RSNF King Fahad Naval Academy Lesson Plan 3 PDF

LSpec Lesson 3 Version:Draft Date:creation Doc Reference:[]{#anchor}BAESSA-NOT CLM A. **COURSE INFORMATION:** **Course Identification Number (CIN):**[]{#anchor-1}***NOT0*** **Site/Location:**King Fahad Naval Academy **Course Title:** []{#anchor-2}Naval Officer Training -- **Lesson Title:**...

LSpec Lesson 3 Version:Draft Date:creation Doc Reference:[]{#anchor}BAESSA-NOT CLM A. **COURSE INFORMATION:** **Course Identification Number (CIN):**[]{#anchor-1}***NOT0*** **Site/Location:**King Fahad Naval Academy **Course Title:** []{#anchor-2}Naval Officer Training -- **Lesson Title:** Lesson title ESP Leadership Lesson 3 A. **PURPOSE** The main purpose of the Lesson Plan is to control the execution of training (i.e. what is taught and how it is taught) and covers the administrative details and execution parts of the training delivery. This Lesson Plan contains the details of the Training Objectives (TOs), Enabling Objectives (EOs) and associated Key Learning Points (KLPs) relevant to 'Introduction to Leadership (Overview and Course Objectives)'. It also details the appropriate method & media selection, assessment method, time allocation, resource requirements and essential references. A. **SECURITY** The training to be delivered, as directed by this Lesson Plan, does not contain material or media that is subject to International Traffic in Arms Regulations (ITAR). A. **ADMINISTRATION:** 1. Part 1 Course []{#anchor-3} ---------------------------------------- ------------------------------------------------------------------------- **Course Identification Number (CIN)** ***TBC*** **Course Title** Naval Officer Training / ESP leadership **Unit Number** TBC **Unit Title** **Lesson Number** Lesson 3[]{#anchor-4} **Lesson Title** ESP Lesson 3 **Training Objective (TO)** ***Understand the vocabulary for describing an effective team member*** **Enabling Objective (EO)** **2.1.1** ***Identify effective team member qualities.*** **2.1.2** ***Describe effective team member qualities.*** **Key Learning Points (KLP's)** ***Explain vocabulary of an effective team member*** ***2***[]{#anchor-5}***.1.1.1*** **collaboration** ***2.1.1.2*** **teamwork** ***2.1.1.3*** **communication** ***2.1.1.4*** **reliable** ***2.1.1.5*** **responsible** ***2.1.1.6*** **positive attitude** ***2.1.1.7*** **flexible** ***2.1.1.8*** **adaptable** ***2.1.1.9*** **respectful** ***2.1.1.10*** **supportive** ---------------------------------------- ------------------------------------------------------------------------- 1. Administration ---------------- ------------------------------------------------ **Duration** How many periods / GLH **Location** Classroom **References** What references have been used to build lesson ---------------- ------------------------------------------------ 1. Support ----------------- ------------------- **Handouts** Approved handouts **Exercises** N/A **Equipment** **Preparation** ----------------- ------------------- 1. Risk Assessment +-----------------------------------+-----------------------------------+ | **Risk Assessment(s)** | Risk Assessment Document | | | Number(s): | +-----------------------------------+-----------------------------------+ | **Instructor Directions:** | Instructors and Support Staff are | | | to be aware of the Risk | | | Assessment relevant to each | | | training activity. Instructors | | | and Support Staff are to Provide | | | the Officer Cadets of these risks | | | at the start of the training | | | activity. | | | | | | Instructors and Support Staff are | | | to explain, in detail, the Health | | | and Safety aspects associated | | | with the training activity. | | | | | | Instructors and Support Staff are | | | to use the Risk Assessment sheets | | | located in each classroom, | | | laboratory, trainer and/or | | | training facility when informing | | | Officer Cadets of applicable | | | risks and hazards. | +-----------------------------------+-----------------------------------+ +-----------------------------------------------------------------------+ | **Part 2: Development** | +-----------------------------------------------------------------------+ | The Development Section informs the instructor on how to present each | | KLP. It contains: | | | | Each KLP that comprises the lesson; | | | | Pertinent Health and Safety issues; | | | | The training methods to be used; | | | | The training media to be used; | | | | Officer Cadet activities/exercises to be conducted; | | | | Authorised references associated with each