Tefl assignment answers

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Tefl assignment answers

At the end is an example plan for this Used to lesson.

Why plan lessons?

Main aim What should the main aim be? Ideally it should come from a course plan which outlines a logical progression of aims for every lesson in a course. The aim might be based on a language point grammatical, lexical or phonologicalor it might be based on a skill reading, writing, listening or speaking.

The key is to think not in terms of what you want to teach, but in terms of what you want your students to be able to do. Subsidiary aims You may also have some secondary aims that you would like to work on.

We also introduce some vocabulary, not just because we need it to understand the text, but because we would like our students to be able to use this vocabulary outside the lesson. Personal aims You might also have something that you want to achieve on a more personal level.

Materials What materials will you need for each of your activities? Anticipated problems and solutions Take a little time to go through the stages of your lesson and anticipate the problems your students may have and what you will do if these problems crop up.

Anticipating the unexpected allows you to, as far as is possible, avoid the danger of being left stranded without an answer. This can help you feel more confident and deliver a more effective lesson. Stages of the lesson Now we come to the lesson itself.

There are four things to consider here: This helps you to know that you have planned a long enough lesson, and during the lesson itself will serve as a self-check to make sure you achieve what you want to achieve.

You could also go back and think about the activities you already have — could you exapnd on them or change them in any way? Stage aims These are the aims of the individual stages of your lesson, as opposed to the main aim of the lesson as a whole. There should be a logical progressions here towards achieving the main aim.

The stages that you include in your lesson will depend, of course, on the type of lesson. We therefore expect to see a stage where the language is presented in some way.

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This could be a situational presentation, a presentation from a text, or one of a number of different techniques to present new language. We also expect to see some practice stages, probably some restricted followed by some freer practice. These stages could be either oral or written.

Finally, we expect to see a production stage or, as we have called it in this lesson, authentic practice. Activity This is what you actually do at each stage of the lesson. Focus This tells you whether the activity is pair-work S-Sgroup work S-S-Sa teacher-led activity during the presentation stage, for example — T-Ss and so on.


This can show you whether or not you have a range of different activity types — is your lesson too teacher-centred? Is every activity pairwork? Have you mixed up the groups for different activities? Students will, during the less restricted practice stage, use the target language with sufficient accuracy for their partner to understand their past habits.

Personal aims Give students more time to discuss in pairs after a listening activity before feedback. Materials Realia — chocolate, cigarettes, coffee, a PC Pictures or short video clips of children playing on swings, dressing up for Halloween, studying at school.

Photocopies of handout for each student. Anticipated problems and solutions Problem: Provide prompts and examples if necessary.

Tefl assignment answers

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Tefl assignment answers

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