Refer back to the Inside Out Advanced Unit 8 lesson plan you read as Pre-Session Task 5.2. Go through it and note how and where the considerations from the Pre-session Task have been thought through using the template below and then post your ideas on the Lesson Planning Considerations Discussion Forum. a) Decide what the students already know about the language being focused on in the lesson. e.g.: •Students will have met all forms before – separately if not also together. •They are familiar with the concept of ‘predictions’ and ‘assumptions’. Students seem to be familiar with the future tense or concept of the future. ……………………………………………………………………………………………………………… b) Envisage the problems they are likely to have with the language (meaning, form, pronunciation, use) and / or skills. …show more content…
Anticipates problems with word order. (Subj+will+verb+rest) ……………………………………………………………………………………………………………… c) Ensure the lesson is pitched to the level of the students, i.e., it is not too basic nor too demanding or complex. The aims of the lesson seem appropriate for the level of the students. ……………………………………………………………………………………………………………… d) Make sure all the students get adequate and meaningful practice with the language and / or skills. Students have enough opportunities to practice the target language, in pairs, individually and as a whole class. They practice the language in speaking and written form. ……………………………………………………………………………………………………………… e) Verify that all students understand the language being focused on. There are concept checking questions after the controlled practice stage. The teacher is giving adequate feedback and error
Directions: Answer each question in a paragraph—be sure to give specific details and examples. Remember that each of these questions has multiple parts to it. You must type your responses out and hand it to me by the end of our class period.
If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.
3. Either Chris or the new employee ________ the mail before Dolores or Charles ________.
c.Explain how your plans build on each other to support children’s language and literacy development through active and multimodal learning.
Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient
This student may need extra support to understand the meaning of words or what is expected of them. If they are particularly bad at English you could provide things such as flash cards and labels on items to help them learn. You could also encourage some more extrovert, friendly, 'wise' students to befriend them to help with their language.
In the past two months i fell like i have accomplished a great deal. As i focus on it more i realize i have become a better reader. I did this by concentrating on my readings and take my time to read them. With the help of my professor and classmates i began to analyze what i read.
a. Student becomes a more active learner due to the lack of teacher who are willing to provide all the information to student.
Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students
Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson.
One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.
First knowing the subject, then deciding the length of the lesson and which key stage is it aimed for.
An area on the lesson planner labelled, ‘Implementing the Lesson,’ (see Page 5 of Appendices One) illustrates the timings and activities of the session. Out of these the following three timings and activities that the learners completed, have been chosen. Firstly, I will examine the
Adults need to demonstrate things many times and in multiple different ways so children can fully understand and use the language of their culture. Going into this classroom I was amazed how many different ways that my teacher demonstrates things during the language arts block. When they are doing handwriting, she demonstrates on the whiteboard and document camera how to do it and she also helps demonstrates how to make letters on their paper itself so it is easier to copy and learn how to make. She also does handwriting with chalkboards. They use chalk, a wet sponge and a piece of paper towel to make their letters on the chalkboard and she does it as they are doing it. Also when they have their zoo phonics mats out and have to match their zoo friends on the mat and sound and signal, she does it right alongside them. When they read their little letter books, she is right alongside them putting her finger under the text and showing them how to