KLP; | | | | Example teaching questions to elicit an intended response; | | | | All course materials (e.g. training aids, instructor checklists, | | Officer Cadet guide handouts, Smart TV plans); | | | | Directions on what the Officer Cadets are to 'do' with each KLP. | | | | Instructors are to use Question and Answer (Q&A) techniques to gain | | as much input from Officer Cadets as possible. | | | | Instructors are to provide opportunities for Officer Cadets to | | consolidate their learning, to allow progression from underpinning | | knowledge to practise, and to allow practise and reflection, such | | that each Officer Cadet can demonstrate that learning in a subsequent | | assessment. | | | | Instructors are to assist Officer Cadets with terminology, spelling | | and synonyms, and ensure any unfamiliar words are explained and | | expanded upon. | | | | Instructor to utilise personal anecdotes/experience to illustrate | | learning points**.** | +-----------------------------------------------------------------------+ A. **EXECUTION** []{#anchor-6} +-------------+-------------+-------------+-------------+-------------+ | **Part 1: | | | | | | Introductio | | | | | | n** | | | | | +-------------+-------------+-------------+-------------+-------------+ | **Serial** | **Lesson | **Guidance* | **Media** | **Instructo | | | Element** | * | | r | | | | | | Notes** | +-------------+-------------+-------------+-------------+-------------+ | | Introductio | Good | | ***ESP | | | n | morning my | | Lesson | | | | name is | | Title | | | |.......... | | TBC*** | | | | And I will | | | | | | be teaching | | | | | | you the | | | | | | next lesson | | | | | | "***Underst | | | | | | and | | | | | | the | | | | | | vocabulary | | | | | | for | | | | | | describing | | | | | | an | | | | | | effective | | | | | | team | | | | | | member.'*** | | | | | | However, I | | | | | | must | | | | | | mention the | | | | | | following | | | | | | safety and | | | | | | classroom | | | | | | rules | | | | | | before I | | | | | | can | | | | | | continue | | | +-------------+-------------+-------------+-------------+-------------+ | | Rules/Safet | Fire drill. | | | | | y | No Smoking. | | | | | | Toilet | | | | | | breaks. | | | | | | Ensure you | | | | | | have pens | | | | | | pencils.... | | | | | |...and | | | | | | particular | | | | | | safety | | | | | | relevant to | | | | | | the lesson | | | +-------------+-------------+-------------+-------------+-------------+ | | Aim: | It is my | | | | | | **Aim** | | | | | | over the | | | | | | next 50 | | | | | | minutes | | | | | | **to teach | | | | | | you** the | | | | | | key | | | | | | qualities | | | | | | of an | | | | | | effective | | | | | | and | | | | | | successful | | | | | | team member | | | +-------------+-------------+-------------+-------------+-------------+ | | Need | These words | | | | | (Relevance) | are | | | | | | important | | | | | | in order to | | | | | | understand | | | | | | the course | | | | | | content. | | | | | | Teamwork is | | | | | | essential | | | | | | for the | | | | | | success, | | | | | | safety, and | | | | | | well-being | | | | | | of naval | | | | | | personnel | | | | | | and the | | | | | | overall | | | | | | effectivene | | | | | | ss | | | | | | of naval | | | | | | operations. | | | +-------------+-------------+-------------+-------------+-------------+ | | Link to | A series of | | | | | previous | question on | | | | | lesson - | previous | | | | | ***ESP*** | lessons to | | | | | | ensure | | | | | | previous | | | | | | learning | | | | | | has been | | | | | | understood | | | | | | but ideally | | | | | | linked to | | | | | | this lesson | | | +-------------+-------------+-------------+-------------+-------------+ | | | | | | +-------------+-------------+-------------+-------------+-------------+ +-----------------------------------+-----------------------------------+ | KLP Table | | | []{#anchor-7}[]{#anchor-8}**Key | | | Learning Point (KLP)** | | +-----------------------------------+-----------------------------------+ | 1.1.1 | ***Explain vocabulary of an | | | effective team member*** | +-----------------------------------+-----------------------------------+ | **Lesson Plan Content** | **Media / Resource** | +-----------------------------------+-----------------------------------+ | **2.1.1.1 Collaboration** | | | | | | **2.1.1.2 Teamworker** | | | | | | **2.1.1.3 Communication** | | | | | | **2.1.1.4 Reliable** | | | | | | **2.1.1.5 Responsible** | | | | | | **2.1.1.6 Positive