Unit #4 TESL 110 Putting It All Together: Lesson Planning

Putting It All Together: Lesson Planning

Putting It All Together: Lesson Planning
We have come to the end of this course, and it is lesson planning time!
To end our TESL 110, we are required to submit a grammar lesson plan with a focus on writing.
Before getting started in the planning, we explored three main lesson plan approaches.

First, PPP (Present, Practice, Produce) which is a traditional lesson and for its sequential way, it's appealing to language instructors, in particular, new ones. This method is easily controlled, and the instructor can adequately prepare. Finding resources is more comfortable through this approach. One negative thing about PPP is that has little focus on fluency, it is teacher-centered, and presumes that language is learned in pieces.

Unit #3 TESL 110 Corrective Feedback and Assessment in Writing

Corrective Feedback And Assessment In Writing

So far I have taken a total of three TESL courses, and in all of them, we have talked about corrective feedback. We know that giving feedback to students is essential for their learning and understanding of a second language, but how much corrective feedback can we provide to our learners? 

Most second language learners do not mind getting corrected by their teacher. They know this is the way to learn, but as teachers, perhaps we tend to forget that when it comes to correct our learners' work on any particular skill area, we provide them with a long list of all the things they are doing wrong. My approach to this would be different. I think I would be more "selective" with the areas I want my students to improve on, focusing on two or three areas that need a boost instead.

As part of our reading in this unit, Harmer, J. (2001)  discusses in his paper 7| Mistakes and feedback the different ways students' performance should be assessed. Teachers can be explicit by verbally giving a positive comment and implicit when for example she directs a question to each student, and she passes to the next student without giving a positive comment. Harmer points out to be careful when you don't give a comment correction to a student "there's always the danger, however, that the student may misconstrue our silence as something else."

Another way to give correction to our students is by commenting on the learner's performance at different levels whether that happens in or out of the classroom. And finally, giving the students grades, marks, and reports are additional ways to demonstrate to the student their learning and their progress throughout their course.

Resources

Harmer, J (2001) 7 | Mistakes and Feedback

https://universityofmanitoba.desire2learn.com/content/enforced3/309458-17788.201890/Content/materials/unit%203/Readings/Harmer%20Chapter%207%20Mistakes%20and%20Feedback.pdf?_&d2lSessionVal=7nmXnniVgPyR7BEhA8rmO4kGw&ou=309458

Unit # 2 TESL 110 Approaches to Grammar and Writing Instruction

Approaches to Grammar And Writing Instruction.

In this unit, we were introduced to the Grammar Translation Method and the advantages and disadvantages of using it in second language classrooms. In a publication by Mohammed Rhalmi (April 4, 2009. Updated Aug. 26th, 2014) "GTM is an old method which was originally used to teach dead languages which explains why it focuses mainly on the written form at the expense of the oral form." This method allows the L2 learner to make use of his/her mother tongue to understand the meaning of words and phrases. However, some of the disadvantages that are argued about using this method are that GTM is good at  "teaching about a language," not "teaching the language" and "translation is misleading. This is just to mention a couple.