i to i TEFL Teaching other subjects in English assignment - (updated 2024) passed, Assignments of English Language

Download i to i TEFL Teaching other subjects in English assignment - (updated 2024) passed and more Assignments English Language in PDF only on Docsity! Name of the Teacher Date Level of the class Length of lesson Amy 15/12/2023 6 – 7 years old 60 minutes Topic: Learning Outcomes: At the end of this lesson, most students will be able to: Identify the four layers of the earth Define the four different layers of the earth and where they are found Classify all four of these different layers Discuss, evaluate and describe the different layers and their differences and characteristics Materials: A PowerPoint presentation, interactive games, pictures, handout, realia, flashcards Content: Students will be able to… • Identify the four different layers of the Earth • Classify and define the four different layers of the earth • Describe and evaluate the four different layers of the earth Communication: Students will learn, use, and understand…  Language of: Earth, layers, air, water, continents, islands. What layer of the earth is this?  Language for: It is a/an… (Identifying and defining the four different layers of the earth)  Language through: It has a/an… I can see a/an… It has got… I think it is… There are… (description of the four different layers of the earth) Cognition: (*remember to include the Bloom stages pupils will be using)  Memorise the four different layers of the earth  Identify the four different layers of the earth and where they can be found  Define the four different layers of the earth  Classify the four different layers of the earth  Evaluate the appearance and characteristics of the four different layers of the earth and be able to describe each Culture:  To understand the significance of different layers of the Earth and how our lives on earth are affected by it  To learn about the appearance of the four different layers of the Earth  To be able to describe the different layers of the earth and realise the value in understanding the planet that we live on Assessment Criteria: Pupils should be able to identify, define and describe the four different layers of the earth through looking at pictures and visuals and by reading words and sentences about or showing the four layers of the earth. Check understanding: Play a game using realia 8 minutes T-S S-S S-T Ask the pupils to sit in a circle and show them an earth globe. Introduce the game “hot potato” to the pupils: ask them to pass the globe around as quickly as they can to one another after they have pointed to and verbalized any layer that they can identify as long as it is not the same layer that the person directly before them said Pupils look at and handle a realia version of the earth the meaning they become familiar with the shape and look and they pass it on quickly after they say and point to one of the layers out aloud. A realia earth globe (real object) Output: Describing layers of the Earth 7 minutes T-S S-S Ask pupils to get into pairs and pick one of the layers of the earth and say it to their partner in their own words. Their partner has to try and describe this layer to them. They switch roles until all four layers have been covered. Teacher walks around to offer guidance or corrections Each pupil in the pair gets a turn to pick one of the layers of the earth and say it to their partner. Their partner has to try and describe this layer to them. They switch roles until all four layers have been covered. Check the descriptions on their handouts after They can use their handouts at the end to check the descriptions Evaluation 5 minutes T-S S-T Tell pupils to draw and label their own simple drawings of the earth and its four layers. Walk around to make sure that they leave the lesson with the right information by correcting and guiding where necessary Pupils will draw and label the earth and its four layers. They can use their handouts if they need guidance or reminders. Paper and pencils 5 i-to-i LOVE TEFL Lesson Plan Lesson Rationale (700-1000 words): You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this will be achieved, other activities that you considered including and why you chose not to use them, and what you would do if any of your activities didn’t work in the way you have planned. Also, you need to anticipate difficulties both in relation to the students and their L1/age/level and to the content, and you need to provide relevant solutions to the anticipated difficulties by highlighting support/scaffolding offered in the lesson. I have used the LOTS (lower order thinking skills) approach in this lesson due to the fact that I introduce new words. Thus, the LOTS approach in the activities allows pupils to master the words, allowing them to grasp an understanding of the words and gain confidence in speaking them. Interactive activities like games can help pupils to participate and use the content words. Using multimedia like pictures or PowerPoint puts the words into context. Younger pupils find comfort in routine and repetition so I made sure to activate their prior knowledge and then allow them to repeatedly practice the new words and concepts after that. Young students also learn through play which is why I included two games. I used pair and group work as younger students want to feel included and feel that they belong to a safe community with a cultural identity which is important in content teaching. Young Students need to be given a larger variety of activities that use the different senses as they are largely sensory students and respond well to activities with Total Physical Response (TPR) or other sensory techniques. Their attention span is also shorter than older students generally, so activities should be relatively short. Thus it is also necessary to give very clear instructions, monitor them closely, and constantly be on top of classroom management. In terms of activities, the large variety, such as responding to the PowerPoint slides, questions and discussions, games, individual handout activities, working in pairs/groups and drawing a picture of the earth’s different layers will help the young pupils identify the different layers of the Earth, classify them using their new knowledge and eventually defining and describing them according to what they can see. They will be able to memorise the different layers of the Earth and evaluate basic characteristics through use of cognitive skills. Realia is also a very exciting for younger students and they can visually understand the labels in a more realistic context. The “hot potato game” with the globe allows for TPR (Total Physical Response) which is important in primary content teaching. The handouts were a chance for pupils to do activities independently as younger pupils seek independence and mastery at tasks. They will be guided, but I will allow them time to complete tasks on their own first. Younger children are more dependent on their receptive skills such as listening and reading and may be reluctant to talk which is why I included 6 i-to-i LOVE TEFL Lesson Plan group work co-operative activities, or creative output like drawing the earth and its layers so that evaluation is not dependent only on them speaking. All of these activities will allow for the young pupils to Identify all four layers of the earth correctly, Classify the different layers, Define the different layers of the earth and where they are found, Discuss, evaluate and describe the different layers and their differences/characteristics. I considered including more game activities but there would not have been enough time for them to work effectively and reach the lesson aims. Also, these games, such as ‘hangman’ or ‘true or false, may have demanded more HOTS (high order thinking skills) which these younger students may not possess yet due to their age. The use of a video was also considered for the introduction stage but this means that pupils may base their opinions or ideas too much on the video instead of activating prior knowledge, imagination and experiences. If any problems arose that meant that my activities would not work out in the way that I planned, such as disruptive or non-participating behaviour, or a technical failure, I would use the same general lesson methods, but in ways that work around whatever is creating the problem. I would use reward and responsibility systems for the class to create a desire to participate or be well behaved and make use of non-electronic tools such as blackboards and paper. Essentially whatever happened I would still go over the basic points of the activity with the class to fulfil the fundamental aim of the task without necessarily focusing on completing the task itself in the exact way I had planned it to be executed. This would mean that the lesson aim would still be met, even though the means by which it was met might have to be compromised slightly . I would identify what went wrong so that I could make sure not repeat the mistake with another class. I would try to determine if it was the lesson or activity or the specific group of pupils that led to the specific issue. If an activity did not work out in terms of finishing earlier or later than expected, I would simply adapt by asking pupils to demonstrate their knowledge of the material and ask ccqs or take 30 seconds off of a few other stages to make up for the extra time spend. Ultimately I would be adaptable and dynamic in my approach rather than rigid and unimaginative. Some anticipated difficulties may be:  Pupils speak their first language (L1) in class or struggle with pronunciation Because of their age, these younger pupils may need to speak their L1 on occasion, so banning their L1 may be unrealistic depending on their 7 i-to-i LOVE TEFL Lesson Plan . . Hwee Geography: Layers of the earth Welcome  What can you see? DI EYerU ss) i-t-i Teach English Abroad 11 i-to-i LOVE TEFL Lesson Plan  Continents Islands i-t-i Teach English Abroad 12 i-to-i LOVE TEFL Lesson Plan