Lesson Planning - Part 6 - Lesson Plan Example - Study Phase


The first part of my study phase is going to be the board work and I'm going to use the information that I generated in the elicitation part of my engage phase to move on to the actual board work. What I'm going to do is to show the structure of this particular tense. So, the phase study I'm expecting to take about ten minutes on this particular part and, again, the interaction will mainly be the students talking to me. So, how am I going to achieve that with this information? Well, we could ask the students to have a look at the sentences themselves and to tell us what they can see. If we look at each of the first words in here, then at this level, I should hopefully be able to elicit from my students what each of these words have in common and they may well give an answer that each of those words is actually a subject. What I can then do is to elicit those subjects that are not already here, for example "we" and "it" and those subjects are followed by this second word "am," "is" and "are" and we should be able to elicit from our students that each of those words have something in common in the English language, which are now each of the "be". Finally, we can look at the third word in each of these and find out what they have got in common and the most obvious thing that they have in common, despite some spelling changes, is that they end up with "-ing". The thing that goes before those "-ing" is some form of verb, to sit, to listen, and so on and so forth. So, the third word is the verb plus "-ing". So, in this way, I'm showing the structure of the present continuous tense in the form of this model subject plus verb "be" plus the verbs "-ing".

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

The unit was helpful addressing some issues one may come across during their first class. For instance, teaching a large class is different from a large. We have to know how to handle different english levels of students and how to focus on all of them. Since it is a big class it is difficult to focus on each individual. However, doing pairwork can help address this problem, another thing we can do is create pairs of students with one student being the 'expert' and the other, the 'beginner' meaning they need help with that specific lesson.