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August 8, 2019

presenting signs of symptoms of a 55-year-old suffering from acute bronchitis and a 55-year-old suffering from pneumonia

Differentiate between the presenting signs of symptoms of a 55-year-old suffering from acute bronchitis and a 55-year-old suffering from pneumonia. In your response, discuss the most […]
August 8, 2019

Internal Control Procedures

Describe what is meant by a ?walk-through.? Must walk-throughs be performed during audits of internal control over financial reporting? May the client perform a walk-through and […]
August 8, 2019

Audit Programs

All experienced auditors would design exactly the same audit program for a particular audit engagement.? Do you agree? Explain. Remember to complete all parts of the […]
August 8, 2019

diversity in management

Question 1 Japanese Americans served in World War II while their family members were held in relocation centers. As discussed in Chapter 4, African Americans served […]
August 8, 2019

1. Toxicology 4 1) Identify the methods by which toxicants enter the body. Provide a brief description and at least two examples of each. Your response should be at least 250 words in length. APA format with citations and references. 2) List and describe the factors that affect the distribution of a toxicant in the body. Your response should be at least 250 words in length. APA format with citations and references. 3) Explain the importance of the cytochrome P-450 enzyme in toxicant biotransformation. Your response should be at least 250 words in length. APA format with citations and references. 4) Identify the methods for toxicant elimination. Choose one of the methods and explain how a toxicant is eliminated. Your response should be at least 250 words in length. APA format with citations and references. 2. There are a group of your third grade girls who get into a fight in your classroom during a team activity. Three girls are involved, and by the time you get through the crowd of kids, it is a full-blown hair-pulling, fingernail-scratching free for all. 1. Should there be a policy in place that addresses this issue? 2. Describe your conversation with the student and your solution to the problem 3. Briefly summarize the early development of the indigenous population of America. Be sure to include their origin, methods of survival, domestication, innovations, trade, settlements, and other important elements in your response. Which three (3) elements did you find interesting? 4. Strategic Management and Strategic Competitiveness Choose one (1) public corporation in an industry with which you are familiar. Research the company on its own Website, the public filings on the Securities and Exchange Commission EDGAR database (http://www.sec.gov/edgar.shtml), in the University's online databases, and any other sources you can find. The annual report will often provide insights that can help address some of these questions. Write a four to six (4-6) page paper in which you: Assess how globalization and technology changes have impacted the corporation you researched. Apply the industrial organization model and the resource-based model to determine how your corporation could earn above-average returns. Assess how the vision statement and mission statement of the corporation influence its overall success. Evaluate how each category of stakeholder impacts the overall success of this corporation. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Determine ways in which the vision, mission, and stakeholders of a firm impact that firm?s overall success. Use technology and information resources to research issues in business administration. Write clearly and concisely about business administration using proper writing mechanics. 5. Managing Change in Organizations"/Future of Human Resource Management Please read and answer the following questions "Managing Change in Organizations" Please respond to the following: Part1 1. Determine why change is so difficult for organizations. Propose ways that human resource (HR) specialists can assist in making change easier. 2. Propose two ways that HR can prepare its employees for the changes involved with moving from a domestic assignment to an overseas assignment. Respond and evaluate another learner?s comment. Ground students will do this through discussion. Part 2 "Future of Human Resource Management" Please respond to the following: 1. Use the Internet to research three trends in HR. Next, examine the three trends in HR that you researched. Provide probable causes for these trends. Provide probable causes for these trends. Predict how these trends will affect organizations in a single sector of your choosing. 2. Examine the duties and responsibilities of a HR specialist. Determine the contributions that someone in this position makes to an organization. Support your position. 6. HA425 Unit 5: TQM/CQI in Health Care and the Outcome Model of Quality – Discussion Describe the different types of consumers of healthcare industry. 2. Define the differences between qualitative and quantitative modalities for measuring consumer satisfaction. 3. Explain the rationale for involving the patient in quality improvemen HA425 Unit 5: TQM/CQI in Health Care and the Outcome Model of Quality – Discussion Discussion Topics 1. Describe the different types of consumers of healthcare industry. 2. Define the differences between qualitative and quantitative modalities for measuring consumer satisfaction. 3. Explain the rationale for involving the patient in quality improvement efforts. Assignment must be 300- 350 words, strictly on topic, original, and well detailed contributions to the quality of the discussion by making atleast frequent 2-3 informed scholar references. NO PHARGIARISM! Please thoroughly read and follow all instructions, grading rubric, and requirements and answer all the questions accordingly for this assignment. 7. BUS 322_"Manager?s Influence on Behavior" Manager?s Influence on Behavior" Please respond to the following: Examine the most common differences affecting employees with organizations and give two (2) specific examples of techniques that managers can use to effectively capitalize on the individual differences of their staff to accomplish the shared mission of the organization. 8. Directions Review the EBSCO tutorial under Reading in Week 1 and search EBSCO for: "Get started with prewriting techniques" (2010) by Robert Raymer Read and respond to each of the following writing prompts. Please submit your answers to both prompts in Directions Review the EBSCO tutorial under Reading in Week 1 and search EBSCO for: "Get started with prewriting techniques" (2010) by Robert Raymer Read and respond to each of the following writing prompts. Please submit your answers to both prompts in a single document. Part 1: Prewriting – How I Write Write a 75-150 word essay detailing your previous writing experience. Use the following questions to help you to think about your role as a writer: In what type of environment do you do your best writing? How would you characterize your writing? Has it been better? Has it been worse? Do you write better at night or in the morning? When you are confronted with a writing task, how do you begin? Do you write for pleasure or fun? Do you write for work? What is it about your writing that you would like to improve upon? Using one or more of the prewriting techniques described in the Raymer article, describe your writing process. Be sure to clearly label the pre-writing technique(s) used. Part 2: Resources It is important to know what resources you have to help you through this class. Browse the following resources, and, in 75 to 150 words, describe how you think you will be able to use two or more of these to improve your writing skills. EN101 Syllabus EN101 Course Policies EN101 FAQ EN101 APA Guide EBSCO tutorial Glossary of Writing Terms Please submit your responses to both prompts in a single document. 