Focus: Reading up on how to design grammar lessons – Working Session
(no video call)
Read all the chapters and papers suggested in Session 1. Prepare questions / remarks about them to be discussed in Session 3. Write here:
- Do you think lesson plans look differently/more detailed for different types of lessons (literature, grammar, vocab)?
- If I have parallel classes should I still do different lesson plans based on what I know about the class?
- Do I have to calculate a different pace/durations of activity if the classes are younger/can less easily concentrate?
- Should one plan different openers/warmers if the students are more advanced since maybe their learning pattern is also different to a new student (when one revises grammar for the matura for instance)?
- Exposure is listed as a way of noticing a pattern after having already been introduced to it, but wouldn’t exposure also lend itself to a great introduction to a topic à basically a bottom up approach?
- How detailed will you plan ahead (for instance a whole semester)?
- How can you vary the activities when you follow a coursebook?
- Can you plan your interactions with students just as much ahead as a “presentation”?
- Is a drill something you would prepare or spontaneously make use of during class?
- How long should a text for a text-start be?
- How can you prepare for technological problems?
- Do you also plan transitions between the phases ahead?
- Which grammar teaching methods are most useful during corona/online classes?
- How many aims are too many for one grammar lesson? -> How many different items are the students able to process/remember?
- in LT they talk about "critical learning moments" (p. 143). I'm not sure how these will look in practice, or how to make sure that students pay enough attention since these moments are "no more than 30 seconds" (p.144).
- Where exactly lies the boundary between "self-directed discovery" and "guided discovery" (LT, p. 164)?
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(Tasks for session 3 see session 1)
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