attitude** | | | | | | **2.1.1.7 Flexible** | | | | | | **2.1.1.8 Adaptable** | | | | | | **2.1.1.9 Respectful** | | | | | | **2.1.1.10 Supportive** | | +-----------------------------------+-----------------------------------+ | ***Presentation*** | | | | | | **2.1.1.1** | | | | | | **2.1.1.2** | | | | | | T introduces the topic with ppt. | | | photos of successful football | | | teams lifting trophies. | | | | | | Elicit what made these teams | | | successful? Pairwork activity. | | | (C-C) | | | | | | Feedback to the teacher who | | | writes the key words on the | | | board. C-T | | | | | | ***Definition*** | | | | | | Teamwork | | | | | | " effort of a group to achieve a | | | common goal or complete a task in | | | an effective way." | | | | | | ***Form*** | | | | | | Present usages with a variety of | | | written examples. | | | | | | Ex: | | | | | | Teacher elicits part of speech | | | (verb, noun or adjective). | | | | | | ***CCQs*** | | | | | | Visual aids of sports teams | | | working together and individual | | | sportsmen working alone. Are they | | | working in a **team** or alone? | | | | | | Did those players work alone or | | | **together** to win ? Work | | | together = teamwork | | | | | | Did those players help each other | | | or work alone? Help your team = | | | collaboration. | | | | | | Is teamwork only used in sports? | | | | | | Do cadets think teamwork is | | | important in the military? | | | | | | Is teamwork important in their | | | classroom? | | | | | | When a cadet doesn't understand | | | something, do the other cadets | | | help him or not? | | | | | | ***Pronunciation*** | | | | | | Teacher models pronunciation, | | | highlights word **stress,** and | | | drills both individually and in a | | | group. | | | | | | ***Production*** | | | | | | Split cadets into small groups | | | and give them a 4 part *jigsaw | | | reading exercise about the | | | importance of teamwork within the | | | navy.* The story parts are put on | | | desks at the front of the class. | | | They must collaborate to find the | | | correct order for the article or | | | story. (G-G competition) | | | | | | Teacher checks to verify the | | | correct order of the winning | | | team. | | | | | | Did cadets work alone or did they | | | collaborate to complete the | | | exercise? (T-C) | | | | | | Teacher stresses that the goal | | | was achieved not through acting | | | alone but as a result of | | | successful **teamwork**. | | | | | | ***Consolidation*** | | | | | | Test comprehension and correct | | | usage of key target language | | | meaning through multiple choice | | | exercise. | | | | | | Ex: | | | | | | The manager told employees it was | | | important \_\_\_\_\_\_\_ with | | | other employees. | | | | | | *Collaboration* means : | | | | | | ***Writing*** | | | | | | Cadets write a paragraph about a | | | time they worked in a team and it | | | had positive results. Provide | | | cadets with a template and have | | | them fill in the gaps to | | | facilitate the exercise. | | | | | | *When did it happen? Last summer* | | | | | | *What was the team? I went on a | | | desert camping trip with my | | | friends.* | | | | | | *What did you do? I had to put up | | | the tent which we all slept in.* | | | | | | *How did teamwork help?* | | | | | | *How did it make you feel?* | | +-----------------------------------+-----------------------------------+ | **Are there any | | | Questions?**[]{#anchor-9} | | +-----------------------------------+-----------------------------------+ | **Key Learning Point (KLP)** | | +-----------------------------------+-----------------------------------+ | 1.1.2 | | +-----------------------------------+-----------------------------------+ | **Lesson Plan** | **Media / Resource** | +-----------------------------------+-----------------------------------+ | ***Presentation*** | ***PPT 15*** | | | | | **2.1.1.3** | | | | | | Introduce the topic with | | | powerpoint photos of icons of | | | different communication tools. | | | (examples) Elicit which tools | | | cadets use to chat with friends | | | and family? Why do they use that | | | tool/app? Do they use different | | | apps for different people? Why? | | | | | | Pairwork activity. (C-C) | | | | | | ***Definition*** | | | | | | Communication is "sending and | | | receiving messages and | | | information" | | | | | | Teacher asks "How can we | | | communicate?" Teacher tries to | | | elicit written, oral, body | | | language. | | | | | | Explain to cadets that | | | communication can either be | | | spoken, written