Lesson Planning And Creating Activities Case Study

Case Study

You have been successful at your job interview and have landed a brand new job in Thailand! In your new role, you are working in a small community school supporting an experienced teacher with lesson planning and creating activities. The experienced teacher is also helping you to build your teaching skills by supervising you while you practise.

The class you are working with is a small group of 12 students aged between 10 and 12 years of age. The students meet twice a week to build their English language skills and follow a planned curriculum. They are currently working at A2 language level.

Your school has identified some other students in the same age group who are in the wider community and aren't able to travel to the school due to transport limitations. They have decided that it would be a great idea to offer these students the opportunity to follow the same planned curriculum online, without having to travel to the school

To test if this idea would work, you have been asked to take part in a trial under the experienced teacher's supervision. They know that you have recently completed your Level 3 TEFL Certificate and that you have lots of ideas you would like to try out!

1.2 Produce a lesson plan based on the past continuous tense for interrupted actions for the group of students identified in the case study. For example, "I was talking on the phone when the pizza delivery arrived". The lesson must be 60 minutes long and the plon should be detailed enough so that it could be read and understood by another teacher.

You must ensure that your lesson plan includes the following separate stages:

• Warmer introduce the theme and create a context of the lesson.
• Presentation Present the past continuous to the students in a way that leads them to analyse the language through eliciting and concept checking.
• Practice stage: Present one task that allows the students to practice the language in a controlled way, focusing on accuracy.
• Production stage: Present one task that allows the students to practice the target language in a freer way and develop fluency. Plenary.
• Bring the lesson to a close by checking understanding by asking concept checking questions.

1.3 Find or create resources that could be used in the lesson that are appropriate for the age, language level and background of the students. To help you, it would be a good idea to refer back to the CEFR levels described in Unit 2. You must remember to include the actual resources in your submission in the materials file. Also, remember to referen any resources you find in the bibliography section of your lesson plan

1.4. Use longuage that is appropriate for a specified class when teaching new language:

• In the warmer include two instruction chocking questions.
• In the presentation include two examples of eliciting questions and two concept checking questions.
• In the practice stage include two instruction checking questions.
• In the production stage include two instruction checking questions.
• In the plenary include three eliciting questions.

Ensure that the language in the questions is appropriate for the age, language level and background of the students. The questions must be presented as direct speech, for example, "What is your name?"

Step 2: Create an online PPP lesson plan

2.1 Your next step is to adapt the face-to-face PPP lesson plan you created in Step 1 to create an online PPP lesson plan. You can use the online lesson plan template that you downloaded earlier. AssignmentA_Step2_OnlineLesson Plan Template

• Your lesson plan must follow the same structure as your face-to-face lesson and is also a 60-minute class.
• Make suitable adaptations that allow for technical considerations relating to functions available in an online classroom environment.
• Ensure that online activities are interactive and learner-centred.
• Your resources must clearly show that they are for an online class.

2.2 Remember to include all the actual resources you would use in this lesson in your materials file and include URLS.

Step 3: Reflective practice

3.1 To support your development as a teacher, you are now asked to write a reflective account based on your experience of creating a lesson plan for a face-to-face class c hen adapting this for online teaching.

3.2 Use Gibbs Reflective Cycle (1988) as the structure for your reflective account using the headings and questions in the table below to support your writing. You can use the previously downloaded template file for this. Assignment A Step3 Personal Reflection GibbsTemplate

3.3 Your account must be written in the first person and should be written as a continuous text, not using bullet points. Your writing should be 450 words +/-10%

3.4 Check that you have completed all of the items on the downloaded checklist.

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