teaching practice handbook 2009

8/20/2019 Teaching Practice Handbook 2009

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A guide to Teaching Practice gradingPlease read carefully

You are required to teach a total of 6 assessed hours, working with adult learners attwo or three different levels.

By the end of the 6 hours of assessed Teaching Practice, successful PASS LEVELcandidates can convincingly and consistently prepare and plan for the effective

teaching of adult ES! learners "#$ criteria% and de&onstrate professionalco&petence as teachers "'( criteria%. The full list of criteria can )e found in the

*E!T+- as well as the Sylla)us and +ssess&ent *riteria /and)ook0

+s you can see, there is a lot you need to de&onstrate you can do to achieve a

P+SS1 1 1 1These are the criteria your tutor will refer to in order to grade the individual lesson,

and at the end of the course, to give you an overall grade.2t is o)viously unrealistic and unfair to consider all of the a)ove criteria for every

lesson, particularly at the very early stages of the course. 3on4t worry, we have)roken the criteria into B!*5S #, ' and . 7ead on8..

That is why lessons are graded FOR THIS STAGE OF THE CORSE

Possi!legrades

Inter"retation

ATSTA#$AR$

You have de&onstrated successful achieve&ent of all or &ost of theTeaching Practice criteria s"ecified for THIS STAGE OF THE

CORSE%

A&OVE

STA#$AR$

You have de&onstrated successful achieve&ent of all or &ost of the

Teaching Practice criteria s"ecified for THIS STAGE OF THECORSE at a significantly higher standard than that re'uired%

&ELO(STA#$AR$

Your teaching reveals so&e funda&ental pro)le& area"s% which willneed real attention. Your tutor will specify what these are and

suggest ways of overco&ing the&.

3on4t worry if you get an occasional Below Standard. 9ake sure you can see why

your lesson was not at standard and try to take your tutor4s co&&ents on )oard. :eall have off;days111

+lso, don4t )e te&pted to think that once you get an < a)ove Standard = that you

will get these for the rest of the course, and that any su)sequent < at standard = isa sign that you4re flagging > !essons are graded individually according to the criteria

FOR THE STAGE OF THE CORSE%+ word of advice> resist the te&ptation of co&paring yourself to others and worrying

unduly a)out your final grade. 3o your )est, and we4ll do our )est to guide you

towards )eing an effective teacher.

? TeacherTraining.it. *E!T+ Teaching Practice /and)ook '@@A 1


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Teaching Practice &loc) T0o */iddle , hours of teaching2a""ro3i/ately-

3uring this )lock, you &ay still )e consolidating the criteria fro& the last )lock, )utyou tutors will gradually incorporate &ore critera to include a nu&)er of aspects

related to planning and teaching language and skills lessons.2n ter&s of planning your lessons, you will )e producing plans for every lesson youteach, including ai&s, stages, anticipated pro)le&s and your personal develop&ent

ai&s.

3uring this stage you will still )e given plenty of guidance and you are encouraged toseek the tutor4s advice whenever you are in dou)t.

D7 +!! !ESSF TYPES

9ake sure the topic, su)Gect or language point you )ring to class is so&ethingthe students actually need andor are interested in. Think of their level,)ackgrounds, ages, etc

#aand#c

+t the planning stage, think a)out including in your lesson a variety ofappropriate tasks, &aterials and teaching aids to &ake the lesson interestingand useful for students.

$c

3on4t forget to consult your TP group &e&)ers at the planning stage. Begenerous with your suggestions. Be co;operative.

$&

Hse )oard, cassette recorder, /P, )ooks, dictionaries, photocopies as effectiveaids to your teaching. Think a)out whether you really need the&, and if you do,how )est to use the& to help the students.

-e

7e&e&)er to give students answers to activities, and use a variety of &eans togive answers "not Gust going through the answers with the whole class%. Praisestudents for good work.