or through body | | | language. PPT reveals photos of | | | all 3 forms | | | | | | Highlight the different types of | | | communication methods with visual | | | aids on a PPT.. | | | | | | Ask cadets which types of | | | communication they use on a naval | | | ship. PPT pictures of a tannoy, | | | walkie talkie. | | | | | | ***CCQs*** | | | | | | Do you think clear communication | | | in the navy is important? | | | | | | Is good communication important | | | with your team-mates? | | | | | | Are you a good communicator? | | | | | | ***Form*** | | | | | | Teacher elicits part of speech | | | (verb, **noun** or adjective) | | | | | | ***Pronunciation*** | | | | | | ***Exercise1*** | | | | | | Broken telephone (Chinese | | | Whispers)- Ask cadets to sit in a | | | circle. Teacher shows a long, | | | unclear message on a piece of | | | paper, which the cadets have to | | | relay to the cadet sitting next | | | to him without the others | | | hearing. By the time the message | | | arrives back to the start of the | | | circle, is it still the same? Now | | | do the same with a short, clear, | | | direct message. Which of the two | | | was easier to follow and why? | | | Elicit that the second message | | | was short, clear and concise. | | | | | | Teacher asks, " Was pronunciation | | | important in this exercise? Why? | | | Why not? | | | | | | ***Exercise 2*** | | | | | | T dictates a short, simple | | | picture to cadets using | | | direct,clear, precise | | | instructions. | | | | | | Ex : Draw a circle in the centre | | | of the page. Write your name in | | | the centre of the circle. Draw a | | | square on the right of the circle | | | etc\... | | | | | | T invites a cadet up to dictate | | | the next picture. Cadets will | | | learn the importance of precise | | | communication. | | | | | | **Feedback** | | | | | | Were the instructions clear? Were | | | the instructions long? | | | | | | T reinforces the importance of: | | | | | | ***Consolidation*** | | | | | | Test comprehension of key target | | | language meaning though multiple | | | choice and gap fill exercises. | | +-----------------------------------+-----------------------------------+ | **Are there any Questions?** | | +-----------------------------------+-----------------------------------+ []{#anchor-10} +-----------------------------------+-----------------------------------+ | **Key Learning Point (KLP)** | | +-----------------------------------+-----------------------------------+ | 1.1.3 | **Explain and show the meaning of | | | reliable and responsible** | +-----------------------------------+-----------------------------------+ | **Lesson Plan** | **Media / Resource** | +-----------------------------------+-----------------------------------+ | ***Presentation** * | | | | | | **2.1.1.4** | | | | | | Introduce the concept of reliable | | | vs unreliable with visual aids | | | (good vs bad car, good ship vs | | | bad ship, apple phone vs cheap | | | phone, punctual cadet vs late | | | cadet) Would cadets enter an old | | | broken ship or drive an old, | | | poorly maintained car? Why? Why | | | not? | | | | | | ***Definition*** | | | | | | Reliable: "someone or something | | | you can trust 100%". | | | | | | In small groups, ask cadets to | | | produce a list of 5 people or | | | things they think are reliable. | | | | | | Cadets write examples on board | | | | | | ***CCQs*** | | | | | | Is the class leader reliable ? Is | | | your phone reliable? Is your car | | | reliable? | | | | | | ***Form*** | | | | | | Teacher elicits part of speech | | | (verb, noun or adjective) | | | | | | ***Pronunciation*** | | | | | | Teacher models pronunciation, | | | highlights word stress, and | | | drills, individually and chorally | | | | | | ***Presentation*** | | | | | | **2.1.1.5** | | | | | | Introduce the concept of | | | responsible with visual aids | | | (photo of a striker and a | | | goalkeeper). | | | | | | Explain that everyone has | | | responsibilities. | | | | | | ***Definition*** " To have | | | control over someone or something | | | as part of your job." | | | | | | Teacher assigns a role to 4 or 5 | | | cadets, for which they will take | | | responsibility in each class. | | | | | | Cadet | | | | | | ***CCQs*** | | | | | | As a teacher, am I responsible | | | for completing your homework? As | | | a father, am I responsible for | | | providing a home and food for my | | | children? | | | | | | Are you responsible for taking | | | your uniform to the laundry? | | | | | | ***Production*** | | | | | | Handout printed