Tesol_Lesson_Planning_Writing_Objectives_Assessment

2 The teaching – learning process provides subject matter, teaching methodology and learning materials which are tools for bringing about the desired learning outcome. The learning experience gives the student access to new language and the opportunity to practice that language with the support of teacher and peers in the classroom environment. The long term goal of which is to successfully master the use of the English language and have the confidence to use the newly acquired language in real life situations outside of the classroom. 3 General objectives. General objectives are written to consider the requirements of the student after carrying out a needs analysis. General objectives set reasonable and achievable targets for an appropriate learning outcome. The general objective provides direction without being restrictive. They usually cover the four language skills. Specific objectives General objectives can be broken down/subdivided into more manageable and measurable “specific objectives “. Language skills can be specified integratively. They take into account the course length and provide direction and instruction for each learning session, indicating an appropriate learning outcome for each lesson. 4 The taxonomy of course design and planning begins with aims.An aim is a broad termed learning outcome, it is a brief course overview which considers the need of the student. The aim has no precise specification of learner achievement. There is no indication of performance level and no statement of condition. A general ojective goes into more detail and reflects the need of the student. It takes into account the time available and the needs of the student, providing a more detailed overview of the course. General objectives are subdivided into more manageable specific objectives. They contain precise statements of expected learning outcomes and frequently indicate level of performance.They provide direction and instruction for the lesson which can in turn be broken down yet further into instructional objective . The instructional objective provides the actual lesson sequence, and the response required of the student by the end of the period of instruction. This gives a means by which to assess the performance and progress of the student. 5 1 lesson objective 2general objective 3 aim 4 specific objective 5 lesson objective 6 general ob. 6 Course instructional objective At the close of the course learners will be able to demonstrate through listening, speaking and written activities an ability to respond correctly and appropriately with the use o functional English. They will be able to apply intonation patterns, use linking words and be able to use correct word order, form questions, and construct positive and negative responses. They will be able to recognize and use correctly topic specific vocabulary. They will be able to use simple prepositions, adjectives adverbs and conditional clauses. They will understand the application of a variety of tenses, specifically present simple,, present continuous, past simple, past continuous, future( + going to/ + will) course aim . To improve students’ skills in reading writing listening and verbal communication over a range of everyday topics, enabling them to socially interact with confidence. Course general objective . By the close of the course learners should be able to handle written and spoken text related to everyday topics. They will be familiar with basic range of functional and structural English which they will be able to use confidently and appropriately. Course specific objectives Learners will focus on grammar, vocabulary, skills work (reading writing, speaking, listening) and everyday English. They will be able to handle relevant structural and functional language and register appropriate to everyday survival skills plus work related, family and social situations Instuctional/lesson objective By the close of this period of instruction the students will be able to identify subject pronouns and possessive adjectives. They will be able to locate both in a piece of text and distinguish between them by highlighting them in different colours. 1 Lockstep is a controlled activity where the whole group works together with the teacher acting as the controller and assessor. The students are all “locked in”/ working at the same pace. The class uses the teacher’s language model to produce accurate choral reproduction and repetition of language and intonation. Advantages of lockstep are – the students are being closely controlled and therefore are concentrating on the task in hand, working as a group they are able to check answers and listen to each other’s feedback. – Students are getting a good language model from the teacher and are all able to listen carefully in the controlled environment. Disadvantages of lockstep are - Each student has little chance to interact and practice or talk at all. They are locked into a teacher controlled drill which limits the their use of the language they are learning. - Students who are shy or nervous will find the activity quite stressful as they are having to speak out in front of the whole class, if a student feels anxiety they are not wholly receptive to learning. An ironic remark can be amusing, a sarcastic one is more insulting: SARCASM: In sarcasm ridicule or mockery are used to convey insults or scorn intended to wound. A cutting remark is made in spite. An example of sarcasm could be “Oh nice aftershave, what did you do' bathe in it'” A sarcastic remark is often