-h

:hilst students are working on a task, &onitor the& so you know how well andhow &uch they4re doing, and can &ake infor&ed decisions as to what to do atthe end of the task

-G

Hse ti&e li&its and enthusias& to inGect pace into activities when appropriate.3on4t )e afraid of quiet and slower &o&ents, as they too are necessary. Co forvariety

-i

7E*EPT2IE S52!!S !ESSFS

+i& to develop students receptive skills, not test the&. 2nclude tasks to developlistening reading for gist, specific infor&ation, detailed infor&ation and inferring&eaning as appropriate.

a

Set &anagea)le tasks to help develop reading or listening skills a

Cive students ti&e to understand the task, set a realistic ti&e li&it and allowstudents to check answers in pairs after each reading listening

a

!+FCH+CE D*HS !ESSFS J P7ESEFT+T2F +F3 P7+*T2*E

9ake sure the language is set in a realistic, clear and interesting conteKt 'c

9ake sure your &odels of new language "i.e. how you say the target language%are accurate and appropriate " i.e. error;free and natural, not contrived%

'd

Elicit as &uch as possi)le "as opposed to telling or lecturing students%, askquestions to check &eaning "as opposed to eKplaining &eaning%

-g

9ake sure students actually get to practice new language, for accuracy or fluencyas appropriate. :here possi)le, give students a range of suita)le activities which

will allow the& to practice appropriately

'g



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P73H*T2IE S52!!S !ESSF J SPE+52FC 7 :72T2FC

Set interesting and sti&ulating tasks that will &ake students have so&ething tosay or write

)

3on4t )utt in with co&&ents or corrections, as this ha&pers fluency. +llow

students ti&e and space to develop fluency

)

+llow preparation ti&e and provide clear guidelines as well as a sense ofaudience to help our students develop writing skills

c

Start to sensitively correct errors on the spot during accuracy activities and at theend of the activity during fluency activities

')

Teaching Practice &loc) Three

*last 4 or + lessons-

+t this stage of the course, all criteria are in place. The last criteria to )e introduced

are )igger picture0 issues such as considering the outco&e and the pro)le&s you&ay encounter during the lesson, as well as strategies you can adopt to respond to

situations as they arise in class. You &ay well )e working on criteria fro& previous)locks to i&prove or consolidate your teaching, and that4s fine.

You will )e eKpected to )e &ostly autono&ous in ter&s of planning your lesson, and

to seek the advice of your teaching practice group if you have any dou)ts. /owever,

your tutors will )e there to help if you need it.

2f a lesson doesn4t go quite as well as you4d planned, &ake sure you write that inyour self;assess&ent> you can4t turn )ack the clock )ut you can de&onstrate to

yourself and to your tutor that you know what didn4t go well, why and what you will would do neKt ti&e. This is a very i&portant part of your develop&ent as a teacher.



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Observation Tasks:

From pages 5 to 14 you will fnd a range o Observation Tasks or dierent lessontypes and stages o the course

These serve ! important purposes"

a# They are a guide to what to look out for whilst your peers are teaching $everyone completes the observation tasks% the eedback session ollowing Teaching&ractice will be much more ocused $t is incredible how 'uickly you orget detailsrom the lessons you observe unless you make notes

b# They are extremely valuable when you are planning your lessons (akesure you reer to the appropriate observation task when planning your lessons%because the very 'uestions that are asked on the observation tasks are preciselywhat your tutors and peers will be looking or

These tasks are not assessed so you don)t need to fle them anywhere

Please do not photocopy thetasks *eer to them and make noteson separate blank sheets o paper +an

you imagine how many photocopieswould be needed i each o you madea copy o a task or every single lessonyou observed,,,,,



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While your peers teach look out for these things and make some notes on a separate sheet of paper

Rapport• How did they establish rapport?

• Did they use the learner’s names appropriately?

• Did they make good use of eye-contact?

Teacher Talking Time, grading language• Note examples of excessive TTT but also of concise and helpful TTT

• Note any examples of poorly graded language and language that was appropriately graded

Instructions: giving and checking• Note any unclear instructions! and note examples of clear instructions

• "ere instructions checked? How?

Classroom management• "as the furniture laid-out to suit the activity?

• "hat interaction patterns were used? "ere they appropriate?

• How were late-comers integrated?

Teacher role• Did the teacher get the whole class’ attention when necessary? How?

• Did the teacher let the learners get on with tasks? Did s#he monitor or intervene?

$esson type % &eading

Not all of the things below need to be part of a reading lesson They are here to help you think about whatyou are watching "hile you observe your peer teach this kind of lesson! make some notes on a separate

sheet of paper

Staging %

"hich of these stages can you identify? 'ake notes on what was done at each stage and any problems that arose

• $ead-in (setting a context)

• *re-reading! eg raising interest! expectations! prediction

• &eading + "ere the tasks clear! appropriate? Did ,tudents know why they were reading for each task? "ere

time limits set? Did students get opportunities to check answers in pairs#small groups after each reading?

• *ost reading - Text exploitation + how was this done?

Learner involvement :•

omment on the degree of learner interest! motivation and involvement for each stage



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Student centredness :

• "ere the learners given ade.uate time # space to complete the tasks?