9. Describe a work task, a hobby, or another activity that you regularly do, and sequentially list the various actions you take in order to complete this activity. Consider the complexity of your list and the amount of steps required to complete the activity. Answer the following questions in the space provided below: 1. Differentiate the main actions between doing and improving your activities. 2. Determine the overall manner in which variation has affected your activities. 10. Key Functions of Business Operations Please complete ONE of the following assignments, incorporating ideas and concepts from the week?s lecture and/or articles. Please feel free to incorporate outside resources as well. When submitting your assignment, p Key Functions of Business Operations Please complete ONE of the following assignments, incorporating ideas and concepts from the week?s lecture and/or articles. Please feel free to incorporate outside resources as well. When submitting your assignment, please indicate which of the three options you have chosen. For Options 2 and 3, please make sure to double space your papers. Option 1: Get Creative Design and format a 10 ? 15 slide Microsoft PowerPoint presentation on one of the learning objectives found in the Getting Started ? This Week?s Activities folder for this week. The requirements below must be met for your presentation to be accepted and graded: Design and format each slide for a presentation, see example below. The "Add Notes" sections must total a minimum of 250 words for the entire presentation. Use these sections to explain and support information provided on your slides. Include a cover slide and reference slide (these slides do not count toward the 10 ? 15 slide requirement). At least 60% of your paper must be original content/writing. No more than 40% of your content/information may come from references. Use at least two references from outside the course material, preferably from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the two reference requirement. Identify sources on slides that contain reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) and list them on a reference slide. Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must be from sources like scholarly journals found in EBSCOhost, online newspapers such as The Wall Street Journal, government websites, etc. Sources such as Wikis, Yahoo Answers, eHow, etc. are not acceptable. A detailed explanation of how to cite a source using APA can be found here (link). Download a PowerPoint example here Option 2: News Flash Choose an article from EBSCOhost that relates to at least one of the learning objectives found in the Getting Started ? This Week?s Activities folder for this week. You must summarize the article, and explain the connection between the article and at least one learning objective. Clearly state the learning objective(s) in the introduction. The requirements below must be met for your News Flash to be accepted and graded: Write between 500 ? 750 words (approximately 2 ? 3 pages) using Microsoft Word. Attempt APA style, see example below. Use font size 12 and 1? margins. Include a cover page and reference page. At least 60% of your paper must be original content/writing. No more than 40% of your content/information may come from references. Include at least one external reference other than the article being summarized, preferably from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not considered an external reference. Identify reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the body of the paper and list them on a reference page. Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must come from sources such as scholarly journals found in EBSCOhost, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as Wikis, Yahoo Answers, eHow, etc. are not acceptable. A detailed explanation of how to cite a source using APA can be found here (link). Download a News Flash example here Option 3: Traditional Paper Research, identify, and discuss the six key functions of a business?s operations. The requirements below must be met for your paper to be accepted and graded: Write between 500 ? 750 words (approximately 2 ? 3 pages) using Microsoft Word. Attempt APA style, see example below. Use font size 12 and 1? margins. Include cover page and reference page. At least 60% of your paper must be original content/writing. No more than 40% of your content/information may come from references. Use at least two references from outside the course material, preferably from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the two reference requirement. Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must be identified in the paper and listed on a reference page.Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must come from sources such as, scholarly journals found in EBSCOhost, online newspapers such as The Wall Street Journal, government websites, etc. Sources such as Wikis, Yahoo Answers, eHow, etc. are not acceptable. A detailed explanation of how to cite a source using APA can be found here (link). Download an example here Grading Criteria Assignments Maximum Points Meets or exceeds established assignment criteria 40 Demonstrates an understanding of lesson concepts 20 Clearly present well-reasoned ideas and concepts 30 Mechanics, punctuation, sentence structure, spelling that affects clarity, and citation of sources as needed 10 Total 11. Individuals and Change" Give an example from your current place of employment or your previous place of employment when a change was implemented well versus when a change that was not implemented well. Explain the scenario in each example and why the implementation was either successful or not. Compare and contrast the differences between the implementation of the change. 12. Determinants of Trade Flows and Financing International Trade" Analyze the major effects that microeconomic and macroeconomic factors could have on the international flow of funds between countries and the primary manner in which such factors could affect a country?s balance of payments and its currency. Provide one (1) example of such effects on the U.S. 1-2 PARAGRAPHS 13. TESOL-direct 1. Classroomscenarios Look at these classroom situations. Explain how you would deal with each of the situations shown below. Write not less than 200 words on each one. Situation 1 You are the head of department and you observe an upper-intermediate class of 12 students, all about 20 years old. During the lesson the teacher gives out a newspaper article. She then asks each student to read a paragraph from the article in turn, starting on the left hand side of the room and moving round the room. When they have finished reading, the teacher asks them factual questions on the text. What advice would you give this teacher? Situation 2 You have provided your pre-intermediate class with plenty of speaking and writing practice. However, your class of 15 adults is always asking you for more grammar. At first you were unhappy about this and told them that learning to speak the language did not just involve learning grammar. However, they have continued to ask for more grammar. How can you best deal with this situation? Situation 3 You are teaching a class in an English-speaking country and you have stuck closely to the textbook with your intermediate-level class of adults. However, the students say that they have difficulty understanding people outside the classroom; for example, people in shops, and English-speaking students. How can you respond in order to improve their listening skills? Situation 4 You are the head of department and you observe this exchange in a teacher's lesson. What advice would you give this teacher? Teacher: Jacob: TT: Maria: TT: Ying: Teacher: Marta: Teacher: Dodee: Teacher: Now you try to complete this sentence in your own way. 