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reflection about Lesson Planning
reflection about Lesson Planning
lesson planning importance
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Lesson planning is an important component of teaching English language because a good teacher must make a lesson plan in order to achieve the objectives of a lesson. This term, I had a chance to observe grade 6 students.The classroom was composed of 31 students. All of them were native speakers of Turkish and their English proficiency level is elementary. In the lesson which I attended, the teacher taught simple present tense. So,the main objective of this lesson was to make the students use the simple present tense. To do this,the teacher made a detailed lesson plan and she divided the lesson into the stages. In this paper, I am going to mention how she taught the simple present tense and whether it was an effective lesson or not.
First of all, as a warm up activity, the teacher made a revision about the action verbs that students were taught in the previous lesson. She asked them the meaning of the some action verbs in Turkish . In this part of the lesson, the problem was that she often spoke them in Turkish and students spoke in their native language, too. I think, she could use her body language, gestures, materials instead of speaking in Turkish.For example, it would be better, if she used a flash card that show an action verb like, having a breakfast. If I were her, I would showed them some flash cards and I
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In short, the theacher used deductive way of teaching. The good thing was that she did not give the all rules for simple present tense. I think, it was good because if she gave all of them, it would be difficult for students. However, I am not in favor of giving grammar rules. According to me, inductive way of teaching grammar is more effective than the deductive one because the students discover the rules themselves and they involve in the target language
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
One of the most important skills that second language learners are required to develop is writing. A student when learning a language apart from the L1 needs to be able to write in that particular language. Therefore it is crucial that the teacher will establish the main elements of the writing. Second language learners need to understand an amount of grammar and vocabulary before learning to write but once they have grasped them, teaching can begin. The teacher’s role is to provide the students with all the properties needed in order to write. However, the different approaches to teach second language writing have developed and increased drastically over the past years. There are four major approaches: the product, the process, the ‘post-process’, and genre approach. In this essay, I will develop a writing lesson consulting published materials using two of the above approaches: the product and process approach. As part of the writing lesson I will be explaining the approaches used, why I chose these particular ones and the teaching context.
Sekelj and Rigo (2011) stated that there are three phases of learning the English language. The first phase is the pupils of Year 1 to Year 4, where in this phase, pupils are preferably do a lot of mechanical drilling and practicing some patterns of grammatical features which occur in the context of dialogue that are related to their real-life without any metalinguistic explanation in order to allow them to participate orally and physically as much as possible in dialogues, role playing and dramatizing. It is because, in this stage, it is important to make them conscious of their progress and increasing their motivation to use the language. Teacher should use a variety of activities to teach grammar such as by using songs, riddles, games and stories because it could be very helpful and an efficient ways in teaching grammar as what had suggested by Long (2000) where this FonF approach is effective because it is learner-centered and tune to the learners’ internal syllabus. According to Sekelj and Rigo (2011), Vilke (1977) said that, at the early age, the unconscious acquisition process is superior to the learning one due to the child’s cognitive development. Next, the second phase is Year 5 to Year 6 where in this stage, grammar start to be taught explicitly but with simple and clear explanation and awareness of accuracy of grammar structure should be
In the previous, I don’t pay attention to an English subject as I should. Because at that time, I just think that if I didn’t go abroad, basic English skill is enough for me. Therefore, my English skills are weaker than another friend. Currently, I just notice that I should develop my English skill because I must use it in daily life but, at the beginning it quite difficult to start learning. However, on this day technology take part in our life and can cause many benefits including it can reduce the difficulty of learning the English language until I have better English skill. In this essay, I will share an idea that helps to improve an English skill by Following the 4 main steps that are Prepare, Predict,
After the teacher is reassured that the students are familiar with direct questions, the presentation of a new grammar can start. The teacher tells the student the aim of the lesson.
Planning lessons for teachers can be crucial. There always has to be time set aside to plan things out. A lesson can’t be taught successfully without earlier preparation. It’s like walking into a negative situation blind. There are always some steps before teaching the students the lesson. This where unit plans come into play. They help to prepare the teacher to effectively teach the lesson to where students understand and obtain the information that is being provided. They also help to keep track of what did and didn’t work for that specific lesson. This allows room for changes and improvements. Time management is a big role in this unit plan. The time allotted for the lesson has to be precise so teachers know how much time needs to be spent on that one lesson. That alone is important because not having time limits will interfere with the other units that will be taught during the school year. The unit plans help make things go smooth.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
Grammar is introduced with the use of dialogues which students imitate and repeat. The students induce grammar from the examples and explicit instruction is avoided. Techniques such as dialogue memorization, repetition, backward build-up, chain, substitution, single/ multiple slot substitution drills are mainly used. Students are imitators of the teacher and try to respond to the teacher’s directions as accurately as
In the present scenario, most of the teachers are giving importance only to the Task Based approach, completely neglecting grammar i.e traditional approach. Even if the teachers try to teach grammar, students show little attention on grammar. But without grammar, there is no possibility of good communication. This article shows how the students can be given Task Based Lessons without neglecting grammar and vocabulary.
In learning language, there are five important components in learning include a teacher, students, materials, teaching methods and evaluation. A teacher plays role as the sender of knowledge or information, learners play role as a receiver of knowledge from the sender, material is the knowledge will be transferred to the learners, teaching method is teacher’s management strategy in delivering the idea, the general principles or pedagogy teacher applies in teaching while the evaluation is the activity to collect the data then make it getting
Soon Grammar-translation was challenged with the rise of Audio-lingualism whereby this method was viewed “as the first ‘scientific’ language teaching methodology” (Knight, 2001). This method, as much as Grammar-translation, focused on grammar of the target language through teachers’ drilling. It stood on the principle of behaviourist theory which proposes learners to receive a stimulus (input of the target language), respond towards it (by uttering the target language correctly) and have reinforcement upon the correct responses (Skinner, 1957). Audio-lingualism does not tolerate any error and drilling as well as repetition is fundamental in cultivating a language learning ‘habi...
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of
The teacher first gives the grammar rules and vocabulary of the language. Then, the learners need complete tasks to practice those rules and vocabulary in activities.The