• "as there time for paired feedback?

• "as there any unnecessary TTT?

• Did the teacher monitor whilst students compared answers? "as there evidence of this?

Postreading response to the te!t :

• Did the extension activity follow on logically from the text?

• "as there ade.uate time for it?

$esson type % $istening

Fot all of the things )elow need to )e part of a listening lesson. They are here to help you think a)out

what you are watching. "hile you observe your peer teach this kind opf lesson! make some notes on aseparate sheet of paper

Staging %

"hich of these stages can you identify? 'ake notes on what was done at each stage and any problems that arose

• $ead-in (setting a context)

•

*re-listening + eg raising interest! expectations! prediction• $istening - "ere the tasks clear! appropriate? Did ,tudents know why they were listening? Did students get

opportunities to check answers in pairs#small groups after each listening task?

• *ost listening - Text exploitation How was this done?

Learner involvement :

• omment on the degree of learner interest! motivation and involvement

Student centredness :

• "ere the learners given ade.uate time # space to complete the tasks?

• "as there time for paired f#b?

• "as there any unnecessary TTT?

• Did the teacher monitor whilst students compared answers? "as there evidence of this?

Response to the te!t :

• Did the extension activity follow on logically from the text?

• "as there ade.uate time for it?



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Lesson type: Language Presentation "#rammar, $oca%ulary,functional language&

This task can be done for Situational Presentation (/ypsy 0ean 'odel) or #uided discovery1f the presentation is 'language through te!t!2 use the relevant &eceptive ,kills Task togetherwith this one

"ere the following things were done? 1f so! were they in this order?

• ontext built to convey the meaning and create need for the target language

• T$ elicited (not fed or 3explained2)

• 'eaning checked

• 4orm checked

• *ronunciation issues handled

• Target $anguage practised (controlled practice)

• Target $anguage practised (semi- controlled practice)

• Target $anguage practised (freer practice)

• $earners monitored

• How was feedback on tasks handled?

• orrection + how much! when?

• The learners motivated and involved

• "as the lesson pacy! but not rushed?

• "as TTT excessive at any point? 5ny other comments?

Lesson type: Speaking Practice

omment on the following points%

"hat kind of interaction patterns were used?

"ere activities set up so that all learners speaking time was maximised?



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"as TTT excessive at any point?

"as monitoring effective? "hat evidence was there of this?

How was correction handled?

"as there sufficient variety of activities? "ere any activities personalised?

"as the class time efficiently used?

"ere learners motivated and involved?

"as the lesson pacy! without rushing the learners?

5ny other comments +

6ou should complete the relevant 7lock 8 9bservation task and in addition! comment on the.uestions below

Lesson type: (((((((((((((((((((((((((((((

Think about any problems that arise during the lesson

- How well did the teacher handle it? :vidence?

- ould it have been anticipated?

omment on the materials selected (either developed or from the textbook) Think about;

- /rading- Time taken by learners to do the tasks

- $evel of interest and involvement

"hat did the learners learn or practise in the lesson?

- Did they need to learn or practise this?

- How satisfied were they at the end of the lesson?

"as there evidence of good planning! staging and timing? "hat?

Did you feel the teacher taught the learners or the plan?

1n what ways was the lesson learner centred?

omment on the correction given (or not given


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TEACHER5S #A6E

Ai/ of Lesson• :hat was it

• :as it fulfilled

Esta)lishing *onteKt• /ow was it elicited fro& the

students

Instructions• :rite a few eKa&ples of

instructions given

*hecking &eaning• /ow was it checked that the

SS understood voca) andorT!

Correction• (hich techni'ues

0ere used7

6onitoring• Passive "collecting notes for

use later or Gust listening%• +ctive "Goining in%

Feed!ac)• /ow was it done

(hat else did you learnfro/ the lesson7



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O!ser8ation of E3"erienced Teachers

Listening 9Reading

Co//ents

Type of tasks set> are they gistor detailed :hen set

/ow were answers checked

:hat did students do )efore andafter listeningreading

:ere any words pre;taught

/ow

/ow else was pro)le&voca)ulary dealt with

Error and Correction Co//ents

9ake so&e notes on when andhow errors were dealt with.

