August 22nd 2024

• When did you study English?  • (As a child? In college? In 1999?) 

• Where did you study English?  • (In New York in 1998? In high 

school? At Oxford two years ago?) 

• How long did you study ?  • (For ten years? For two semesters? Six  weeks?)

tp-1-corrected-unobeserved-lesson

_lesson_plan

Fill the templates - 1 x 20 minutes 

Development curve 

Lessons have appropriate - and unapropriated  

Development 

Rely a reliable description 

Filthy 

the more you write the better 

vocabulary thorough ( complete) 

dealing with 

Set the context 

previously experience with English 

Otherwise 

First TP - ROTA - who's teaching when 

Dropping out - Cover page of the plan 

Language Analysis 

the order - sequence of steps How many - to askabout the Equipment 

Teaching topic 

course book - teacher's book page 

SpecificQuestions - up on wednesday  

Concept Check Questions - Mere questions of Steps 

High and Low Levels 

Speaking Problems - Vocab  

try to Elicit 

How to Elicit  

Elicit 

Exemplifies 

Check 

Target Language - Regardless (anyway_independente) 

stressed words 

Online Tools 

Lesson Planning Aims - Main Aim - Secondary Aim 

vocabulary - Although 

Collect the evidence - Too General 

You have to Narrow ( estreitar) - everyday clothes 

Match the Aim 

in which context? 

in the context of - to use - By the end  

We found that 

to get to use in general 

To come up with 

Manipulizes the talk the Speaking 

SKILLS and Systems 

Skills - Listen - speaking - reading - wriiting  

to do  

Systems - Grammar - Vocabulary - Pronunciation - Functions 

Tangible - past Celties 

Lesson Planning Aims 

There is only One Aim - the Main Aim - and another subsidiary Aim 

as Teacher's achievings/ accomplish 

Measurable aims 

Restricted 

there is only one Aim - for the sake of - no proposito de 

tangible 

jeopardy questions 

"Review is not an aim" 

Afterwards    too broo 

Lesson Planning 

Did you plan ? Specifically 

When did you plan? 

the more planned the better. 

You will have to write all the lesson planning 

Board teaches Powerful 

To meet the criteria about. 

Imediate 

Lesson Aims 

the core 

the writting of the Aims 

Patterns of Interaction 

simulation class 3 

CHEST INSTRUCTIONS 

Chests the Instructions 

when they are limited - chest the instructions to Fill the Gaps 

They change in formation - explain Why 

A model for Speaking 

in a Less Controlled Practice  

Delayed Corrections - -  

corrections Slots - challenging - Struggle 

P.P.P - That's quite a while still effective 

They don't quite understand what you're saying 

They are planned - They are real Beginners 

SHORT and STRAIGHT to the POINT Teacher Talking Time 

short and straight to the point Teacher Talking Time 

T.T.T> Pre anticipate Problems - Was planned 

Instructions in Steps 

More acurate - Was pleased to... 

Teacher Talking Time 

simulation class 2  try to figure out..... 

vocabulary - the entire time 

determiners - countable and uncountable nouns 

T shows pictures to check voabulary 

Ss answer 

What was the context about? 

5 lesson objectives - engaging - by the end  

third person singular 

Warm Up - Eliciting their students' minds 

Set the Context 

Setting the context for each of every lesson 

Students could relate to .... 

English - American Nasal / British gutural 

Elicited to Repetition 

Presentation 

Randomly there 

Pretty much of everything 

Reeliciting 

Clarification - Meaning - Showing a Picture  

Reelicited - Modal Sentence - "I'd like...." 

Clarify - Pronunciation with drilling  

Backchain Drill  Clarify the form 

take the marker -Cake (n) - Board the word - it is written record 

Presenting Language - Controlled Practice

003 August-29-topics lesson_planning 2 - things you should never do in a listening lesson - lexis - what does a word mean? What does it mean to ‘know a word’?