'If I win the lottery I ……….' If I win the lottery, I will buy a new car. Maria? If I win the lottery, I will buy a new house. Ying? If I win the lottery, I will go China for a holiday. Marta? If I won the lottery, I will go on holiday. No, that's not right Marta. You haven't been listening. Dodee? If I win the lottery, I will stop working and retire. Ok. Now write five sentences of your own. 2. Vocabularychallenge1 You teach a class of lower-intermediate students. In one week you meet the following words in different reading passages. Each sentence contains a word that is new to your students. (We will pretend here that they cannot guess the meaning!) Explain clearly how you would help them to understand the meaning of the words in bold in each case. .a) Thehousewassurroundedbyalow,woodenfence. .b) She welcomed him very warmly and offered him some food. .c) Hewipedherfacewithamoistcloth. .d) Shereluctantlyagreedtocleanherbedroom. .e) Theteacherlivedinasmallterracedhousenotfarfromthepark. .f) He picked up the pebble and threw it as hard as he could. 3. Vocabularychallenge2 You teach a class of lower-intermediate students. In one week you meet the following sentences in different reading passages. Each sentence contains a phrase that is new to your students. (Again, we will pretend here that they cannot guess the meaning!) Explain clearly how you would help them to understand the meaning of the phrases in bold in each case. .a) However hard he tried to get rid of the stain he just seemed to make it worse. .b) Her father agreed to come to the school to try to sort out the situation. .c) The crowds were very thick and he held tightly onto his wallet because his wife had told him to look out for pickpockets. 4. Lessonplancritique Look carefully at the lesson plan that follows. Comment on the preliminary headings (Aim etc.) and then each step of the plan with regard to its value and effectiveness. Since there are some weaknesses in this plan, show clearly what changes you would like to make. Class Elementary level – 12 students Date 17/3/05 Time 9:30 Aim: To teach students to use have got / has got and contracted forms ?ve got / ?s got Theme: Describing people Teaching Aids: Table (on board) Taped dialogue Fill in the blanks activity Notions / Functions: Making statements and describing Target Language: I have got/?ve got red hair. He has got/?s got black hair. They have got/?ve got freckles. We?ve all got large feet! He?s got a beard and he?s wearing …. New Vocabulary: freckles, beard, moustache, scar, blond hair, dyed hair, wig Assumptions: They are familiar with the Present Continuous tense. Lesson Steps: 1. 2. 3. 4. 5. 6. Explain how the expression has got is constructed. Tell the students how it is used. Use a large picture of several people. Point to one of the figures and elicit individual words from the students about that figure. (e.g. moustache, hat, jacket, red shoes, scar etc.) Repeat with the other figures. Write the vocabulary on the board. Teach any important new vocabulary. Ask the class to repeat the new vocabulary altogether 4 or 5 times. Using the picture and the students? vocabulary, introduce the target language using he?s got. E.g. He?s got red hair. Write examples on the board. Ask the students to repeat each sentence 4 or 5 times altogether. Encourage individuals to use the target language when you point at the picture. Class practice ? students work in pairs to describe the figures on the board. Teacher watches from the doorway. Give students the script for a dialogue. Play the short recorded dialogue between John and Peter. They are at a wedding and talking about their new girlfriends, and describing them. Students listen and take notes. 7. 8. 9. 10. Elicit from students the descriptions of the girls and what they were wearing. E.g. She is wearing a blue dress. Hand out a short passage (based on tape dialogue) with gaps which the students complete to practise have got / has got for describing people. In groups of three, the students play a game. They take turns to describe any member of the class. The other two look around the room and guess which student it is. Teacher observes from a distance. For homework the students write a story in which people are described Module Three ? TESOL-direct web site – www.tesol-direct.com email ? info@tesol-direct.com ? TESOL-direct ii Contents of Module 3 Unit 9 Lesson Planning Introduction 1 Lesson planning and variety 2 Lesson headings 3 Lesson steps 8 How much time will planning take? 10 Sample lesson plans 10 Timing 15 Sitting down to plan 16 Other approaches to lesson planning 30 ARC 30 Task-Based Learning 34 A comparison of a PPP lesson plan and a TBE lesson plan 45 Feedback on the tasks 57 Unit 10 Teaching Vocabulary Introduction 67 Focus on vocabulary 67 What is a word? 68 Selecting the vocabulary 70 Productive and receptive vocabulary 70 Idiom, metaphor and similes 71 Word formation 72 Words in context 73 Using dictionaries and keeping a vocabulary record 75 Focus on teaching vocabulary 77 Developing the students' vocabulary skills 80 Feedback on the tasks 88 ? TESOL-direct iii Unit 11 Practical Language Activities Introduction 90 Word games and activities 92 Picture games 101 Group/class games 106 Role play 113 General activities 115 Unit 12 Testing in the Classroom Introduction 118 An introduction to testing 119 The environment 119 Why is the testing being conducted? 120 Test types 121 Formative tests 122 Summative tests 123 Norm-referenced and criteria-referenced tests 123 What language skills are being tested? 125 Getting the balance right 126 Objective and subjective questions 127 Correctness vs. appropriateness 130 Stages in the development of a test 131 Designing the questions 133 Testing vocabulary 133 Testing grammar 144 Testing writing 147 Testing reading comprehension 153 Testing speaking 157 Testing listening 161 Feedback on the tasks 165 Teaching around the world 171 Index 176 ? TESOL-direct 1 UNIT NINE Lesson Planning Introduction Planning your lessons with care is particularly important when you are starting your teaching career. That is not to say that it isn't important once you have become more experienced, but the reality is that as time goes on you will acquire skills that you can turn to with ease and you will also acquire a collection of materials that you can dip into as the need arises. However, in order to become an effective teacher, it is important that you learn to plan your lessons very carefully at the beginning. It is a bit like learning to drive. When you begin you will have to think very carefully about everything that you do and you might do things quite slowly. When you are an experienced driver, you will still have to think carefully but it will be more automatic. Teacher training programmes often provide their trainees with a lesson plan form and ask them to fill it in each time they teach a lesson during their training course. They do this in order to ensure that the students think carefully about every aspect of their lesson. However, in many ways this is not the best approach. It forces the trainees into using a particular format that might not be appropriate when they start to teach. In fact, there is very little point in having a specific lesson plan form because so many lessons are different in their structure and style. What is much more important is to have in your mind a list of potential headings that you can use in your plan. Once you are familiar with each of these headings, you can use them as and when you want. We will be looking at a variety of lesson plan formats but the important thing is that your plan should consist of a clear set of notes that you can easily refer to. 1. The notes should not comprise pages of detail that will be difficult to refer to in the classroom. Ideally, your notes should cover no more than two pages of A4 paper so that you can easily glance at them during the lesson. However, you may also have ? TESOL-direct 2 other notes (e.g. related to tasks or role play cards or games) that will be linked with the main lesson plan. 2. Try to make your plan clear and simple so you can easily refer to it. Number the steps clearly. Don?t sub-divide the steps into complicated sub-steps [e.g. 1 (a) (i)] because this is likely to be confusing for you as the teacher. 