Gra//ar Co//ents/ow was &eaning conveyed and

checked

/ow was for& highlighted

/ow was the languagepractised



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TEAC!"# P$ACT!CE P%A""!"# PO!"T& 'O$ '!$&T 'E( %E&&O"&

On a +-.T/ course you will each teach a total o 0 hours% broken down into a number olessons% ranging rom a minimum o ! minutes to a ma2imum o 0 This depends on thenumber o candidates teaching

For the frst ew o lessons% we want you to ollow these T& planning points as closely aspossible They are intended as a guide to how a lesson 3or part o a lesson# is put together inthe teaching approach which +-.T/ is all about" the communicative approach to languageteaching

e will be working rom a coursebook% and these planning points will help you to use thecoursebook with your students

/lthough it is a simplifcation% we are basically working with types o lesson" *eceptive skills3reading or listening#6 &roductive skills 3speaking or writing#6 and language ocus 3vocabulary%unctions or grammar# $n real lie 3and on the course7# we oten combine elements rom thesewhen putting together a !8hour lesson

%esson Type ): *eceptive 9kills 3*eading or .istening#

Overall %esson Aims: to help students develop better reading : listening skills throughpractice 3;ou will need to use more specifc terminology when you start writing lesson plans#%earner training aims: to raise students) awareness o the dierent subskills involved inreading : listening% and the importance o developing these through practice

*aterials: / listening or reading passage rom the coursebook 3your tutor will tell youwhich# ;ou will also probably need to produce your own visuals : handouts to supplement thecoursebook materials +heck with your tutor

Timing: to 4 minutes

Procedure: There are basic stages to this type o lesson" pre8reading:listening6 reading :listening6 post8reading :listening

A+ P$E,%!&TE"!"# - $EA.!"#&et the topic/ -very te2t we use in class has a topic


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set them 3see below# +oursebooks don)t always include vocabulary to be pre8taught so it)simportant when preparing lessons to go through the te2t and identiy any vocabulary whichwe think our students might not know $ we think they can do the reading : listening tasks weset without understanding these words% then we needn)t pre8teach e can deal with thevocabulary ater the reading : listening tasks (ore on this later

$EA.!"# - %!&TE"!"#)st $eading 0or listening+/ hen students read : listen to a te2t or the frst time% what wewant to encourage them to do is get an overall idea o the te2t e call this @gistABnortunately% not all coursebooks include gist 'uestions% so it may be necessary to writethese yoursel The procedure in class is to give students the 'uestion ; they are reading : listeningith reading passages you need to set students a short time limit to answer the gist 'uestion%otherwise the tendency is or students to read word8or8word8ever8so8slowly8and8stop8every8time8they8don)t8understand8a8word8and8ask8you This is not eCcient reading% and studentswill never improve the subskill o reading 'uickly to get the gist o a te2t unless we providethe conditions : incentive to do so ith listening% a time limit is obviously not needed7 9o%once they have the T/9D% play the += 3right to the end without stopping# or tell students tostart reading 3individually and silently# /ter they have read : listened% tell students to

compare their answers in pairs ;ou monitor and then establish answers 3see classroommanagement tips#

1nd $eading 0or listening+/ Eow that students have a global view o the te2t% we are readyto encourage our learners to pay attention to more detailed inormation in the te2t 9o% again%we give them a task 3oten% but not always% this will be some 'uestions to answer# and a littletime to read the T/9D Then get students to listen : read again 3longer time limit this time#/ter they have read : listened% tell students to compare their answers in pairs ;ou monitorand then establish answers 3see classroom management tips#

2ocabulary/ 9ometimes we may decide to set a third task% which involves developing andpractising the subskill o inerring the meaning o unknown vocabulary rom conte2t $ yourlesson was a listening% you could copy the tapescript hat you do is select up to 0 or itemso vocabulary and devise a task to encourage students to read the te2t around these items ovocabulary and try to work out the meaning One way o doing this is to give students a list o defnitions and ask them to fnd items o vocabulary which match these defnitions6alternatively you could underline the items o vocabulary and give students a worksheet with options or each one% and they must choose (uch will depend on the level o the class andthe diCculty o the vocabulary

Timing: $t)s hard to put an e2act timing on the reading : listening stages% as a lot will dependon how well the students did the task /nything between 5 and 1 minutes or each task ispossible% as you need to include setting up the class% giving and checking instructions% lettingstudents read : listen and then compare answers

