This is also the part where you use comprehensible input — teaching students just above their level that ensures they get the most out of the lesson. In the presentation part of the lesson, you will dive into any and all strategies that will allow your students at different levels to understand what you are teaching them.
It is very important for the students to practice. But before they practice on their own, it is just as important for you to clearly demonstrate what and how you want them to practice. A simple formula of I do — you do — we do will help students of all ages understand what your expectations for practice are.
For example, if you want them to practice speaking in pairs, you should first demonstrate with a student volunteer how you would like them to proceed and what you will be looking for in their interaction. If you want your students to do a simple worksheet, make sure you go over instructions with your students and check for understanding before they begin the exercise.
First, it is great listening practice. Second, you will get the most accurate picture of how well your students have grasped the material and whether you need additional practice or additional information in your presentation section. Before letting the students leave, have them reflect on what they had learned.
Any activity that allows the students to review the key concepts and vocabulary will serve as a review of a lesson and will allow you to continue planning. Although not all activities may readily lend themselves to an extension of a lesson, it is good to have because it allows the students to tap into their higher order thinking skills.
Yes, I eat toast with jam every morning. This activity is to encourage conversation between your students. Longer answers are to be praised. You can encourage students to follow up on these questions by asking Why? If you still have time , you can encourage students to play a game related to the class. This would also be an excellent chance to do some free practice or conversation.
Again, you could utilize the flashcards. Encourage students to make full sentences with the object shown on the flashcard and award points in two teams. Think of this lesson plan as a template that can be tweaked depending on the specific topic your class is working on. For example, if your class is studying the past tense rather than the present simple, you can ask different questions like What did you eat for breakfast yesterday? Or, you can use all the activities as listed but substitute out the video to cover a different set of vocabulary words, such as animal words , sports words or clothing words.
For this reason, it would suit an intermediate to upper-level class of young adult or adult learners. If you need to adjust for different learning levels in the classroom, you can turn on subtitles. Are you an introvert or an extrovert? Tell us a story that highlights this! Students will be encouraged to discuss these questions in pairs or small groups. Give students a hand-out with the following instructions and questions.
Then, play the video twice—once for general comprehension, and once for answering questions. Choose the best meaning in bold from the recording. Use the context of the video to help you. These are common phrases and phrasal verbs. Put students in pairs to discuss their takeaways from the video. They can answer questions like:. Do you think that being an introvert or extrovert is genetic? Why or why not? As a follow-up, you can ask students if they agree with the findings of the quiz. If your class is set up on FluentU , you can send students away with the link to the video so that they can watch again and practice on their own time using the built-in comprehension quiz and learn mode.
It encourages the students to examine a video at different levels while discussing key lessons and concepts. You can also encourage note-taking as there will be some questions specifically related to the content of the video. These questions can be asked in pairs or as a whole group, depending on class size.
Have you ever been involved in an incredibly enriching conversation? Tell us about it! Have you ever been involved in a very poor conversation? What makes a conversation pointless? Show your students the video, and then ask them some general questions about the topic at hand.
Show the video again, and then ask more detailed comprehension questions. What does she mean? What are the causes of this? What do you think conversational competence means? Can you define it?
Or what do you imagine it is? What advice would you have for someone who wants to improve their conversation skills? Introduce yourself to your new neighbors and have a good conversation with them, following the tips in the video.
This article was originally published on December 19, and was last updated on February 12, A level 5, initial teacher training qualification for new and experienced teachers, enabling you to teach English anywhere in the world. A level 6, online professional development course for working teachers, helping them hone their skills through online activities, reflective tasks and collaboration with teachers around the world.
Take your first steps towards becoming a well-rounded ESOL professional. Download the application form NOW! It is a matter of discretion for individual employers to recognize any qualification to which this course may lead. Copyright Top tips on how to plan an effective ESL lesson from teachers. Also read: Tips and ideas to keep your young ESL learners engaged Tips and guidance: Lesson planning can be daunting and time-consuming, especially when you are just starting on your teaching journey.
We would suggest considering these factors before diving in: What are you hoping for students to achieve by the end of the class? Having a clear final objective means you know what to work towards. Have you considered the aim of the lesson in relation to what the students already know? Being aware of their prior knowledge and what they have studied previously is very helpful when planning, especially with new classes.
Are you focussing on a specific skill or a range of skills? Will your plan include speaking, listening, reading or writing tasks? Knowing what you want to include and what your class needs to focus on before you start planning is crucial. Does your lesson plan include approximate timings? You did really good work. I really appreciate your new and different post.
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