3. Place examples of language that you are introducing or practising next to the appropriate step. This will help to remind you as you teach because it is easy to get a little confused. 4. Always imagine that you are going to give your plan to a colleague to teach so make it clear and simple so that your imaginary colleague can teach it if necessary. Task 1 Before you read on, make of list of what you think should be in the list of potential headings for a lesson plan. Lesson planning and variety Before you start to plan your lesson in detail, you should be very clear about the overall aim of the lesson. We noted above that a single lesson plan format was not appropriate because the focus of your lesson could vary quite significantly and hence the headings that you would need. In theory, your lesson could focus on one or other of the following: 1. a topic or theme (e.g. opening a bank account) 2. a function (e.g. giving polite excuses) 3. an English structure (e.g. a tense such as the Present Perfect tense) 4. a language skill (e.g. listening or writing) In practice, you are likely to include two or three of these elements in your lesson plan. For example, your lesson could be set in a shop (topic/theme); the functional language could be making requests; the structures might include I would like ?.. Please can I have ??. Do you have ??; all four language skills might be practised in the course of the lesson. ? TESOL-direct 3 It is very likely that your students will have different strengths and different ways of learning. Some will learn better by speaking while others will learn faster by reading. Some of them may learn best by speaking and writing. By providing your students with a variety of activities you will maximise their opportunities for learning. Apart from the students' strengths and weaknesses, all of your students will benefit from a change of activity in the course of the lesson. A switch from listening to speaking will immediately invigorate your students and give them something new to do. However, if the speaking goes on too long, they might start to wilt. A switch to a writing activity will provide the spark to get them actively involved again. You will soon discover that one activity can be utilised in a variety of different ways. For example, you might start by asking the students questions, then move on to look at a table, then listen to a tape based on the table, and finally give the students a writing task based on the tape/table. This integration provides variety and a more interesting lesson for the students. Some course books seem to concentrate on particular skills. For example, you may find that your course book has a large number of speaking activities. However, even the most ardent student does not want to spend consecutive lessons speaking in pairs and groups, so if this is the case with your course, it is important to supplement it with additional activities that cover all of the language skills. The language skills are mutually reinforcing and it is important to provide your students with practice that covers all of the skills. Lesson headings What sorts of headings are you likely to need in your plan? Certainly you will want to make a note of the class (including the level e.g. pre-intermediate), the date, and the time at the top of your page. ? Class ? Date ? Time You will want to say what it is that you want the students to be able to do by the end of the lesson and this will be the overall aim of the lesson. Your aim might say something ? TESOL-direct 4 like this: By the end of the lesson the students should be able to ?? . An alternative might be To enable the students to ??? . ? Aim Task 2 * Look at what these three teachers have to say about their lesson. Which one of them do you think has the clearest idea of the aim of the lesson? Teacher 1 – "I'm hoping for an enjoyable lesson today. The students will be talking about music and their favourite pop singers. That should really interest them." Teacher 2 – "The students need a lot of writing practice so I'm going to try to get them to write about themselves." Teacher 3 – ?I want my students to be able to arrange a meeting for a date in the future." In achieving your lesson aim you are likely to involve the students in different activities, each of which will have its own particular objective. The objectives are the specific steps in the lesson that build towards achieving the overall lesson aim. For example, during the lesson we might want the students to practise a dialogue in pairs and the objective of this would be to provide them with speaking practice using the target language. The overall aim of the lesson might be to teach the students to arrange for a meeting in the future, like Teacher 3 in the task above. So we need the heading: ? Objective(s) You may also want to mention the theme or context of a particular piece of work. For example, you may be doing a piece of work around the theme of houses, so it would be helpful to mention this. ? Theme / Context You will want to outline the language that you will be teaching, but you might want to show this in two different ways. First, you might want to specify the language function ? TESOL-direct 5 that will be the focus of the lesson. You might note in your plan that you are practising asking polite questions if this is what the students are practising. So the heading would be: ? Language function ? asking polite questions Second, you will want to be specific about the target language that the students will be using under the heading of polite questions. For example, you might include the fact that your students will be practising questions like Would you like to come in? Would you like a cup of tea? Would you like to see the garden? These examples would represent the new language in your lesson. Notice that you need to be aware of what other language the students have been taught previously before you move onto new structures. This is particularly important when the students are in the earlier stages of language learning. For example, it would be difficult to tackle the Past Perfect tense unless the students are already familiar with the Past Simple. ? Target language Related to the target language, we have the new vocabulary. This consists of the new vocabulary that you feel you should include in the lesson. It is important to note that we do not have to teach each and every new word that appears in the lesson, only those words that are important in the context of the lesson. There may be other words that the students will not understand, but if these words are not important in that particular lesson they may not need to be taught. Also remember that students should be encouraged the guess the meaning of new words from the context. ? New vocabulary It is important to specify the language skills that your students will be using: listening, speaking, reading and/or writing. It may well be that you will include some practice in all four language skills but you are very likely to have a significant amount of practice in, say, two of the skills, and your lesson plan should reflect this fact, hence: ? Language skills. ? TESOL-direct 6 In the course of your lesson you may use certain teaching aids (real objects, pictures, taped dialogues and so on) and these should be noted in your plan. You will not want to come in to every lesson loaded with an armful of pictures and objects because this could make your lessons more like conjuring tricks than lessons, and the repetitive use of aids might dull their significance. It is important to try to use teaching aids in a way that is both meaningful and memorable. Teaching aids (including the board) are most effective when they are integrated into