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Managing resources involves:

Selecting resources with an awareness of:

a range of available sources from which to select materials

a range of media (e.g. digital, audiovisual, print) relevant to learner needs and context

a range of tools which facilitate the collaborative production of classroom materials

a range of tools which facilitate learner- generated content

clear criteria for the selection of materials and resources based on my learners’ needs and syllabus fit

Developing and adapting materials and resources:

using a range of authoring tools, where available

which fit with my learners’ needs and the syllabus

which are professional, attractive and accessible

which conform to copyright regulations and acknowledge sources

which are culturally appropriate

by sharing and collaborating with colleagues

Using materials effectively in the classroom with appropriate pedagogical strategies.

Making effective use of stationery, equipment and technology to support learning.

Developing and maintaining a system for storing and retrieving materials.

Articulating the rationale for the resources I use to my colleagues, learners and others.

Evaluating the effectiveness of the materials and resources I use.

Reflecting on my approach to developing and managing materials and resources to meet learner outcomes.

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https://www.education.com/worksheets/

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https://busyteacher.org/3753-how-to-write-a-lesson-plan-5-secrets.html

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www.teachingenglish.org.uk/teaching-kids?utm_source=TfS4_LandT&utm_campaign=FL_MOOC_Courses&utm_medium=content_wk1

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Creativity in English Language class room pdf

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Creativity in English Language class room pdf

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http://www.teachingenglish.org.uk/sites/teacheng/files/pub_F004_ELT_Creativity_FINAL_v2%20WEB.pdf

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http://www.teachingenglish.org.uk/teacher-development/continuing-professional-development/planning-lessons-courses

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WEEK 1 PLANNING LESSONS AND COURSES
Lesson stages
Reading activities
We always read for a purpose, therefore we should give our learners a purpose for reading.  This could be to check predictions, to find out what happens next, to answer a question or to find some specific information.  These are ‘while reading activities’ and can be much more than just comprehension questions!
There are other activities that learners can do before reading, to raise interest in the text and prepare learners to read (pre-reading activities), and after reading, to follow up on language work or the theme of the text (post-reading activities).  Done all together, this makes for a more interesting lesson than simply answering the questions!
Below is a list of example reading activities.

Before reading  Give learners the question sheet and ask them to guess the answers before reading the text.  Tell learners the title and ask them to write questions they have about the topic.  Give learners the genre/title/illustrations/key words from the text, or the cover/blurb from a book, and ask them to guess the content.  Learners read a set of questions and identify what kind of answer they should look for, e.g. a date, amount of money, someone’s name, a city, etc. before reading the text.

While reading  Give learners some short news articles and ask them to categorise them into international, national, local and business news. Give them a short time to do this.  Give learners a brochure/website advertising various products and ask them to find particular details about the product e.g. price, size, etc.  Give learners a text with connectives removed (however, therefore, on the other hand, although, etc.). Ask them to put these words back in the right place.  Give learners a newspaper or magazine and ask them to find which pages the following are on: weather report, TV schedule, business news, readers’ letters, etc.

© British Council 2016

 Learners to read the first sentence of each paragraph, then say what the whole text is about.   Give learners a set of instructions to follow (directions / making a paper aeroplane etc).  Give learners a set of different short texts and ask them where they would find them, e.g. a shopping list (in a handbag / on a phone), an advert (in a magazine), a public notice (in a park), a text message, etc.  A reading race, where learners have to find specific information from a text faster than other learners.  Give learners a timetable and ask them questions e.g. what time does the bus to London leave?  Learners read an article and think of a title for it.  Learners read a text with a few sentences removed. They put the sentences in the correct places.  Give learners a cut-up text to put in order.  Give learners a text with reference words underlined (this, it, he, she, those, etc.). They identify the noun that each word refers to.  Give learners some definitions and ask them to find corresponding words in the text.  Choose difficult words from the text and ask learners to choose the correct meaning for each of them, from choices a, b, c, d.

After reading  Learners cover the text and tell each other what they can remember in pairs.  Learners act out a dialogue from the text.  Learners discuss questions related to the topic of the text.  Learners write their own questions for the text.  Learners write an alternative ending.  Learners write their own version of the text.  A grammar activity which focuses on language included in the text (e.g. past simple in a story).

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Planning lessons and courses involves:

Describing my learners in relation to their learning needs.

Defining aims/learning outcomes that meet my learners’ needs and the course objectives.

Selecting and developing the activities, resources and materials which engage my learners and correspond to the aims of the lesson.

Dividing lessons into coherent stages with realistic estimates of timing.

Planning board work.

Selecting and describing interaction patterns for different activities during the lesson.

Planning the grouping of learners.

Planning for differentiated learning (e.g. for different ability levels or early finishers).

Anticipating problems that may arise during the lesson, and planning how to respond to these.

Describing how my learners’ understanding will be checked or assessed.

Describing when and how feedback on my learners’performance will be provided.

Planning activities that help my learners to develop learning strategies.

Describing how a lesson is linked to those before and after it.

Planning a broad outline for a sequence of lessons, including the recycling of learning content.

Reflecting on the approach and effectiveness of my lesson planning, incorporating learner feedback and other evidence.

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https://ugc.futurelearn.com/uploads/files/b3/23/b3237528-37eb-4b94-a872-9e8a308dca20/Lessons_and_teaching_1.8_Reading_activities.pdf