see other trait PW 3mins
Plenary: Write correct suggestions on board
SHY, SWEET, YOUNG , SILLY etc.
4. Presentation. Drill chorally & individually T-S-T 2mins
He looks SHY
She looks SWEET
He is YOUNG etc
5. Presentation: show short Charlie Chaplin film T-S 5mins
play 2
6. Controlled Practice T-S-T 4mins
Get students to mentioned Charlie’s character treats.
Write the various treats on the board , followed by
choral and individual drill.
Charlie was BRAVE
Charlie was POLITE
Charlie was INNOCENT etc
7. Presentation: Divide the class in 2 groups – L1 and L2 T-S 6mins
Each group to be split up in 5 groups of 6 GW
Each group of 6 will receive 2 cards with one word as
per listing below (2 levels):
L1 - Busy, Friendly, Funny, Careful, Clever, Popular, Upset,
Healthy, Jealous, Lucky
L2 - Dangerous, Adventurous, Dishonest, Glamorous,
Grumpy, Religious, Curious, Trustworthy,
Mysterious, Frustrated
Students (group of 6) describe and write down the characteristic
received. Using “Charlie”
e.g. GREEDY - Charlie wants everything, so Charlie is …
Monitor and make notes.
8. To elicit the word from the other students 1 student S-S 8mins
of each group is to read loud their description of the
characteristic received.
Charlie has a lot to do … reply: Charlie is BUSY
Charlie makes people laugh … reply: Charlie is FUNNY
9. Drill chorally and individually. T-S 2mins
10. Presentation
Today’s character trait is: RESPECT T-S 5mins
Self-Respect, Respect for others and their ideas,
property and country…
Play/show recording: RESPECT RAP ONLY
11. Homework: I would ask them to bring a picture of their favorite celebrity and prepare to describe what his/her personality is like. I would then let them work in groups introducing the celebrities. T-S 1min
Comment:
You seem to have misunderstood the task.
You will write the lesson plan based on what you know about the issues with large classes and following the models your learned when you did the lesson planning part of the main course:
A step-by-step plan of the entire lesson including the timing of each stage. Remember to follow the PPP sequence: from Presentation, through Controlled Practice to Freer Practice (Production).
You need to spell out how you will do the whole lesson - how you will warm up, present the new words (give some examples), then do controlled practice and production. Please go back and review the stages of a lesson plan before revising this. And don’t forget what you have learned about teaching large classes.
And if you have not yet done the main online course, please be aware that it is not uncommon for students to fail the specialist modules when they try to do them first. There is a warning about this when you started the assessment.
Prepare a plan for a 45-minute lesson on vocabulary of character traits. You have a class of 60 students of different levels. Think how you will generate and sustain student interest, how you will group the students and how you will cater for different learner levels. Note: you need to teach vocabulary of character/personality traits such as ‘honest’, ‘stubborn’ or ‘level-headed’, not moods and feelings such as ‘happy’ or ‘sad’. When considering presentation techniques, bear in mind that the target vocabulary is non-visual (i.e. you cannot draw 'honest', etc), so think of other techniques of conveying the meaning.
Please include the following information:
Target language (list the words you will teach)
Assumed knowledge (list vocabulary/structures you expect all your students to know)
Anticipated problems
Solutions
Preparations and aids
A step-by-step plan of the entire lesson including the timing of each stage. Remember to follow the PPP sequence: from Presentation, through Controlled Practice to Freer Practice (Production).
Note: This will be a vocabulary lesson as you will be teaching a set of words.
Answer:
PRE-PLAN
LEVEL/AGE:
Intermediate (60 students – 12-14yr old). Different Levels
LESSON LENGTH:
45 minutes
OBJECTIVE:
To teach vocabulary of character traits
TARGET LANGUAGE:
L1 - Busy, Friendly, Funny, Careful, Clever, Popular, Upset,
Healthy, Jealous, Lucky
L2 - Dangerous, Adventurous, Dishonest, Glamorous, Grumpy, Religious, Curious, Trustworthy,
Mysterious, Frustrated (NOT moods/feelings!!!)
ASSUMED KNOWLEDGE:
Students should have knowledge of some basic attributes of a character like: tall, poor etc.
ANTICIPATED PROBLEMS:
Students may stick to using only the few character traits they feel comfortable with.
Students will need to learn that character traits can be either physical or emotional or otherwise …
SOLUTIONS;
During the presentations stage, draw students’ attention to the fact that the attributes to a character can be either physical or emotional.
Encourage students GW to come up with more character traits and to make sentences using those traits.
PREPARATIONS:
Cards with character traits words, film + equipment, picture tall girl/short boy, recording Respect Rap only
LESSON PLAN
Stage Activity I/A Timing
1 Warmer – Daily tradition, 2 students to tell about their S-S 8mins
hobby or pet at home.