sentences which | | | illustrate the use of either | | | reliable or responsible. | | | | | | Cadets work in small groups and | | | arrange the sentences according | | | to which noun the sentence | | | describes. Cadets take one pile | | | of sentences per group from front | | | of class and rearrange against | | | the clock. This is a competitive | | | teamwork task. | | | | | | ***Consolidation*** | | | | | | Test comprehension of key target | | | language through multiple choice | | | and gap fill exercises. | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ []{#anchor-11} +-----------------------------------+-----------------------------------+ | **Key Learning Point (KLP)** | | +-----------------------------------+-----------------------------------+ | 1.1.4 | **Explainand show the meaning of | | | a positive attitude.** | +-----------------------------------+-----------------------------------+ | **Lesson Plan** | **Media / Resource** | +-----------------------------------+-----------------------------------+ | ***Presentation*** | | | | | | **2.1.1.6** | | | | | | Introduce the topic with | | | powerpoint photos of **positive | | | attitude.** Show 2 pictures that | | | demonstrate 'Is the glass half | | | full or half empty?' Elicit what | | | can be said about the 2 glasses. | | | Aim is to discover whether glass | | | is half full or half empty. (C-C) | | | | | | Feedback to the teacher who | | | writes a positive *attitude* on | | | the board. C-T | | | | | | Cadets try to write their own | | | definition of positive attitude | | | (C-C) | | | | | | ***Definition*** | | | | | | " *To have a positive attitude | | | means being optimistic about | | | situations, interactions, and | | | yourself. It means to see the | | | best even in difficult | | | situations.'* | | | | | | ***CCQs*** | | | | | | Is having a positive attitude | | | important in a team? | | | | | | Does having a positive attitude | | | help teamwork ? | | | | | | Is having a positive attitude bad | | | for work? | | | | | | Teacher asks cadets whether they | | | think they have a positive or | | | negative attitude. Each person | | | gives an example and how that | | | demonstrates either a positive or | | | negative mental attitude. | | | | | | ***Form*** | | | | | | Teacher elicits part of speech | | | (verb, **noun** or adjective) | | | | | | ***Pronunciation*** | | | | | | Teacher models pronunciation, | | | highlights word stress and | | | drills. | | | | | | · | | | | | | ***Production*** | | | | | | Visual aids of challenging | | | situations. Cadets write a | | | sentence showing a positive | | | attitude which would help the | | | situation. (pairwork) | | | | | | Matching pairs activity - Half | | | the cadets are given a piece of | | | paper with a problem on it, the | | | other half are given a piece of | | | paper with a positive attitude | | | response to the problem, cadets | | | move around the classroom trying | | | to find their match. | | | | | | ***Consolidation*** | | | | | | Test comprehension of key target | | | language meaning though multiple | | | choice and gap fill exercises. | | +-----------------------------------+-----------------------------------+ | **Are there any Questions?** | | +-----------------------------------+-----------------------------------+ []{#anchor-12} +-----------------------------------+-----------------------------------+ | **Key Learning Point (KLP)** | | +-----------------------------------+-----------------------------------+ | 1.1.5 | **Explain and show the meaning of | | | flexible and adaptable** | +-----------------------------------+-----------------------------------+ | **Lesson Plan** | **Media / Resource** | +-----------------------------------+-----------------------------------+ | ***Presentation*** | **PPT XX** | | | | | **2.1.1.7** | | | | | | **2.1.1.8** | | | | | | Introduce the idea of *flexible* | | | with powerpoint photos of | | | military life. Ask cadets what | | | their own roles and | | | responsibilities are today. How | | | sure are they that their jobs | | | will be the same next week, | | | month, or year? | | | | | | Show pictures of naval life, such | | | as new missions, or unexpected | | | challenges, new postings etc.. | | | | | | How would you feel if you were | | | posted to another city? Work | | | abroad? | | | | | | T writes cadet feedback on the | | | board | | | | | | Ex: | | | | | | I don't like change. | | | | | | I always want to live near my | | | family. | | | | | | Change is interesting and | | | exciting | | | | | | Being ***flexible*** means being | | | ok with change. | | | | | | ***Form*** | | | | | | Teacher elicits part of speech | | | (verb, noun or **adjective**) | | | | | | ***Pronunciation*** | | | | | | Teacher models pronunciation, | | | highlights word stress, and | | | drills. | | | | | | ***CCQs*** | | | | | | How does being flexible help | | | someone who works in the navy? | | | | | | Is being flexible a good thing? | | | Why? | | | | | | Task | | | | | | Write about a time when you were | | | flexible or adaptable. | | | | | | Oral feedback after short writing | | | exercise. | | | | | | ***Production*** | | | | | | Flexible thinking questions. In | | | order to practise the concept of | | | being flexible, in small teams, | | | cadets are given different | | | scenarios on flash cards. Cadets | | | pick a card and answer the | | | question. | | | | | | Ex: How would you feel if you had | | | to work abroad next year? | | | | | | What would you say if the RSNAF | | | asked you to change class? | | | | | | Say something you would like to | | | keep forever. Describe something | | | you would like to change. | | | | | | ***Consolidation*** | | | | | | Test comprehension of key target | | | language meaning though multiple | | | choice and gap fill exercises. | | | | | | **Q.1**. Abdulkarim was flexible | | | when he refused to accept a | | | promotion. | | +-----------------------------------+-----------------------------------+ | **Are there any Questions?** | | +-----------------------------------+-----------------------------------+ []{#anchor-13} +-----------------------------------+-----------------------------------+ | **Key Learning Point (KLP)** | | +-----------------------------------+-----------------------------------+ | 1.1.6 | **Explain and show the meaning of | | | respectful and supportive** | +-----------------------------------+-----------------------------------+ | **Lesson Plan** | **Media / Resource** | +-----------------------------------+-----------------------------------+ | ***Presentation*** | **PPT XX** | | | | | **2.1.1.9** | | | | | | Introduce concept of respect | | | (they should have prior knowledge | | | and understanding of this). | | | | | | Ppt. pictures of a father, | | | teacher and naval officer. Put | | | the word on board in dashes for | | | cadets to complete. Ask if cadets | | | know the missing letters. | | | | | | R E- - - C T. (Respect) | | | | | | More pictures of cultural | | | respect. Japanese bowing etc. | | | Soldiers respecting a flag. | | | | | | National anthem. | | | | | | ***Definition***. | | | | | | " A feeling of deep admiration | | | for someone or something because | | | of their abilities, qualities or | | | achievements or position." | | | | | | ***Form*** | | | | | | Teacher elicits part of speech | | | (**verb**, noun or adjective). | | | | | | ***Pronunciation*** | | | | | | Teacher models pronunciation, | | | highlights word stress and | | | drills. | | | | | | resp**e**ct | | | | | | ***CCQs*** | | | | | | Is respect important in the | | | military? | | | | | | Is respect important in your | | | private life? | | | | | | Should you respect someone who | | | steals your car? | | | | | | ***Presentation*** | | | | | | **2.1.1.10** | | | | | | Show picture of a football coach | | | supporting his team. | | | | | | Elicit the word ' support.' | | | | | | Put the word on the board. | | | | | | Ask cadets what the opposite of | | | support is? Unsupportive. | | | | | | Cadets give examples of what | | | unsupportive looks like. | | | | | | Show PPT with pictures of various | | | people supporting others, ask | | | cadets in what way they think | | | people are being supportive. | | | | | | Ex: Man reaching out his hand his | | | friend to help him up a steep | | | mountain. | | | | | | ***Definition*** | | | | | | "Providing emotional | | | encouragement or emotional or | | | physical support." | | | | | | The team is very supportive of | | | each other. | | | | | | ***Form*** | | | | | | Teacher elicits part of speech | | | (verb, noun or **adjective**) | | | | | | ***Pronunciation*** | | | | | | Teacher models pronunciation, | | | highlights word stress and | | | drills. | | | | | | ***Practice*** | | | | | | *Respectful Battleship Game* | | | | | | Divide cadets into two teams. | | | Each cadet has to write two | | | examples of "being respectful" on | | | a piece of paper. Each team tries | | | to guess what the other team has | | | written, the team that has | | | guessed the most answers of the | | | opponent in 5 minutes wins. | | | | | | ***Consolidation*** | | | | | | Test comprehension of key target | | | language through multiple choice | | | and gap fill exercises. | | | | | | Ex: | | | | | | Ahmed shouted at his father in | | | front of his friends. His | | | behaviour was.... | | +-----------------------------------+-----------------------------------+ | **Are there any Questions?