the lesson as a whole and help both the teacher and the students to move forwards. If you are using a recording, always listen to it before the start of the lesson. There is nothing worse than bringing in a recording which is unclear or faulty. It is embarrassing and makes you look unprepared. ? Teaching aids You may want to note any assumptions on which your lesson is built. If the class is well known to you these might be very specific assumptions (I assume that they will have completed last night's homework.) but if the class is not well known to you, there may be other assumptions that you will have to make. (I assume that the class has basic knowledge of how to use the simple past tense.) ? Assumptions You may also want to note any potential difficulties that might arise during your lesson. These could be very specific with, for example, one particular sound being particularly difficult for the students. However, the anticipated problem could be something more general, such as whether the students will be able to work effectively in small groups. ? Potential difficulties Perhaps the most important part for you as the teacher will be the various steps of the lesson. These will need to be thought through very carefully if your lesson is to be a success. Some of the other elements above may be omitted from time to time but you can never omit the lesson steps because this is the core of your plan. Your lesson steps (sometimes referred to as lesson stages) will be planned through very carefully so that they provide you with a logical progression through the lesson. If you have thought them through with care, your students will constantly be pushing forwards the ? TESOL-direct 7 boundaries of their language competence. The steps outlined in your plan will include the lesson activities. These will be the various activities that form a central part of your lesson; for example: Tell the students to work in small groups and place the items in order of importance. ? Lesson steps (lesson stages) You will not want to stand at the front of the class talking to the students for the whole lesson so make that clear in your lesson plan by clearly noting the class organisation / interaction where appropriate. At which points will the students be working individually, in pairs, in small groups or altogether? Anyone looking at your plan will have a much clearer idea of how you will structure your lesson if this information is included, and of course, it is an important reminder for you when you come to teach the lesson. This information is often shown using the symbols S (for student) and T (for teacher). For example, where the teacher is addressing the students, the plan will show T  SS. Look at the following symbols: S – S pair work SS – SS group work S – T student to teacher SS – T students to teacher S – SS student to students ? Class organisation/interaction If, and only if, someone is coming to observe your lesson, you might also want to provide them with basic information about your students ? Student profile To sum up, we have a list of 16 potential headings that we might want to utilise when we are preparing our lesson plans. This is a very large number of headings and of course we won't want to use each heading every time. Nevertheless, it is very useful to be aware of potentially useful headings. ? TESOL-direct 8 The headings are: 1. Class 2. Date 3. Time 4. Aims 5. Objective(s) 6. Theme / Context 7. Language – Function / Notion 8. Target language 9. New vocabulary 10. Language skills 11. Teaching aids 12. Assumptions 13. Potential difficulties 14. Lesson steps (lesson stages) 15. Class organisation / interaction 16. Student profile Lesson steps Before we move on to look at a lesson plan, let us consider the lesson steps in a little more detail. As we have noted, these are particularly important because they form the backbone of the lesson. Your lesson step might describe what you are going to do. Use a family tree to teach the meaning of ?have got? as in ?I have got one sister?. It could equally well be a student activity. Tell the students to read the first paragraph and find a word that means the same as 'sustainable'. In planning your lessons, it is important to try to ensure that each one has as much variety as possible. Your lesson may be 40 minutes, 60 minutes or even 90 minutes in length, but whatever the length, try to ensure that there is variety. It is not easy to concentrate on learning a new language for 40 minutes if the lesson consists of only one activity. A much more successful approach is to divide the lesson into different ? TESOL-direct 9 sections so that the students can practise the target language in different ways. A lesson consisting of 40 minutes of listening would be too long. The students would find it difficult to sustain their concentration. Similarly, a lesson of blank filling tasks is likely to become repetitive and boring and the students are unlikely to be able to sustain their interest. A much better approach is to break your lesson into several smaller chunks which each have a different activity. For example, let us imagine that the theme of your work for the week is 'friendship'. On the first lesson of the week you might do the following: ? ask the students to write a list of words/phrases showing what friendship means to them (e.g. good times, help, liking, sharing etc.) ? ask them to compare their list with another student ? write friendship in the middle of the board and ask students to come and write one or more of their words/phrases around the central word ? ask them to agree on the five most important points ? listen to a taped dialogue with two friends talking ? complete a writing task – sentence completion activity based on the dialogue ? read a passage on friendship ? answer questions (factual as well as why questions) A variety of different activities like this would keep the students attentive and interested, and consequently learning more successfully. A sequence like this would provide the students with practice in listening, speaking, reading and writing. Each language skill would have the same thematic focus (friendship) and each one would reinforce the others and build up the students' knowledge and confidence step by step. The different activities would also involve the students in working individually, in pairs and as a whole class. This change of organisation and activity would help to maintain the students' attention and interest. Task 3 * Imagine that the theme of your work is 'holidays' with an intermediate class. Try to make an outline of the steps that you might include in your first lesson of the week. Look back at the list above. ? TESOL-direct 10 How much time will planning take? Planning will take up some time of course, but it should not come to dominate your life! Most teachers find it helpful to plan for the first two or three days of the week on Sundays and then to plan the remaining days during the week. Many teachers find it best to plan in the evenings, while others believe that it is better to get to work an hour or so early in the morning and do the planning then. It doesn't matter when you do your planning but you should be prepared at first to spend, say, an average of at least an hour for a one-hour lesson. There will be times when you will only need twenty minutes, but there will be other times when you'll need much more than an hour. Some teachers mistakenly see planning as an inconvenience that takes up too much time. They believe that five minutes before a lesson is quite sufficient. They forget that a teacher does not prepare a lesson plan for an inspector or a head teacher, but for themselves because it provides them with the support they need during the lesson. It is true that it can sometimes be a difficult task to find imaginative approaches on a regular basis but a carefully planned lesson can provide both the teachers and the students with a great deal of satisfaction and enjoyment. A well-planned lesson will give you confidence when you walk into the classroom, knowing that you have plenty of material to use and you are prepared to answer any questions on the target language of the day. Sample lesson plans Let us now take a look at some examples of formal lesson plans. These are not offered here as model lesson plans, merely as different styles of lesson plans that you can use. The first plan is for an elementary class. Note the use of the word 'elicit' in the lesson steps. We use this word where we are trying to draw out knowledge from the students. Lesson Plan 1 Class ?..???? Date ??..??.. Time ??..?. Lesson theme Houses Lesson objective To practise wh- questions where Teaching aids 1. a sketch of a house on the board 2. word web photocopied handout 3. question and answer sentences cut up into individual words ? TESOL-direct 11 Functions Asking questions New language Where do you keep ????? New vocabulary saucepan, kettle, washbasin, sink, dishwasher, living room, garage Lesson steps 1. Elicit the difference between a house and a flat. Ask them which is more common in their own countries. Ask which type they live in. Ask them which they prefer. 