Summary Unit 21 Choosing assessment activities

When planning assessment, we need to think about our reason for assessing learners. Then we can decide when and how often to assess them, and choose what methods of assessment we are going to use.

Formal assessment:

• Objective tests
• Oral interviews
• Letters
• Essays

We need to include a number of different tasks, so that we get a good picture of our learners' strengths and weaknesses.
We have to test the main things we have taught.
We need to choose assessment tasks very carefully for young learners, making sure that the tasks are familiar and not too difficult or abstract.

Informal assessment:

• It is important to keep records of informal assessment, so we have the information we need to report or give feedback on our learners´ progress
• We need to plan informal assessment in the same way we plan our teaching

In the case of productive skills, whether the assessment is formal or informal, we need to judge learners´ performance against clear descriptions of different levels of skill.

Summary Unit 20

Unit 20: Planning an individual lesson or a sequence of lessons

Planning an individual lesson:
We have to ask ourselves a number of questions:

• Will the topic be interesting and motivating?
• Are the activities and teaching materials at the right level?
• Have I planned enough for the time available?
• Do I need extra material?
• Have I thought exactly how to start and end the lesson?
• Does each step of the lesson help to achieve the aim?

Planning a sequence of lessons:
We need to prepare a scheme of work to help us:

• Think of the best way to cover the school syllabus or the units of a course book in the time available.
• Think what we want to achieve
• What material we might need
• Include enough variety across our lessons.

Variety:
It is very important both in a sequence of lessons and in a single lesson to avoid doing the same kind of things in the same order over and over.
       Things we can vary:
        Pace:

• Quick and fast moving or slow and reflective interaction patterns:
• individual
• pairs
• groups
• whole class

        Level of difficulty:

• Non-demanding
• Requiring effort and concentration

       Content

• Changing from one language to point another
• Changing from one subject to another

       Mood

• Light or serious
• Happy or sad
• Tense or relaxed

       Exciting or calming activities:

• Stirring (lively and active)
• Settling (quietening down)

Lesson Plan templates Hw2

• Google "Lesson plan"
• Choose a template
• Post it here

Reading Hw1

   For useful ideas about selecting and describing aims, have a look at:

      http:/www.teachingenglish.org.uk/transform/books/action-plan-teachers.pdf

1. Read the first part: Planning which includes Pre-planning and Planning a lesson.
2. Post your comments.

TKT Module 2 Summary Units 18 & 19

Unit 18: Planning and preparing a lesson or a sequence of lessons

Aim

What we want learners to learn or be able to do at the end of a lesson, a sequence of lessons or a whole course:

·         A function

·         A grammatical structure

·         Vocabulary

·         Developing a language skill

Aims

To identify and select the most appropriate aims, we need to ask ourselves:

·         What do my learners already know?

·         What do they need to know?

Main aim

It describes the most important thing we want to achieve in a lesson or sequence of lessons:

·         Understand and practice new language

·         Reinforce or consolidate language they already know…

Subsidiary aim

·         Show the language or skill learners must be able to use well in order to achieve the aim of the lesson.

Personal aim

They show what we would like to improve or focus on in our own teaching:

·         Improve the way we handle aids and materials

·         Try different correction techniques

·         Write more clearly on the board

·         Get learners to work with different partners…

·          

The importance of aims:

·         They are the first step in designing a lesson

·         We can design or select the most appropriate activities

·         Put them in the best order

·         Choose the most suitable teaching aids and materials

·         At a glance of the lesson we can check if we have achieved them

·         They help us to select appropriate aims for future lessons.

Procedures:

They state what teachers and learners will do at each stage of the lesson:

Example:  Listening to a recording and answering questions

Important concepts:

Aims should not be to general:

“To teach the simple past”

More specific aims are like:

“Introduce and practice the past simple for talking about personal experiences”

Learners need to know what the lesson is going to be about.

Unit 19: Identifying the different components of a lesson plan

·         A set of notes that helps us to think through what we are going to teach and how are going to teach it.

·        It also guides us during and after the lesson

Important concepts:

·         During the lesson we should teach the learners, not the lesson plan!  We must be prepared if necessary to change our plan while we are teaching!!!

Feedback sheet

Please, make notes under the grid's header and make comments and suggestions about today's session.

1) What I knew about the session's topics before	2) What I learn in today's session	3) What was not clear in the session
4) Comments:
5) Suggestions:

Evaluation of module 2

Here we are, this is the way you are going to be evaluated:

1. Portfolio             70%
2. Test                    30%

Attendance and punctuality minimum required are 80%

There are 15 sessions so you have to attend 12 sessions.

Glossary Lesson planning

Analyze language
to think about language, e.g. what the form of the structure is and why it is being used in this way in this situation.

Anticipate language problems
When a teacher is planning a lesson, they think about what their students might find difficult about the language in the lesson so that they can help them more effectively at certain points in the lesson.

Arouse, generate interest
To make students interested in a task.

Glossary Lesson planning

Achieve aims, objectives
when a teacher succeeds in teaching what he/she has planned to teach.

Aim
what the teacher tries to achieve in the lesson or course.

T

 The main aim is the most important aim, e.g. the teacher's main aim in a lesson could be to teach the present perfect in the situation of travel.

A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could be the language or skills students must be able to use well in order to achieve the main aim of the lesson or a skill or language area which is practiced while focusing on the main aim.

A personal aim is what the teacher would like to improve on his/her teaching, e.g. to reduce the time I spend at the whiteboard.


To have access to the TKT Glossary, go to:
www.cambridgeesol.org./TKT
Module 2:  pages 28 to 34 

Welcome to Module 2!

This second module is about lesson planning and how to use resources for language teaching. This blog was created for you. You can add comments to the presentations, videos and exercises and post your homework. You can also comment on the class and how you feel. This is another way to be in touch and this blog will become part of your portfolio.
My main objective is for everybody to pass the TKT test with bands 3 or 4.
It is important to share our experiences. Your participation in class and your feedback are very important.

I hope you enjoy the class!

Claudia.