Pamplico, South Carolina TESOL Online & Teaching English Jobs
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Here we have various ideas but this has two main ways, the old school and the new school. Experienced teachers have a great advantage compared to the inexperienced teachers. To much planning will hamper the teaching process so flexibility is the key to the process. Rather than being rigid we should allow students to take the lead in the beginning thus setting the pace but eventfully take control as to pace of learning. An in experienced teacher will need to follow some set sequence . This has to be applied to both experienced and inexperienced teachers. As inexperienced teachers problems will arise which they will need direction on thus the need for Lesson Planning
Areas it cover
1.)Creates a logical sequence for the lesson and its a structure where we can work from
we could jump from one topic to another and we could confuse the students
2.)Its a working document
We can refer it when we need to for information
3.)It creates a record of what has been taught.
Shows what has been covered in the syllabus
4.)Can be used for covering in case of sickness or emergencies
It can be used by a substitute teacher to keep with the pace of teaching and making
sure that nothing has been left out from the syllabus.
A.) How should a lesson plan be written down?
?Basic principles of lesson planning are:
?Keep it simple. You may need to refer to it during a lesson.
?Do not try to script the lesson.
?Structure it and maintain the same structure.
?Write the anticipated time for each activity in the margin.
?Check for balance of skills. Try to make sure activities fit together to give the lesson a
?Keep it flexible and open to adaptation.
Lesson plan format
A)General information about the class
B)What we should cover during the lesson
Below is a sample format of a lesson plan:
Teacher Date Class Level
Class Room No Expected No
B.) Being Organised
?Before you start the lesson there are a number of practical things you can do to make
sure your lesson goes smoothly.
?Check that you have your lesson plan.
?Run through your lesson plan and make sure you have all the necessary aids and materials
?Check that the equipment works!
?Lay out materials and aids so that you can easily find them.
?Arrange the seating as desired.
?Make sure that the board is clean.
?Be ready to chat to the students as they come into class. This will help break the ice
?students and get them in the mood to learn.
Procedure Format Time Frame 45 mins
Procedure Phase Timing Interaction
Example Engage 5 min T – S
Question Straight arrow method S – T
What are you doing now? S - T
Explanation: to generate verb agreement
give examples of sentences.
I am setting / I am listening to you
Give examples She is Listening to you
He is listening to you
They are setting
Procedure Phase Timing Interaction
Board work Study 10 min S - T
Show Structure of Present Continuous Tense
e.g. I ,you, he, she, he, they - subject
Are , am -verb
Setting / Listening - verb ending in ING
Subject + verb be + Verb + ING Study 10 min
This then shows Structure of the sentence
Study 1 Matching
Study 2 Gap – fill
Study 3 Unscramble
Activate Stage Activate 20 min S – S
Give activity pictures e.g. walking ,
talking, playing football.
Give students a questionnaire
What is your name
What are you doing
Answers T - S
My name is Mike
I am playing football, I am cooking,
Feed back results to entire class and
discuss the above points.
Process of the study phase.
D:Demonstration of the process of the activity here do not demonstrate the process but show
action and write on the board
E:Elicit the correct answer
GO:Give out the material
This works very well and student’s get on working while teachers can do something else
Monitor the students
1.)Go around the class but at a distance not do interrupt the activity and stop students
from working make small notes in case of mistakes.
2.)Progress see how they are getting on and at which stage they are at this becomes
Important when it comes to feed back stage.
3.)Common errors walking around you will pick up what is being said or written, leave the
mistakes until the feed back stage.
At this point close the activity and make sure students are still not carrying on so you have he full attention of the class.
At this time correct the students and explain where the mistakes are .
Methods of corrections
1. Self correction is best but teacher can help by gestures sometimes.
2. Peer correction. This helps the whole class but in case this does not work .
3. Teacher correction
Planning the sequence of lessons
Goals: Examinations / Syllabus / And the route to be followed for the final goal.
Flexible: During the course some students come up with difficulties how these are overcome is maybe
arranging extra time or classes. Here we might also adjust the sequencing .
Variety: This cover productive skills and receptive skills. Thus all elements of speaking ,writing,
reading, listening are covered