2. Draw a house on the board. Ask them to name the rooms in an average house. Write the words they suggest around the drawing. 3. Hand out the word web. Let them work individually to fill in as many words as they can showing what objects they might expect to find in each room. 4. Tell them to work in pairs and compare their webs. 5. Go through the webs with the whole class ensuring that each student adds any new words to their own web. 6. Class presentation – Sample Q and A: Where do you keep your saucepans? I keep them in the kitchen. Write the example on the board. Give other examples. 7. Ask individual students questions: Where do you keep your toothbrush? I keep it ? 8. Pair work – oral practice of Qs and As. 9. Pair work – hand out Q and A sentences cut into individual words. Ask the students to form the question and answer correctly. Go around checking their sentences. 10. Class practice ? Give the students a dialogue with some sentences missing. Ask them to complete it and to practise in pairs. Go around checking their work. 11. Play a recording of someone describing the things in their house. Students fill in details in a descriptive passage. 12. Play again. 13. Check their understanding. 14. Students write out a short passage describing their own house. Anticipated problems: Word order with the questions. Phonological points: Pronunciation of ?l? and ?r? as in ?living room?. This is one example of a lesson plan, but as we have noticed, lesson plans can take different forms. The lesson plan below is equally well prepared but follows a somewhat different pattern. You will notice that the lesson steps are more precisely sign-posted and that there are two presentation stages. This is not to say that it is a better lesson plan, just that it has a different style. ? TESOL-direct 12 Lesson Plan 2 Aim To practise using forms of comparison: more and most New Vocabulary zoo, exciting, amazing, scary, wonderful Teaching aids photographs of a zoo / animals in a zoo Structures Past Simple with more/most e.g. It was the most exciting ??.. It was more exciting than ?? Review Step 1: Review the use of -er and -est forms of comparison (practised last week). Presentation 1 Step 2: Show pictures from a zoo with the various activities. Ask them if they have been to a zoo and what they enjoyed – help them with the vocabulary. Step 3: List the different animals on the board; ask students to work in pairs and rank them in terms of enjoyment. Step 4: Present 'The ?? was more enjoyable than the ??.. ?. Practice 1 Step 5: Stick photos on the board. Students practise similar sentences in pairs. Presentation 2 Step 6: Elicit individual student?s favourite animals Step 7: Present 'The ?? was the most wonderful of all.' Practice 2 Step 8: Individual students use 'most' to make comparisons, as in Step 7. Step 9: Ask the students for other words to describe the animals (e.g. friendly). Give them new words as necessary: exciting, amazing, scary, frightening. Write on the board. Elicit the meaning; explain where necessary. Step 10: Ask the students to work in pairs and make sentences using those words. 4. Listening Step 11: Listen to a passage about a visit to a zoo ? general listening Step 12: Listen again for names and times (students write them down) Step 13: Hand out list of activities. Students listen again for the detail and tick them off a list on the handout. 5. Writing Step 14: Students complete a blank-filling passage based on the listening passage. ? TESOL-direct 13 In the third plan (below) for a pre-intermediate class, the teacher's and students' activities are clearly shown. This plan is arranged in 'portrait' layout although teachers often use 'landscape' layout for plans of this style so they have more space to write. You will notice that it is quite useful to differentiate between the teacher's and the students' activities but that this can lead to some repetition in the plan itself. Lesson Plan 3 Class Date Time Aim – To practise giving reasons and opinions Topic/Context bicycles/cycling Language I like cycling because .. I think that ?.. As far as I can see .. I believe that ? Function Giving reasons and opinions New vocabulary parts of a bicycle Assumptions They can use the Present Simple tense. Some parts of a bicycle are known to some SS. Anticipated problems Confusion with different ways of giving opinions. Teacher's activities 1. Place the bicycle at the front of the class. Ask students to say what it is. Ask them if they use a bicycle regularly. Why? Why not? Good things about using a bicycle? 2. Ask SS to come and point to one part of the bicycle and name it. Write words on the BB. 3. Give out reading passage on Yema cleaning and mending her bicycle. When they've finished ask five 'why' questions. Students? activities SS answer and talk about their own use of a bicycle. SS come and name the parts. SS read the passage silently and answer the 'why' questions. Objectives To get the students talking freely as possible about their use of bicycles. To elicit and build up their vocabulary knowledge. To practise answering 'why' questions. ? TESOL-direct 14 4. Give out blank-filling passage. Let SS work in pairs to complete. 5. Tell the SS that they are going to listen to a man talking about why he goes to work by bike. Ask the SS to speculate on what reasons he might give. 6. Play recording ? general listening to adjust to topic and pronunciation. 7. Play recording ? SS listen for advantages of cycling. 8. Play recording ? SS listen for disadvantages of cycling. 9. SS work in pairs and list down the advantages and disadvantages of cycling to work. 10. Pairs get together with another pair and compare their notes. 11. Ask SS to report back. 12. Tell SS to prepare a dialogue between two people, one of whom is in favour of cycling to work and the other is against it. SS to record it when they have finished. SS complete blankfilling passage in pairs. SS provide reasons. Students listen. SS listen for the advantages of cycling. SS listen for the disadvantages of using a bicycle. SS work in pairs. SS work in small groups. SS report back. SS work in pairs to prepare dialogue. To reinforce vocabulary and also show understanding. To practise skill of predicting what people are going to say. Students get some familiarity with the recording. To listen for specific information. To listen for specific information. To demonstrate their understanding and practise making notes. To share their understanding. To practise reporting. To prepare a conversation between two people. You will have noticed in all these plans that the students are sometimes working in groups, sometimes in pairs, sometimes individually, and sometimes as a whole class. The various activities that the students engage in will sometimes naturally slot into one arrangement of students or the other, but at other times, you will want to make a specific choice. Knowing how to organise your students effectively is one sign of a ? TESOL-direct 15 professional teacher; nevertheless, two excellent teachers may well approach an activity in different ways. Task 4 * Which type of interaction/class organisation do you think would be most effective for these activities? Individual work? Pair work? Group work? 1. Answering comprehension questions following a reading passage. 