Other students can ask Questions. T-S
Revision of last lesson. Check homework
2 Lead-in: Using picture of girl and boy with huge height T-S 1min
difference ie: very tall girl and short boy.
Elicit the (physical) character traits ie: TALL / SHORT
3 PW: 2 students discuss whether they can see other trait PW 3mins
Plenary: Write correct suggestions on board
SHY, SWEET, YOUNG , SILLY etc.
4. Presentation. Drill chorally & individually T-S-T 2mins
He looks SHY
She looks SWEET
He is YOUNG etc
5. Presentation: show short Charlie Chaplin film T-S 5mins
play 2
6. Controlled Practice T-S-T 4mins
Get students to mentioned Charlie’s character treats.
Write the various treats on the board , followed by
choral and individual drill.
Charlie was BRAVE
Charlie was POLITE
Charlie was INNOCENT etc
7. Presentation: Divide the class in 2 groups – L1 and L2 T-S 6mins
Each group to be split up in 5 groups of 6 GW
Each group of 6 will receive 2 cards with one word as
per listing below (2 levels):
L1 - Busy, Friendly, Funny, Careful, Clever, Popular, Upset,
Healthy, Jealous, Lucky
L2 - Dangerous, Adventurous, Dishonest, Glamorous,
Grumpy, Religious, Curious, Trustworthy,
Mysterious, Frustrated
Students (group of 6) describe and write down the characteristic
received. Using “Charlie”
e.g. GREEDY - Charlie wants everything, so Charlie is …
Monitor and make notes.
8. To elicit the word from the other students 1 student S-S 8mins
of each group is to read loud their description of the
characteristic received.
Charlie has a lot to do … reply: Charlie is BUSY
Charlie makes people laugh … reply: Charlie is FUNNY
9. Drill chorally and individually. T-S 2mins
10. Presentation
Today’s character trait is: RESPECT T-S 5mins
Self-Respect, Respect for others and their ideas,
property and country…
Play/show recording: RESPECT RAP ONLY
11. Homework: I would ask them to bring a picture of their favorite celebrity and prepare to describe what his/her personality is like. I would then let them work in groups introducing the celebrities. T-S 1min
Comment:
You seem to have misunderstood the task.
You will write the lesson plan based on what you know about the issues with large classes and following the models your learned when you did the lesson planning part of the main course:
A step-by-step plan of the entire lesson including the timing of each stage. Remember to follow the PPP sequence: from Presentation, through Controlled Practice to Freer Practice (Production).
You need to spell out how you will do the whole lesson - how you will warm up, present the new words (give some examples), then do controlled practice and production. Please go back and review the stages of a lesson plan before revising this. And don’t forget what you have learned about teaching large classes.
And if you have not yet done the main online course, please be aware that it is not uncommon for students to fail the specialist modules when they try to do them first. There is a warning about this when you started the assessment.
Top answer
You've misunderstood the assignment. , are not character traits. But perhaps most importantly, the teacher, in the assignment, emphasized that you cannot show character traits like "honest" visually.
- You've misunderstood the assignment.
- , are not character traits.
- But perhaps most importantly, the teacher, in the assignment, emphasized that you cannot show character traits like "honest" visually.
- This means that the teacher apparently wants absolutely zero visual presentations and teaching aids in this lesson, but your lessons is heavy on visual aids: pictures, film, videos.
- The teacher wants none of this kind of thing.
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7 Answers
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You've misunderstood the assignment. First, the vocabulary words you've chosen are not character traits - busy, dangerous, funny, etc., are not character traits. But perhaps most importantly, the teacher, in the assignment, emphasized that you cannot show character traits like "honest" visually. This means that the teacher apparently wants absolutely zero visual presentations and teaching aids
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You don't understand because you have not completed the main course for the program. There you learn how to create a lesson plan. Listen to what you tutor tells you. Complete the course and then it will make perfect sense.
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Dear i-to-i students, please stop copying from this plan. Not only is it poorly written, but tutors are aware of this webpage and if you submit this plan, you'll be failed for plagiarism. Read the course materials and come up with your own plan based on the presentation-practice-production model. Visual aids can be used, and indeed should be used, but they should not be relied upon as your main me
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Well said i-to-i tutor!
Plagiarism does not teach you anything apart from dishonesty and laziness!
Plagiarism does not teach you anything apart from dishonesty and laziness!
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Thank you, its just the traditional way to teach large class without visual.Will try the hand out ones.
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Unless you're teaching in the developing world,no one has classes with 60 students, this exercise is a completely ridiculous exercise, as a teacher with 14 years experience I can assure anyone doing this course that they are wasting their time. Look for something that applies to the real world
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Hi Anonymous, for most of the people on the TEFL course, their focus will be on teaching in developing countries - countries that have limited resources both in and outside the classroom, and where classes can be 50-100 students due to the rising demand of English speaking locals (For example in Thailand, where children are expected to learn English to accommodate the influx of tourists in their c
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