** | | +-----------------------------------+-----------------------------------+ **Consolidation**[]{#anchor-14} +-------------+-------------+-------------+-------------+-------------+ | **Part 3: | | | | | | End of | | | | | | Lesson | | | | | | Drills** | | | | | +-------------+-------------+-------------+-------------+-------------+ | **Serial** | **Lesson | **Guidance* | **Media** | **Instructo | | | Element** | * | | r | | | | | | Notes** | +-------------+-------------+-------------+-------------+-------------+ | | Questions | Students | | | | | on the | opportunity | | | | | whole of | to ask | | | | | the lesson | instructor | | | | | | on the | | | | | | whole of | | | | | | the lesson | | | +-------------+-------------+-------------+-------------+-------------+ | | Consolidati | Consolidate | | | | | on | the lesson | | | | | | by asking | | | | | | questions | | | | | | and | | | | | | reiterating | | | | | | the answer | | | | | | with the | | | | | | media. | | | +-------------+-------------+-------------+-------------+-------------+ | | Summary | During this | |. | | | | lesson you | | | | | | have | | | | | | learned | | | | | | | | | | | | Defined | | | | | | Command, | | | | | | Leadership | | | | | | & | | | | | | Management | | | | | | | | | | | | Understood | | | | | | the | | | | | | importance | | | | | | of | | | | | | emotional | | | | | | intelligenc | | | | | | e | | | | | | in | | | | | | leadership | | | | | | | | | | | | Recognised | | | | | | the key | | | | | | qualities | | | | | | and skills | | | | | | of | | | | | | effective | | | | | | leaders | | | | | | (Communicat | | | | | | ion, | | | | | | Empathy, | | | | | | Decision | | | | | | Making, | | | | | | Adaptabilit | | | | | | y) | | | | | | | | | | | | Reflected | | | | | | on our own | | | | | | leadership | | | | | | potential | | | | | | and areas | | | | | | for growth | | | +-------------+-------------+-------------+-------------+-------------+ | | References | Instructor | | Instructor | | | | to | | to display | | | | reiterate | | and state | | | | the lesson | | the list of | | | | references | | the | | | | with | | references | | | | trainees. | | that | | | | The | | support the | | | | Instructor | | lesson to | | | | may also | | aid Officer | | | | state to | | Cadets in | | | | the Officer | | revision | | | | Cadets that | | and to | | | | the | | complete | | | | references | | Trainee | | | | should be | | Guide | | | | used for | | notes. | | | | further | | | | | | reading in | | | | | | order to | | | | | | enhance | | | | | | lesson | | | | | | content. | | | | | | | | | | | | Open | | | | | | Source. | | | +-------------+-------------+-------------+-------------+-------------+ | | Link to | Instructor | | The | | | next Lesson | to link | | instructor | | | | this lesson | | is to state | | | | to the next | | to Officer | | | | lesson iaw | | Cadets the | | | | the | | link to the | | | | timetable. | | next | | | | | | lesson. | +-------------+-------------+-------------+-------------+-------------+ A. **CHANGE RECORD** []{#anchor-15} ------------- ----------------------- ------------ ---------- --------------- **Version** **Details of Change** **Date** **Name** **Signature** 0.1 Initial Design 25/07/2024 J Ziolo 0.2 First Revision 30/07/2024 J Ziolo ------------- ----------------------- ------------ ---------- --------------- A. **STAKEHOLDER AUTHORISATION** --------------- ---------- ---------------- ---------- **Signature** **Name** **Title/Post** **Date** --------------- ---------- ---------------- ---------- TO - Deliver an oral presentation EO - Recognize the value of clear communication. EO - Understand the importance of body language. EO - Identify ways to deliver a speech with confidence. KLP - Demonstrate clear communication. KLP - Demonstrate confident body language. KLP - Use effective eye contact. **Speak clearly:** Enunciate your words clearly and avoid mumbling. **Vary your tone:** Use inflection to emphasize key points and avoid monotony. **Demonstrate effective variations of speed within the speech.** **Speak at suitable volume with clarity.** TO - What do I want them to be able to do