2. Placing sentences in order. 3. Answering multiple choice questions. 4. Preparing a dialogue. 5. Writing a composition. 6. Comparing pictures. 7. Completing a blank-filling passage. 8. Predicting what a passage will be about from the headline. Timing Some teachers like to include an indication of time in their lesson plans and they will note down how long they expect a particular activity to take them during the lesson. This is particularly useful when you are fairly new to teaching. However, even if you don't actually write the timing on the lesson plan, you need to have an idea in your mind of how long you will spend on each section. When estimating time, try to think about the average student in your class. You will not want to speed along at the pace of the fastest student because then you might leave some of the others behind, and they might lose confidence. Conversely, if you proceed at the pace of the slowest student, you may find others becoming impatient and frustrated in the class. If you plan to pace the lesson according to the average student in that class, you will have the best chance of keeping everyone happy. You will aim to provide the slower students with additional support at certain points in the lesson, while you might be able to give the faster students an additional activity. ? TESOL-direct 16 An extra point; try not to find yourself halfway through an activity at the end of the lesson. It is awkward to have to break off an activity halfway through and sometimes it is difficult to pick it up during a subsequent lesson. If you do have a few minutes left at the end of a lesson, it is better to use one of your collection of short activities (games, role play etc.) to fill up the last few minutes, rather than starting on something that you know you can't complete in the time available. Timing is important so always wear a watch. Sitting down to plan Nobody wants to go into a lesson unprepared. If you ever suddenly find yourself ten minutes away from a lesson with nothing prepared, the likelihood is that you are going to feel somewhat panicky and exposed. It would not be sensible to put yourself through such an ordeal when a modest period of planning the day before will ensure that you have material and activities ready to use for your next lesson. The planning need not always involve writing many pages of lesson steps and the preparation of dialogues, role playing cards and pictures, as well as the collection of teaching aids, although there will be times when a teacher will want to use a number of different teaching aids in one lesson. However, spending many hours preparing every lesson would be too much and most teachers simply would not be able to keep up such a level of preparation. In general, preparation will involve the writing of clear lesson steps and it may involve the preparation of material that will supplement the textbook. As we pointed out before, you may find yourself spending an hour or more preparing a onehour lesson at first but with experience this will decrease. It would be very odd if the planning always took longer than the lesson itself, although having said that, this might happen on occasions. In practice, an experienced teacher might regularly spend, say, an hour preparing a couple of one hour lessons, with sometimes more time being needed and sometimes far less. What are the key points to remember when planning? 1. Crystal clear aims It is important that the aim of each lesson is crystal clear; the importance of this cannot be stressed strongly enough. If the aim of the lesson is very clear then you will find that the separate objectives and the stages of the lesson will slip more easily into place. This means that you will need to be very clear about precisely what you want the students to be able to do by the end of the lesson. Of course, the precision with which ? TESOL-direct 17 you can state this may vary to some degree with the style of the lesson but, nevertheless, you need to think very carefully about the lesson aim when you are planning. Once the aim of the lesson has crystallised, the lesson objectives will be easier to define. 2. Crystal clear lessons steps The lesson steps will more closely reflect the objectives of the lesson and they too must be crystal clear. If the objectives are clear, the content of each step will be easier to define and you will find it easier to ensure that one step really does mean one step and not five steps that you have bundled together. Bundling a variety of steps together is one of the commonest mistakes that new teachers make and it often results in the teacher trying to force the students to do three different things at the same time, some of which may involve totally new language. This is very likely to lead to a rather confused class of students and a rather irritated teacher; the irritation would not be directed at the students but would be directed at himself or herself with the realisation that the lesson steps had been poorly thought through. This feeling can be contrasted quite clearly with the feeling a teacher gets when a plan really does ?come together? and you can watch the students involved in meaningful language practice that directly reflects the aim of the lesson. 3. Example sentences in your plan Many new teachers think that their lesson plans need only be a brief description of what they intend to do in the lesson, but this is only partly true. One very important element that teachers often leave out is examples of the target language; they are extremely useful, and especially for teachers who are not very experienced. Why are examples of the target language so important? One reason is that there are invariably slightly different ways to say the same thing and in the ?heat? of the lesson, and especially on the day when your head of department has decided to sit in on your class, it is very, very easy to become confused. For example, imagine that the target language for the day is the Present Perfect tense and Step 4 of your lesson states that you will introduce statements to your students in that tense. What sentences, precisely, will you use in the class? John has lived in Birmingham for 5 years. The twins have worked in Newcastle since 1998. Jacob has been living in Manchester for all his life. Dorothy has been writing an essay. ? TESOL-direct 18 These example sentences are all different in various ways and the most obvious is the use of both the simple and the continuous forms for the Present Perfect. However, they also differ in the use of the has/have form as well as the fact that one sentence uses for + a period of time, one sentence uses since + a date and the final sentence has no time reference at all. If you do not write down examples of the language that you intended to use in each step, you will find that you make mistakes and accidentally slip into using a form that is slightly different from the one you intended. The result could be very confusing for the students and a very embarrassing muddle for the teacher. 