Do you want to be TEFL or TESOL-certified in Pennsylvania? Are you interested in teaching English in Plum, Pennsylvania? Check out our opportunities in Plum, Become certified to Teach English as a Foreign Language and start teaching English in your community or abroad! Teflonline.net offers a wide variety of Online TESOL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language. Here Below you can check out the feedback (for one of our units) of one of the 16.000 students that last year took an online course with ITTT!
The biggest lesson I learned after viewing each of the videos in unit 6, was the impact my attitude and style have on student learning. In other words, if I am not clear in my instruction, slow down my speech, come in with a positive attitude, if I don't maintain eye contact with my students, and don't start with some sort of engage activity, I am likely to lose my students. This could result in confusion and an inability for them to meet class objectives, and I believe this is a reflection on my teaching abilities; These small gestures and skills on my part make a huge difference in being able to make my lessons ones that are student-centered verses teacher-centered.
I really enjoyed listening and witnessing what a healthy lesson plan looks like in the second video. My understanding is that he used a patchwork lesson plan. I'd like to describe this so I can understand the process he used better. I'd also like to get some feedback from TEFL on any misunderstandings I may have about a patchwork lesson plan.
The teacher began with an engage 1 activity where he verbally and visually had students learn his name; he wrote his name on the board for all to see and had them repeat it back. He then learned each of the students' names and greeted them one by one.
Next, he facilitated a study 1 phase with board work constituting a gap-fill exercise, then an engage 2 exercise by pulling out VISUALS and real OBJECTS like plates and pictures. He also DEMONSTRATED walking away in a restaurant verses paying for the meal to elicit the target language "You have to" and "you don't have" (pay for the meal).
Then, he went back to a study 2 phase: board work pulling out a visual of people in shorts and then drilling pronunciation of the target language like "You can" and "you can't", using a gap-fill exercise again.
He then uses a diagram on the board to reiterate the "have to", "has to", "you can" and "you can't" target language which is, I believe, an engage 3 phase (correct me if I'm wrong here).
Next he, for a final study 3 phase, uses another diagram on the board and fill in the gap exercise to warm them up for the worksheet. He does a great job of using examples on the board and making sure students understand what they'll do on the worksheet before passing it out. He also reviews and asks for feedback on this worksheet and all worksheets involved in the lesson plan.
Finally, he facilitates the activate stage, not before eliciting answers on the BINGO worksheet to check for understanding. For this activate stage, he uses a mill drill exercise where students mill around the room interacting with other students to find correct answers using the target language "can, can't have to, don't have to, doesn't have to, has to," etc. Whomever gets "BINGO" first, wins! He selects individual students to analyze and give answers to the BINGO worksheet until everyone has had a chance to share.
What a great lesson plan and learning experience this was for me!! I can surely use this in an actual lesson plan with my own students!! Thank you very much for such great examples!