rhetorical, the tone of voice is important in delivering the comment. IRONY: Irony is used to convey a meaning that is the contradiction of its literal meaning, one thing is said and its opposite implied. It is often used humorously for example ; we could say “beautiful weather isn’t it” when it is raining employing such contrasts for humorous or rhetorical effect b) “You must be joking” is said in answer to something that someone has said, meaning that you do not believe they said it seriously, or you think it is a ridiculous thing to say: for example “You've got to be joking if you think I'm going to stand in the rain waiting for you !” A softener is used to modify a sentence to make it less direct and seem more polite. A sentence can be softened by using words such as; just, only, a bit, perhaps, in a way or seem. The use of “softened” English is thought to promote successful spoken interaction. Examples of sentences using English softeners: “you should….” = "Don't you think you should..." or "Do you think you ought to..  “You are in a bad mood” =“you seem like you’re in a bad mood” or “you are in a bit of a bad mood” “That’s more than we want to spend “ =“ that may be more than we are able to spend” or “ that’s a little more than we want to spend” ^they are not interested” = “they don’t seem interested” or “perhaps they are not interested” “You are wrong” = “ you are not quite right” “You are late” =“you are a bit late” or “you are a little late” 4 a) The term “jungle path” describes a lesson where the teacher has no real idea of what they are going to do. There is no pre-arranged lesson plan and the teacher adopts a “make it up as we go along” adventure into language, often using student response as a basis for the lesson content. b) l c) 12 lines The problems with this approach are that these types of lesson can often run the risk of being disorganized with no distinct aim. If the teacher does not have well defined objectives then the evolution of the lesson will not progress, there will be no expected learning outcome hence learning outcomes cannot be tested. The teacher will not have resources such as student materials or teaching aids to hand also no prepared reading or writing material prepared for use as homework. If the teacher is reliant upon students to inspire an instant lesson activity then he/she runs the risk of the students being unresponsive which will result in nothing being achieved during the period of instruction, no time plan means that the lesson can come to an abrupt end. The teacher without a lesson plan will have no record of what the class has done and could easily lose track of course structure and objectives. 5 A1) Organisation. When students are engaged with their work and on task, they are unlikely to behave disruptively. Students left unattended without work will soon become bored. If students are of mixed ability or work at different rates then they are likely to finish the work set at different times. It is essential to plan differentiated work and/or extension activities to keep the students on task and avoid boredom. If the teacher is disorganized and not prepared for lessons then students will again quickly become disengaged and bored and more likely to be disruptive. The teacher needs to demonstrate that he/she is in control A2) Work appropriate to ability. If a student is set appropriate work that is not too difficult but also presents a challenge then they are able to achieve and have a sense of self esteem. The teacher should be encouraging and praise students for good work to encourage good behaviour A3) Environment condusive to learning. The teacher should provide a tidy and organized environment. The room should be clean and bright with good examples of student’s work displayed- gives value to the work and raises self esteem. Students will get the sense that the teacher is disciplined and well organized – lead by example A4) Classroom Rules. Students need clear boundaries as far as what is acceptable and unacceptable in class. A good activity for students would be to discuss and agree their own code of conduct. If the students have had an input they will take ownership of the code and are more likely to abide by it. B1) Peer pressure The behaviour of a student is often influenced by that of their peers in an attempt to “fit in”. Disruptive conduct should not be ignored. The behaviour should be acted upon immediately as the longer it continues for the more difficult it will be to deal with. B2) Code of Conduct. The Code of Conduct will only be effective if staff and management strive to show a unified front and support each other in reinforcing discipline. If poor behaviour persists the student must be aware that they will face consequences as set out in the school Code of Conduct. code of conduct Pupils have the responsibility to: • Respect other people, their culture and religion. • Complete homework to the best of your ability • Bring the necessary equipment and books for lessons. • Keep your classroom tidy • Show self-respect by maintaining high standards of, punctuality and attendance • Maintain an orderly atmosphere in the classroom and around the school. Pupils have the right to expect: • Respect for themselves • Freedom from bullying of any kind. • A clean and pleasant working environment. • Work appropriate to their ability and needs. • Regular feedback on their progress and recognition and encouragement for achievement and success • To have their attendance and punctuality monitored • Appropriate sanctions for those who refuse to follow the code of conduct