[ITTT TESOL] TESOL 수료증 교육작업자료 - WORKSHEET – UNIT 5

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

 

 

WORKSHEET – UNIT 5

 

Task 1 – Why do teachers plan their lessons? Why is planning important?

 

Lesson planning is important for inexperienced and experienced teachers. Especially, a new teacher, who needs to advise a formal lesson plan because it is difficult for a first teacher to remember everything. Lesson plans can give direction and allow a teacher to follow steps.

  A lesson plan can be supportive information about what the students achieve and get at the end of the lesson, and it assists you to carry on and gives you something to mention during the lesson. In addition, a lesson plan can be recorded as evidence of what has been done and which materials have been used, or if you cannot teach, it will help another teacher to cover your classes.

 

 

Task 2 – *** Choose 1 ***

Using the blank lesson plan that you should have received, plan a straight arrow ESA lesson from the materials towards the end of unit 5 (Unit 5, task 2 materials).  The materials are entitled Where have you been.

or

Using the second blank lesson plan that you should have received, plan a patchwork style ESA lesson using the materials at the end of unit 5 (Unit 5, task 3 materials).  The materials are entitled Possibilities.

 

 

Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.

 

Teacher:    Eunsil Choi			Room:                     A
Observer:       n/a			Expected numbers: 10
Date & Time:  14th Apr 2014  10:00~10:35 am	Class level:  Elementary.
Context: Revision of country vocab and new expressions about the present perfect simple.
Teaching aids:  flash cards, worksheets, big map, projector work cards.
Learner objectives: For the students to be able to accurately use the present perfect simple about experiences.	Personal aims: To say instructions clearly.
Anticipated problems for students: The students do not know the past participle well.	Solution: T gives Ss hints.
Anticipated problems for teacher: Students are not interested in an activity	Solution: T gives Ss the ability to use language in real life in the engage stage.
Procedure		Phase		Timing	Interaction
T puts the world map on the board and gives Ss names of countries. T asks Ss to match them.		Engage		5mins	T-S
T asks Ss to check countries using the pen. e.g. Where have you been? T mentions the necessity for the vocab in real life.				3mins	T-S
T elicits the past participle from Ss. T shows example e.g. eat = eaten T gives the handout about the past participle questions on page 13. T asks Ss to check answers in 2mins. T drills the past participle pronunciation on page 13.		Study		5mins	T-S
T elicits the present perfect simple from Ss. T introduces the topic and write down e.g. have you been to Japan?       Yes. I have/ No. I have not T drills sentences Q&A by 3 by 3 drilling.				7mins	T-S
T gives Ss a separated sentences worksheet to match complete sentences. e.g. 1. Have you ever shared -------your food with a pet?        2. Have you ever been ---------to Japan? T monitors Ss and gives Ss feedback.				7mins	T-S
T gives Ss the handout exercises B on page 13 T asks Ss to check answers on page in 2mins. T monitors Ss and takes notes of their mistakes. T gives Ss feedback from the above activity.				5mins	T-S
T pairs Ss and gives them the worksheet questions on page 10. T asks Ss to complete answers in 2mins. T lets Ss talk to each other without the worksheet. T monitors Ss while they are talking.		Activate		6mins	S-S
T gives Ss homework and marks off Ss progress diaries.				2mins	T-S