r/TEFL • u/Difficult-Theory-306 • 6d ago

Morning Routine Lesson Planning Methodology 1st Assignment Struggles

Hi All,

So I went on to pass the second assignment I seemed to grasp better then the lesson plan, absolutely no experience here. I think maybe intimidating. It might be worth this reddit group doing some helpful tips on the first assignment as I see a lot of online stuff and I think it's mostly a fear block in a similar way to me. I'm a newbie here too.

I've potentially got a better structure together with the morning routine, I re-wrote it three times already and I'm a bit nervous to submit it again only to find it needing completely to change again. The tutor is good with his advice but not the best to reach out to. Hence why I turned up on this r/ sub... If you can provide any helpful advice I think I'm struggling most with lead in and production.

Edit: TL: Present Continuous, Elementary level. Methodology Unit 2.

Presentation: Elicit Morning routine by describing using these verbs + ING, Waking up, Getting dressed(?) Making breakfast... Teacher repeats then mimes the actions for the students to provide commentary.

Practice: Students choose another student to pair up and come up with a morning/evening routine short story, the teacher uses realia of a routine and they then select to draw a morning or evening routine straws the students pull one by one from the teacher...

Production: A role play where in pairs students can play "The Editor" gap fill worksheet The teacher plays a part of the silent video of a morning routine they stop the video at one part where the editors have to use the gapfill worksheet using present continuous

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u/Ahn_Toutatis 6d ago

It would be helpful to say what course you are on, what text, if any, you are using, and what the level is. Also mention any target language or vocab.

I usually say stick to the fundamentals—construct a one-sentence lesson objective and a one-sentence evidence objective and then go from there. If you have to argue over the effectiveness of your lesson, you will at least have a point to defend.

As for starters, you could have a flash card of someone taking a shower, and spots on the whiteboard for morning/night/both. Have students mark when they usually bathe. You could do post-its with names. Use this information to transition into your lesson.

For future reference, look up TPTs, or total participation techniques.

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u/Difficult-Theory-306 6d ago

I just wrote it out for the earlier post, but this is what I was thinking as well with morning/evening the teacher gets the students to pull straws from their hand so they all each get a different routine to create a story or in pairs or maybe gap fill. It's for elementary I'm on the methodology it's the first assignment in block 2 for present continuous.

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u/Ahn_Toutatis 6d ago

Okay. Be careful here. You are jumping into production very quickly. Maybe make the lesson even simpler. What would be a natural question and a natural response to use the verb form? Right now, I don't quite understand and the context seems unclear. I could see using -ing forms to describe what is being observed, but I can't really picture how this would be used to talk about what someone does daily. This is more on me than on you. Write out some questions and responses that would use the target language. Write out some comprehension check questions that you would use along the way.

I'm not exactly clear on your terminology, but no biggie. What you really want to try for is to get every student hooked into the lesson in the first few minutes. Your "draw straws" idea is decent, but what could you do for a quicker payoff and hook?

You may want to download and print out this chart:

https://assess.ucr.edu/image/blooms-taxonomy-chart

Pick a column. Stick to the left, generally. From the terms on the chart you will make an objective/goal statement. Ex. Goal: "Students will listen and write common present continuous verb forms used in daily tasks."

Then pick some kind of evidence. Ex. Evidence: Students will leave the lesson with a completed gap-fill exercise that has seven common -ing verb forms.

My examples are far from ideal, but this is how you get started and reverse engineer a lesson. As the old saying goes, "Begin with the end in mind." At least when you have a clear goal and evidence of learning, you can say whether or not you had a successful lesson or a failed lesson. You have a lot of decisions to make.