Post by Admin on Sept 23, 2019 1:44:19 GMT
Now it is time to kick off our session.
Building Knowledge of Field (http://bit.ly/308dkte)
This is a fantastic resource from the Victorian Government to read first.
We need to allow for time to students to use prior knowledge in the lesson. Many students will already have a good vocabulary to work with, while others may already have some understanding of the lesson context. Choosing what is appropriate is a professional judgement
Introduce text and register(S, L, R, W)
Register and style: bit.ly/309kQnI; Tenor, Field, Mode: bit.ly/2ZZil7u and bit.ly/2w8RJjO;
Text and Register is vital, please check the link: tesol.boards.net/post/74
Introduce new vocab(R, W)
(Vocab: bit.ly/305DQDK; Corpora: bit.ly/30geJ1b; Please note one of the most common failures of the Japanese ESL regime in schools is the idea that learning long lists of words is somehow an advantage to students, it is not. The best lesson plans contain just enough words as required to complete the lesson as the goal is for students to USE the vocabulary.);
First listening exercise)(Add building knowledge of field with listening exercises: bit.ly/304qkjM);
If you are doing another macroskill, you will focus on introducing a macroskill related to that lesson.
Observe grammatical structures used(Some ideas can be found at: bit.ly/302dAdj; Try looking at this link for thinking how to develop a grammar structure exercise based on: bit.ly/30aq2aQ);
Build vocabulary range (S, L)(Keep it simple: bit.ly/305YgMB);
Add some vocabulary related to the lesson. Remember! It is no good having a 1000 word vocabulary if you are only teaching people how to ask fir directions, keep the vocabulary short and to the point.
An example of this is in the functional-notional presentation: bit.ly/2OMxSDe
Not all will be in one part of the lesson, one per activity should be chosen.
Design your activity around what will be the emphasis in the lesson.
Building Knowledge of Field (http://bit.ly/308dkte)
This is a fantastic resource from the Victorian Government to read first.
We need to allow for time to students to use prior knowledge in the lesson. Many students will already have a good vocabulary to work with, while others may already have some understanding of the lesson context. Choosing what is appropriate is a professional judgement
Introduce text and register(S, L, R, W)
Register and style: bit.ly/309kQnI; Tenor, Field, Mode: bit.ly/2ZZil7u and bit.ly/2w8RJjO;
Text and Register is vital, please check the link: tesol.boards.net/post/74
Introduce new vocab(R, W)
(Vocab: bit.ly/305DQDK; Corpora: bit.ly/30geJ1b; Please note one of the most common failures of the Japanese ESL regime in schools is the idea that learning long lists of words is somehow an advantage to students, it is not. The best lesson plans contain just enough words as required to complete the lesson as the goal is for students to USE the vocabulary.);
First listening exercise)(Add building knowledge of field with listening exercises: bit.ly/304qkjM);
If you are doing another macroskill, you will focus on introducing a macroskill related to that lesson.
Observe grammatical structures used(Some ideas can be found at: bit.ly/302dAdj; Try looking at this link for thinking how to develop a grammar structure exercise based on: bit.ly/30aq2aQ);
Build vocabulary range (S, L)(Keep it simple: bit.ly/305YgMB);
Add some vocabulary related to the lesson. Remember! It is no good having a 1000 word vocabulary if you are only teaching people how to ask fir directions, keep the vocabulary short and to the point.
An example of this is in the functional-notional presentation: bit.ly/2OMxSDe
Not all will be in one part of the lesson, one per activity should be chosen.
Design your activity around what will be the emphasis in the lesson.