4. The length of your lesson plan Some teachers are so determined to impress their head of department that they will produce very long lesson plans of 4 pages or more; sadly, this is unlikely to impress. Unduly long plans take a long time to prepare of course, and are very likely to be rather too complicated. While it is necessary to have a plan to refer to, it is counter-productive to have an over-elaborate plan that the teacher has to constantly look at in order to remember the next step. The sight of a teacher flicking through a plan to find out what to do next is unlikely to give the students much confidence. A better approach is to have the plan for the lesson on no more than two sides of a piece of A4 paper. The steps should be clearly defined and logical in their progression, with each step building on the one before. Next to this plan, you may have the notes on the game, the role-play cards, gap-filling activity or whatever else you want to use in the lesson. 5. Content ? what do they know / what do they need to know? When thinking about the content of a lesson, make sure that you are clear about the current knowledge of the students. There is little value spending time going over what they already know. While it is a good idea to make a start from the Past Simple tense when teaching the Past Perfect, it would be inappropriate to spend a significant amount of lesson time revising this tense. Conversely, a teacher should not assume knowledge that the students do not have. The Past Simple tense and the Past Perfect are closely linked in the way that they are used and it would be wrong to consider the latter tense unless the students were already familiar with the Past Simple. Similarly, if you want to practise the use of the hypothetical or unreal conditional form (If I had a million pounds, I?d buy that house.) then it is important that the students have already met the modal auxiliary would. One further point: if you are involved in a communicative activity that entails the students working in pairs or small groups, you would normally want to ensure that certain important elements of the language were known, or could be taught ? TESOL-direct 19 beforehand. (However, remember that a teacher adopting a TBL approach may not want to teach the language normally required for the activity beforehand.) For example, if the students are expected to do an activity that involves filling in the plan of a room to show the pieces of furniture, it would be a good idea to ensure that they know expressions such as on the right-hand side, on the left-hand side, in front of, behind, on top of and so on. 6. Balancing form and meaning Although many new teachers appear to accept the value of communicative activities and a clear focus on meaning, when it comes to planning a lesson some of them nevertheless continue to start their lesson in a very traditional way by focusing on the form of the target language for that particular lesson. The result is that instead of considering how a grammatical structure is used (the meaning) the teacher will spend valuable time looking at how the structure is put together (the form). For example, when considering the Present Perfect, a teacher might allocate a significant amount of time showing that the tense is formed with have + the past participle and looking at irregular verbs. A table might be drawn on the board to show how the Present Perfect changes with the subject of the sentence (I have lived, he has lived) and students might be given verbs and asked to make similar transformations into the Present Perfect tense. This would not be a good approach. The problem with such an approach is that the tense is being examined without reference to how it is used (i.e. the meaning) and so this activity is unlikely to have much value. The form of a language item is far less of a problem for learners than its meaning and use; once these are clear, the form will invariably be absorbed very quickly. Communicative approaches to language teaching do not prohibit the use of language rules, charts and tables if the teacher believes that they would be helpful for the students. However, they are approaches that are better adopted after the meaning of the particular grammatical structure has been fully addressed. If a teacher wants to use tables and other approaches that focus more on the form of the language, it is better to do this at a later stage in order to supplement more meaningful approaches. If you do feel that a chart would be useful, prepare a computer image or draw the chart on a piece of card before the lesson as drawing on the board can take time. ? TESOL-direct 20 7. Teacher?s questions The questions that a teacher asks in the classroom are very important so it is essential to ensure that they are precise and have meaning for the students when the lesson is being planned. One common mistake that new teachers make is to ask questions that are so general that they lack significant meaning. For example, a teacher might ask a question like this: Who can tell me about the Past Simple? Apart from the fact that this question focuses far too much on grammar without considering meaning, this question is far too vague and even the most enthusiastic student would find it almost impossible to answer such a question. What can you tell me about holidays? Again, this is such a general question that most people would find it difficult to answer, even in their own language. If a teacher wishes the students to describe their own holiday then tell me about your last holiday would be far more appropriate. Poorly directed questions can also cause considerable problems when students are asked to work in pairs or small groups. The students may be asked to work in pairs and to talk about colours that you like. Once again, this is very vague and does not leave the students much scope to say more than I like red. It certainly would not easily generate a conversation. A more productive approach would be to ask the students to a) think of brightly coloured objects that they have seen b) say where they saw them c) say whether they liked these colours or not, and why? This would give the students a clearly expressed task and would easily generate a considerable amount of talking in pairs. Questions that expect an unreasonably high level of grammatical knowledge from the students are best avoided. A teacher who asks an intermediate class to explain how we use the Past Perfect tense may be placing quite a linguistic burden on the students and is likely to be less successful than a teacher who elicits information from students, perhaps by giving them two contrasting sentences to consider. Teachers also need to be well aware of the level of difficulty of their questions. Factual questions that may arise as a result of a reading task (How many ?? Which ?? Who ??) are significantly easier in general than questions that seek an explanation (Why ??). Questions that necessitate the students placing themselves in someone else?s shoes (If you were Peter ?? If you had been in that situation ??) are also generally more difficult than questions that require the students to think about their own ? TESOL-direct 21 experiences. It is important to be aware of these differences and to structure your questions accordingly. Task 5* What do you think of these questions? Write a brief note about each one and then check feedback at the end of the unit. 1. Who can explain how the Present Perfect Continuous is used? 2. Sit together in small groups and talk about when you were young. 3. What do you know about families? 4. Which sentence refers to the future; which one refers to the present? 5. Who can point to the subordinating clause and the relative pronoun? 8. Timing your lesson Many lessons in schools will last 45 minutes but it is very likely that lessons for adults in colleges will last 60 or 90 minutes, or longer. Whatever the length of the session, it is important for the teacher to ensure that the timing of the lesson is balanced as well as possible. In other words, as the teacher in the classroom, you will need to try to e

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1) READ ONE of the ?TA-okayed? articles ?There is a Word document posted on Blackboard with 11appropriate articles to choose from 2) WRITE a ONE-paragraph summaryon […]
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