PO&T,$EA.!"# - %!&TE"!"#

e have two options here" a communicative activity or a ocus on language $n a 4 minutelesson slot you won)t have time to do any ocus on language =epending on how easy :diCcult the class ound the listening : reading tasks% you may not even have time to do acommunicative activity either 3but prepare one so you don)t get let with time to fll andnothing to do# /n e2ample o a communicative task would be to put students into pairs :groups and give them some 'uestions to encourage them to e2change their opinions on thetopic the te2t was about The aim is to allow them to respond to the content o what they)veread : listened to hilst they)re discussing% you should monitor discreetly and make notes onany errors you hearhen you teach 0 minutes you should be able to include a ocus on language% and weencourage you to do this% as integrating skills work and language work is pedagogically verysound" one o the main reasons or developing receptive skills is to help our students become

more independent learners and ac'uire new language Te2ts are an e2cellent source o newlanguage



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Classroom management tips:!nstructions: the aim o instruction giving is to ensure all students know e2actly what to do%who they are working with 3interaction# and how long they have Thereore clarity is essentiale are not giving students listening practice here7 e recommend that you script yourinstructions and practice giving them 3either in your T& group% amily% riends or 3why not,# in

ront o a mirror7##olden handout rule: Give instructions 3including timing and interaction#% checkinstructions% give out handouts $n that order7 .et students see the handout while you giveinstructionsTeacher $ole: hen students are listening% sit down and keep out o the wayhen students are reading% keep out o the way but watch them closely rom a distancehen students are comparing answers to the listening : reading tasks% monitor closely 3ielisten and watch% but avoid eye contact so as not to get @dragged inA# /void answering'uestions rom @needyA students H encourage students to consult each other i they have'ueries'eedback:


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/void asking% or e2ample% @what)s a corkscrew,A% or writing a word on the board and asking%@do you understand,A (ore on why these are not eective as the course progresses ;ou will also want to ensure that you check the meaning o the vocabulary 3so that% ore2ample% you get evidence back rom students that they haven)t mistaken a bookshop or alibrary# (ore on checking meaning as the course progresses0pronunciation+ Once you have elicited the vocabulary% get students to repeat the words%

concentrating on correct pronunciation This is called a drill0form+ *e8elicit the words rom students% and write them one by one on the board /llowstudents to copy them i they wish (ore on orm as the course progressesTiming: again% not easy to pin down an e2act amount o time% but 1 to a ma2imum o 15minutes as a rule o thumb

Presentation 0type 1+ /t higher levels% we are oten e2panding students) e2istingknowledge% and we may deal with more than ?ust a limited set o le2ical items 0*eaning+ +oursebooks at this level oten have a wordbo2 containing up to items o vocabulary% andit would take too long to go through each one in the way we described above Options hereinclude asking students to work in pairs : groups% giving them a reasonable time limit 35 to Lminutes# and work on meaning by% or e2ample% classiying the words% or matching words tosynonyms% antonyms% defnitions% pictures% etc This involves a much more learner8centred

approach% with the teacher monitoring and noting problem areas to deal with later with thewhole class$deally we want to avoid giving students lists o words which are deconte2tualised 3see noteon pre8teaching vocabulary or receptive skills#% so some work on the teacher)s part duringpreparation is a good idea0Pronunciation+ $t would be unrealistic and boring to drill words% so we need to beselective $ you monitor the meaning stage closely% you can hear which words students aremispronouncing (ake a note% and drill these0form+ 9tudents already have the spelling% the coursebook might have an activity to coverother aspects o orm 3word ormation% irregularities% etc# They can do this in pairs% youmonitor and do eedback 3see @eedbackA under classroom management tips#

Controlled practice/ There are many types o controlled practice% written and oral+oursebooks tend to have plenty o activities which involve controlled practice They aredesigned to give students the chance to manipulate aspects o orm and : or meaning in a@right8or8wrongA approach-2amples include gapflls% correcting sentences which contain errors% choosing between twoor more options These activities are best set up as pair or group work 3rather than individualwork% which tends to make the activity eel like an e2am7#% so in a learner8centred approachwith the teacher monitoring Timings vary depending on the number o items and thecomple2ity o the activity% but around 5 to L minutes is normal -ncourage students to checktheir answers with other pairs% and fnally establish answers as a class 3see @eedbackA underclassroom management tips or ideas# ;ou may want : need to do more than one controlledpractice activity >owever% try and ensure the students get a chance to do some reer practiceas well

'reer practice/ This is a type o activity which some coursebooks tend to either overlook ordesign activities which don)t really encourage reer practice Freer practice can be written% butor our purposes will normally be oral The aim o these activities is to give students anopportunity to use newly taught language without the constraints o controlled practiceFluency% personalisation and meaning are important here hen we plan reer activities weneed to think about encouraging lots o speaking Options include role plays% simulations% butalso some 'uestions or students to discuss The important thing is to put the students intogroups or pairs% make sure the task is clear 3see golden handout rule#% and let them talk ;oumonitor and do not get involved in the discussions ;ou should note errors or correction Timings can be rom 5 to 1 minutes

