Module 6

Module 6 is focused on PTRA - planning, teaching, reflecting, and adjusting.

After reading all the articles, watching all the videos, and searching all the suggested websites, create a page Module 6 in your portfolio, double click anywhere on the page, choose T to add text, and post the following on the page:

CREATE: Based on your preference choose one of the following tasks:

Choose a lesson plan you have used before and make any changes and/or improvements to reflect what you have learned about communicative lesson planning.

OR

Think of a lesson you have previously taught. Consider “Plan, Teach, Reflect, Adjust (PTRA)” and reflect in 4 paragraphs how you planned for the lesson, how you have taught the lesson, what you now reflect about the lesson, and what you will adjust in this lesson for the next time you will be teaching it.

OR

Think of a lesson you would like to teach. Use the Six-steps of lesson planning and design a communicative lesson in detail. Consider what activities you might want to use to teach the content and promote communication in your classroom.

See example for a model:

Lesson Name: What would you like…?

Grade level / Unit: Grade 6, Unit 8

Lesson Purpose:

- to learn to offer and ask questions at the table.

- to develop polite communication skills at the table

Lesson Description:

Step 1: Warm-up. Checking homework, and the teacher asks students about what they ate for breakfast? or show the photo(table) and give stickers to vote what they ate in the morning or last night?

Step 2: Presentation about the teacher's explicit explanation of the polite expressions at the table (using the food, tableware words). Lesson phrases: Would you like ...? Help yourself. I'm full. A piece of...

Step 3: Practice. In pairs (Elbow exchange), students discuss presented lesson phrases continuing discussion about their food preferences.

Step 4: Application. Teachers ask students to create short dialogues using learned expressions. After, he/she asks to read some examples and facilitates discussion by answering the questions.

Step 5: Wrap-up. Singing songs about food and assigning homework (Han et al., 2018, p.49).

References:

Han, S., Kamalova, L., and Jurayev, L. (2018). Teen's English, Pupil's Workbook.

REFLECT: Type in 1-2 paragraphs to reflect on Module 6 (300-500 words). You may use what you have created, shared, and applied in the previous tasks.

See example for a model:

Lesson planning is the most exciting part of teaching for me. I always enjoy investigating themes, activities, and games to use in the classroom. This module helped me to learn about the strategy of lesson planning and implementation. Especially useful are the sources shared in the search sections of the module. I appreciate explaining the necessity of a clear and concise goal statement for the class or lesson. Now I can set my lesson expectations, purposes, and structure using PTRA – planning, teaching, reflection, and adjusting. It is essential to keep in mind that teachers can and need to be observers and creators of the learning space. Therefore, it is crucial to have PTRA for each class. It enables us to see the dynamics of students’ knowledge development. For example, if students are not using vocabulary from lesson 1, can we teach them a vocabulary for class 6?

For this module, I shared the class activity, which is very popular among our students: the class activity which helps them talk about their food preferences and listen and to ask questions about what others prefer. Moreover, it allows them to create a communicative dialogue about breakfast routines, which directly creates opportunities for using English every day. In the Telegram chat, I found an activity presented by participant L. The lesson exercise called “Table manners” would be great to implement in introduction to the thematic topic about food. I plan to use it in my English language classroom next week. My 6th-grade students would love to talk about their habits and manners using English, which in turn might develop their listening and speaking skills while discussing their daily routines and habits.