Discuss the steps involved in planning a general English language course. In designing a syllabus for a group of Greek learners in a public secondary school what factors would you take into account in its development, how would you go about developing it, what would the nature of this syllabus be and why?
Planning a general English language course can be very interesting as you are creating a teaching strategy that helps not only the students but also you, in a very effective way.
Lesson planning is the first step. It includes data such as content, language learning objectives, instructional approaches and procedures, materials required, and criteria for constructing an assessment for the lesson. It is like a map guiding someone to his / her destination through unknown or known paths and places. Lesson planning is a teacher problem solving activity pursuing the answer to the question OF how to most effectively promote and accomplish intended learning outcomes. It is, then, defined as the in advance study of the teaching process intended to implement curricular objective(s).
In summary, lesson planning is needed for a) giving a sense of direction, b) helping students become aware of the lesson objectives and the learning tasks they are asked to perform, c) managing a classroom, d) helping teachers to solve, in advance, teaching problems, and e) reducing anxiety on the part of students and, especially, the teacher.
Teaching approach is the second step. The five factors, which could be applied in the teaching approach of global English, are presented below:
1. LESSON CLARITY
2. INSTRUCTIONAL VARIETY
3. TEACHER TASK ORIENTATION
4. STUDENT ENGAGEMENT IN THE LEARNING PROCESS
TIME
5. MODERATE TO HIGH STUDENT SUCCESS LEVEL
A full lesson cycle includes three phases of duties on the part of the teacher. The lesson phases
are the following:
(I) Pre teaching phase
(II) Interactive phase.
(III) Post teaching phase.
The interactive phase takes place during the allocated lesson time; the pre teaching phase, usually, takes place before the lesson starts or /and at the beginning of the lesson. The post teaching phase follows the end of the interactive phase and, u...
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...n a routine handout; it's a critical management tool.
REFERENCES
Altman, H.B., & Cashin, W.E. (1992). Writing a syllabus. Exchange, September, unpaginated. Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker Publishing Co., Inc.
The Center for Teaching and Learning. (1991). Teaching at Carolina: A handbook for instructors. Chapel Hill, NC: The University of North Ca Tools for Teaching by Barbara Gross Davis; Publishers: San Francisco, 1993.rolina-Chapel Hill,
Papandreou, A. 2001. Teaching Methodology (Second Edition). Athens: Gregory Publications [in Greek].
Roseshine, B. and Stevens, R. 1986. “Teaching functions”. In M.C. Wittrock (ed.), Handbook of Research on Teaching (Third Edition). New York: Macmillan.
Weeden, P., Winter, J. and Broadfoot, P. 2002. Assessment: What´s in it for schools? London: Routledge / Falmer.
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe and Cambridge University Press, 2001).
. . . and the sites:
http://www.ccri.edu/pers/Adjunct_HB/syllabus.shtml
http://teaching.berkeley.edu/bgd/syllabus.html
Most educators do not make new lesson plans they change ones by adding instructional strategies. The more ways an educator teaches the better off the students are when it comes to learning. Not all students learn by listening to a lecture. There are visual learners, kinesthetic learners (hand-on), and auditory learners. If an educator can reach out using all of these styles most if not every student will learn what is being taught. Intelligence has been separated into different parts; “linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal behaviors” (Hardman, 2011). Knowing this as an educator a lesson plan should incorporate auditory, visual, and kinesthetic learners, thus covering all areas.
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
Novin, A., Arjomand, L. and Jourdan, L. Teaching & Learning, Fall 2003, Volume 18, Number 1, pp. 24-31. Available from : http://www.und.nodak.edu/dept/ehd/journal/Fall2003/novin.pdf [ Accessed 2nd December
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
...), 2012. Principles and Practices of Teaching English as an International language. Bristol: Multilingual Matters.
This is site is a useful resource for teachers needing help with lesson plans. The site offers plans for such subjects as Art, Social Studies, as well as English as a Second Language. It also includes other useful links to "Students with Disabilities," "Icebreakers," and "Tools for your Classes."
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...
Hall, G., Quinn, L., & Gollnick, D. (2008). The Joy of Teaching. Old Tappan, NJ: Pearson Education, Inc.
For lesson planning purposes, what information do you need to know to help give you the greatest impact on instruction?
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide particular learning resources. It is that procedure by which new knowledge is fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. A method of teaching on the other hand is directly related to the presentation of the lesson. The choice of the teaching method depe...
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
Every day, teachers develop lesson plans to evaluate students' work and share outcomes with students, parents and administrators. In the past years, teachers are often expected to create their own lesson plan. This can be difficult to the teachers especially if the teachers have limited background and knowledge on the subject and limited time in making instructional materials. Because of that, the Department of Education implemented the Daily Lesson Log for the teacher. Every teacher tries to plan the content in his/her own styles so that he/she can teach systematically and effectively at the right moment using the Daily Lesson Log. Daily Lesson Log will help the teachers to do the task easily because it is well prepared and ready-made and
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.