Error correction: /ter a reer activity% students will e2pect some sort o comment on their

perormance $ we do no error correction% students might be ?ustifed in thinking that reeractivities are ?ust or un and have no learning value Thereore% try and allow yoursel 5 to 1



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minutes to go over some errors / good approach would be as ollows" get students) attention Tell them you are going to write some sentences on the board $n pairs% they discuss theproblem and think o a solution The idea is to give tem some processing time% so make surethey discuss as you are writing 9top and say% @are you discussing,A i you hear silence henyou)ve fnished writing% allow another minute or so% then elicit ideas or each sentence9tudents can oten correct these% particularly i they were ?ust @slipsA

%esson Type 1b: .anguage Focus 3Grammar#

Overall %esson Aims: to present 3or revise# and practise a grammatical structure 3orstructrures# H you)ll need to speciy which and its use

*aterials: as with the vocabulary lesson% you will probably be using materials rom acoursebook% with some adaptation : supplementing needed

Procedure: The overall @shapeA and se'uence o the lesson is very much like the vocabulary

lesson" presentation 3meaning% pronunciation% orm#6 controlled practice6 reer practice

The presentation part will either be a teacher,led situational presentation 3and you willget a model o this in the frst ew days o the course#% or you will use an approach known asguided discovery This is common in coursebooks 9tudents are encouraged to work in pairsor groups and answer 'uestions related to isolated e2amples o the conte2tualised grammarstructure3s# so as to arrive at rules o meaning and : or orm The procedure or these tasks isthe same as you would use or a controlled activity% ie tell students to look at thesentence3s#% work in pairs and answer the 'uestion ;ou monitor% swop students to encouragepeer help% and establish answers This is a more learner8centred approach and arguably more@adultA than the situational presentation/

$n many coursebooks% guided discovery activities ocussing on grammar 3or indeedvocabulary# oten come ater a te2t% so that students frst develop their receptive skills andthen pay attention to language 3selected by coursebook authors# in conte2t This is known asteaching language through text/

%esson Type 3: &roductive skills 39peaking or riting#

Overall %esson Aims: To develop students) accuracy and : or Muency in speaking 3or wrting#Timing: 4 minutes 3but you could do 0 minutes or a writing activity#

Procedure:9tart by setting the scene - context 3visuals% short anecdote% 'uestions# /llow 5 minutes%

not much longer or this Get some brie eedback

Ee2t% you might want to revise : check : possibly present some useul vocabulary ore2pressions or the speaking or writing activities 9ee vocabulary lesson or ideas on how todo this

$n a speaking lesson% you will probably fnd you give students a series o activities similar tothe ones described in the @practiceA section o the language ocus lesson% although varioustypes o games 3with a language purpose# are another option ;our tutor will give you ideas/ll o these activities will involve eCcient setting up 3pairs% instructions% etc#% and allowingstudents to talk while you monitor4 minutes can be along time to spend on @?ust talkingA so you will need to plan or 4activities o up to 1 minutes each which are connected and make sure you give students

eedback on their perormance ater each activity 3error correction#



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/ writing lesson might have this kind o structure"9etting conte2t and introducing the task 3letter to a riend% brie guide o what to do see in(ilan# / couple o minutes is enough-liciting ideas 3brainstorming# o what to include 3start them o in pairs% groups% thencomparing as a class# 5 minutes or a little longerFocusing on an aspect o language% such as useul e2pressions commonly used or the type o

writing% or dierences between ormal and inormal letters 3or e2ample# This can be done asa mini guided discovery% ollowed by a controlled practice activity to practice this particularaspect o language This section can take 1 minutes or more depending on how muchlanguage you are ocusing on9tudents then get into pairs or groups and write a drat This needs to be learner8centred andyou monitor ;ou may need to oer a little help occasionally but resist the temptation o @butting inA This stage can take anywhere between 5 and 15 minutes depending on the typeo writing you set(ake sure you allow yoursel time or students to read each other)s work ;ou can ask pairs to@gradeA their peers) writing 3on achievement as well as accuracy# *ound up the lesson bytaking in the writing and oering to mark it i they want

