July 30, 2019 at 3:50 pm #7884
Here we will share additional reading, videos, and resources for Module 1. You can also add your own, ask questions, comment, etc about Module 1.
If referring to a specific lesson or activity, please state which one it is, e.g. 1.2.1 Activity 3 means Module 1, Unit 2, Lesson 1, Activity 3.
July 30, 2019 at 3:54 pm #7885
Unit 1 Reading & Resources
- Presenting vocabulary (British Council)
- My Ideal Vocabulary Teaching Course (Nation, 2011)
- Ten Best Ideas For Teaching Vocabulary (Nation, 2005)
- Concept checking (British Council)
August 7, 2019 at 5:46 am #8068
Good question. I do to an extent, usually when I’m teaching a new course.
I simply set up folders in my Bookmarks on Chrome or use existing ones I have. Admittedly, however, they’re in need of a sort out, but if I’ve not returned to them recently, then perhaps there’s no need, so I just keep them for some time in the future when I might be teaching similar courses again.
Youtube videos can be saved to playlists. For example, when teaching in uni, I had a “Music in class” folder, but these things also need to move with the times.
August 10, 2019 at 1:55 pm #8102
Unit 2 Reading & Resources
- This reply was modified 3 weeks, 2 days ago by Philip Shigeo Brown (Phil). Reason: CHANGE to Open link in new tab
August 21, 2019 at 4:23 am #8194
Unit 3 Reading & Resources
- Nation’s Chapter 15 Linked Skills Activities from What Every ESL Teacher Should Know
- Scrivener – General: planning lessons (alternative approaches, especially for more experienced teachers)
- Teaching English – British Council Lesson Plans & Resources
- This reply was modified 3 weeks, 2 days ago by Philip Shigeo Brown (Phil).
March 19, 2021 at 4:58 am #14569
‘Fail to plan or plan to fail’ is a maxim I first heard on my CELTA course. And, 20 years ago, as a new graduate with no teaching experience, that seemed like common sense to me.
That idea also prevailed in my first teaching position at a private language school in Japan. Writing lesson plans especially helped new teachers like me in a number of ways – from planning each stage of the lesson and seeing how they flowed to writing down clear instructions, lesson timings, and more.
But as we evolve as teachers, so too do the ways that we plan, teach, and adapt to different contexts, our students, and their emerging language, needs, and interests. So, as my earlier trainers also reminded us:
“‘A lesson plan is not like getting on a train with fixed stops between point A and B regardless, but more like a road map. Often the best parts of the journey are those you didn’t plan for!'”
Whether on the #iTDi #TESOLCertificate course, in The Teachers’ Room, in a #DogmeELT discussion or elsewhere, it’s always fascinating to hear the different approaches that teachers in the #iTDiCommunity and beyond take.
But crucially, lesson planning should be for our benefit and ultimately our students, and never turned into merely ‘busywork’ for administration or just a hoop to jump through, however well-intentioned. After all, not having a lesson plan doesn’t necessarily mean a failure to plan!
We look forward to hearing your views and check out more from the #iTDiBlog archives:
- You must be logged in to reply to this topic.