Thoughts on TOESL Practicum Outline

The outline of a practicum for an apprentice teacher involving the use of a grammar point, topic and lexicon from which the teacher can deliver a lesson and allow the student ample practice of the grammar point. The outline base can be altered when the c

When starting the practicum experience  one can assume that it the organization is to be taken for granted, the material is ready and everything has to be taught in sequence, one after the next. But the practicum has to be far from that. There is more than just putting things in order and watching the clock. actually the clock should not be looked at in fron of the student,; that's unprofessional as are so many other methods and teachings that come across to the student. However it is easy to get carried away and forget that one is in a classroom setting where teaching should be student orientated.

If you are a teacher proented person that might hold n situations that the student is pleased with a passive approach however with their own best interest in mind getting them to involve themselves with as little teacher talk as possible would be to your advantage today. This is especially true in an environment where the student wants to talk more and be more productive.So your activities should have the student work to his advantage, where he can referee for a classmate instead of you intervening and where, if another classmate is late, he can explain what point has been missed and what is on the agenda.

The introduction with your name and theirs on the whiteboard followed by the title of the topic, the grammar point and a list of the lexicon will illustrate your organizational expertise. The student will know what the lesson is centred on. The visuals or word bank can be posted on the front wall near the whiteboard for easy access where the student can come up to and match a word with a visual fro instance. The grammar point is the nucleus of the lesson and in timing for a period of 2. 5 hours it is said that 20 minutes is sufficient to communicate the point get the student to practice it in the form of a drill and an oral activity and even fill out a handout using words already mentioned in the lexicon. The handout can become an oral activity as the student is asked a question on it once it is complete.

Listening usually involves the use of an audiotape or CD recording, ideally not with the voice of the teacher but in another voice the student is unfamiliar with. Passages are heard using the grammar point and the flow should be slow enough for the student to grasp the meaning. Obviously the recording will be heard several times and the students understanding should increase each time. Before the last listening one may introduce a handout that requires the student to reproduce what he has heard. Then he will verify that information during the last listening part.

Speaking should be ample and not a matter of substituting words in a few sentences. That would be a grammar exercise. The student has to feel that he is discussing the topic or orally communicating information relevant to the topic, using the grammar point. Using the grammar point is key in having a unified lesson.

Reading and writing are found to be enjoyable after a break in a 2.5-hour lesson. The student has already had a chance to digest the grammar and can now apply that knowledge to a short script or be able to write sentences where the grammar point becomes is referred to.

A cooler usually rounds off the lesson however could be left out if there is no time. It allows the person to relax a little and see how the grammar point can be reviewed keeping the subject of the lesson and the acquired vocabulary in mind. Often enough it is created from elements in a speaking exercise that gets the person to orally express what he has learned.


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