Presenting language through text: suggestedstaging/

This is basically a receptive skills lesson ollowed by a ocus on some language 3in this casegrammar# contained in the te2t ;ou may not be able to do all o the steps described below $tdepends on time ;ou may split a lesson like this into two 4 minute lessons H consult yourtutor i in doubt

$eceptive skills part

Pre,reading - listening

.ead in : introduce topic

&rediction task

&re8teach vocabulary

3E


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Planning Chec)list 1 Receptive Skills (Reading and Listening)

6enu of "ossi!le lesson stages *i%e% not all stages are necessary2 the

ty"e of te3t /ay lend itself to so/e acti8ity ty"es o8er others-

(ar/er *o"tional-

!ead in > pre;reading listening co&&unication activity on the the&e

Prediction task

Pre;teach voca)ulary

Cist co&prehension task

Paired and then plenary feed)ack

3etailed co&prehension task

Paired and then plenary feed)ack

Docus on language in the teKt "third reading listening% 7

Post teKt co&&unicative activity > reaction to the teKt andoreKtension of the the&e

As) yourself the follo0ing 'uestions

+re your ai&s clear in your own &ind +re you Gust developing practising skills,

or do you intend to focus on language as well

3o you plan to guide the students to an understanding of the teKt or are you

si&ply testing their co&prehension "the for&er is &ore &otivating%

:hat voca)ulary "if any% is essential for the successful co&pletion of the task

/ow will you check convey &eaning

/ave you planned a stage that gets the& involved in the the&e of the teKt and

draws on their eKisting knowledge of the su)Gect

3o"es% your gist question"s% require a general understanding of the whole teKt

+re your "or the )ook4s% detailed questions sti&ulating, or are they Gust typical LeKcercises for the sake of it4

3o you know the answers to your co&prehension questions 1

+re you going to set your tasks )efore they readhear the teKt "you should 1%

+re you going to give the& a chance to eKchange ideas questions a)out what

they have heard read in pairs before you ask the& as a class "ie paired f),

then plenary% You should1

/ow are you going to allow the& to give a personal response opinion on the

su)Gect or the&e of the teKt :hy not



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/ave you yourself listened to the &aterial This is very i&portant1 3o you know

where the listening eKtract is "track nu&)er%

Planning Chec)list 1 Vocabulary

6enu of Possi!le Stages

:ar&er !ead;in Brainstor&ing

Docus on &eaning "including elicitation and checking%, i.epresentation and checking of &eaning.

Docus on Pronunciation "difficult sounds, word stress%, &ake sure allstudents get a chance to say the new voca)ulary ite&s

Docus on for& "including word;)uilding%

*ontrolled practice

Dreer practice

.ou should as) yoursel8es the follo0ing 'uestions1 +re you clear on what you want to have achieved )y the end of the lesson +re the words you have chosen to teach useful or the students andor

connected to each other in any way "e.g. Sa&e topic, sa&e type of word,antony&s...%

/ave you chosen an appropriate nu&)er of voca)ulary ite&s "ie. You4renot overloading the&%

/ave you thought a)out how you can find out what the students alreadyknow )efore you start teaching it to the&

/ave you thought a)out how to convey and check &eaning :hat infor&ation you are going to put on the white)oard "e.g. type of

word% 2s it useful to drill the word /ow do you intend to get the students practising the new voca)ulary +re

your tasks &eaningful realistic 3o they encourage use of the newwords

/ave you thought carefully a)out how you are going to set up and &onitorgroup and pair work

:ill the students have kept a record of the new words



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Planning Chec)list 1 Grammar presentation and Practice

6enu of lesson Stages 1 you should thin) a!out including these2

de"ending on 0hat your ai/s are*i%e% are you "resenting or "ractisinglanguage2 or !oth 7-

Situational Presentation

:ar&er "optional%

!ead;in *onteKt "creating a need for the language%

Elicit or give structure

*heck &eaning of T!

Docus on pronunciation "drill%

/ighlight Dor& of T!

*ontrolled practice

Dreer Practice

7ecycle in later lessons

.ou should also as) yourself the follo0ing 'uestions

+re your ai&s clear in your own &ind

+re they appropriate for the level and interest of your class

2f this is consolidation of the T!, how do you plan to use the students4 eKisting

knowledge 2f you eKpect the T! to )e new, how do you plan to &ake &eaning clear and to

check they have understood

+re you sure you are not spoon;feeding the& and that there is enough focus on

the learner

2n ter&s of practice, is the e&phasis fir&ly on co&&unicative oral practice

2s your freer practice activity going to help the& use the T! in the real world

/ave you thought carefully a)out how you are going to set up group and pair

work

+re you clear in your own &ind a)out what you are going to do while the

students work in groups and pairs /ave you planned your feed)ack and correction so that it )oth encourages

students and helps the& with accurate production of the T!

$on5t forget that this is :ust one /odel for "resenting language% Other "ossi!ilities

include1 Language through te3t *see "age 4;-

Guided $isco8ery *8ery co//on in course!oo)s-

Test


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.ou5ll learn /ore a!out these as the course goes on%

Planning Chec)list 1 Writing6enu of "ossi!le lesson stages

(ar/er *o"tional-

Lead


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Planning Chec)list1 Speaking Practice

The key here is to include a variety of linked activities )ased around a centralthe&e.

(hen "lanning as) yourself the follo0ing 'uestions1

+re &y ai&s fluency only, or do 2 want the Ss to produce specific T!,Mtarget languageM "gra&&ar or voca)ulary%

2f the latter, then have 2 allowed Ss to use the T! &ore freely "lesscorrection, &ore variation% as well as accurate controlled production of

that language "e.g. drilling, correction%

/ave 2 provided a suita)le conteKt

2s there sufficient variety of a relevant, interesting tasks and interactionpatterns that suit the linguistic a)ilities of the students and that generatelots of realistic eKa&ples of any T!

/ow can 2 ensure that all students are involved and participating /ave 2provided lots of pairgroup work and kept open whole class discussions toan a)solute &ini&u& to encourage higher STT, Mstudent talking ti&eM

:ill the pace )e a)out right or too slow

/ow a& 2 going to generate ideas for and interest in the task /ave 2incorporated visuals or any other resources to sti&ulate interest 2s a)rainstor&ing session andor a preparatory stage necessary a goodidea :hat help a& 2 going to give the& in ter&s of pro&pts and ideas

3o 2 need to pre;teach any voca)ulary, or can 2 feed it in while&onitoring

/ow a& 2 going to change the groups and pairs quickly and efficiently +re there any particular students 2 want to split up or have workingtogether

:hat types of errors a& 2 going to listen for and what voca)ulary could 2contri)ute while they are speaking *an 2 do this without taking over orinterrupting the flow of a freer speaking activity

/ow can 2 deal with early finishers during longer speaking stages

+t what stages will 2 provide feed)ack and do 2 have an /T or paper to&ake notes of errors for a short focus on accuracyvoca)ulary at the end



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Guidelines for the tutorial1 Progress Record + %

+)out halfway through the course "eKact date to )e confir&ed% you will have anindividual tutorial with one of the tutors "whoever has )een your tutor for the first

hours of teaching practice%.2t is an opportunity to reflect on and discuss the progress you4ve &ade so far, and to

look ahead to the second half of the course. The tutorial typically lasts )etween #@

&inutes and '@ &inutes.By the end of the tutorial, you will know without a shadow of a dou)t whether you4re

passing the course, and if not, why and what you can do. You will discuss and agreewith the tutor what areas you need to concentrate on for the re&ainder of the

course.

2n order for the tutorial to )e &eaningful, we reco&&end that you spend so&e ti&e

thinking a)out your progress on the course so far.

3o the following>

#. Prepare1 Take your file ho&e if you are #@@N sure you won4t leave it )ehind1therwise take copies of tutor feed)ack on all your lessons to date.

'. 9ake a list of your strengths and weaknesses fro& the feed)ack for&s.

. 7ead pages '$ to 'A of *E!T+-. This is a plain English0 version of thecriteria. +s you read it, give yourself a score "weak, ok, strong%. 2f you4re not

sure, put a 0 $. Fow you4re ready to fill in the official docu&ent for your tutorial. 7ead page #'

for instructions.

-. Dill in the grids #;#-.6. !ook at page #6. you don4t have to write anything, )ut do if there are anyissues you think need to )e discussed with the tutor.

O. Cive yourself an overall grade for this stage of the course "page #O%

(. !ist the action points you need to work on for the rest of the course.

Inde3

Cuide to Teaching Practice Crading # J $

)servation Task for 3ay ne -

)servation Task for Block ne 6

)servation Tasks for Block Two 6 ; A

)servation Task for Block Three A

)servation Tasks for eKperienced teachers #@ ; ##

Teaching Practice !esson Planning Points for Dirst Dew 3ays #' ; #O

!esson Planning *hecklists #( J '

Cuidelines for the &id;course tutorial '$

teaching practice handbook 2009

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