Materials Design and Development

Week 12

Sample Listening Lesson& Processing the Park Lesson

Wk12 Sample Lesson #3

Wk13 Turn in materials for Lesson Plan 1 (if you

didn’t), resubmit lesson plan (if you’d like)

Sample Lesson #4(Conferencing)

Wk14 Harmer’s Describing Learners

Discussion/lecture of reading Workshop

(Conferencing)

Wk15 Conferencing

Wk16 Lesson Plan & Materials 2 Due

Review of Key Concepts

Wk17 Practicum Week 1 – EIF Lesson Plan from Materials Class

Wk18 Practicum Wk2 – PDP Lesson Plan from Materials Class

EIF Lesson Plan

• If you would like to revise it with, please make an appointment with me! I would be happy to help you.

• Or you are welcome to email me your lesson plan for extra thoughts, ideas, etc.

Homework for Next Week

• Start thinking about the kind of lesson you want to make: Reading or Listening and begin searching for the appropriate text

• Resubmit any EIF lesson plans or materials, if necessary. You can email them to me at jeanneabeck@yahoo.com.

Listening Lesson – “THE PARK”

• Beginner Level Ss Elementary to Middle School

• What do Ss already know?

• Ss already know some park-related vocabulary, basic sentence formation and present continuous tense.

A park

A: What can you do in a park?

B: I can walk in a park.

A: What can you do in a park?

B: I can ____ in a park. What can you do in a

park?A: I can ____ in a park.

What can…?

What do you see?

A pigeon

Pigeons in a park

Which one is a pigeon?

1 2

Statue of Liberty

1 2

A hoop and a stick

Hoops or Sticks?

Hoops

A hoop or a stick?

A stick

A paper bag

Yes or No?

Yes or No?

1 2

Entrance

An entrance?

As you listen, circle what you hear p.74

A: What did you circle?

B: I circled ________. What about you?

A: I circled……

B:

Listen for What’s Wrong. Say “Stop!” if you hear something wrong.

Word List (for p.76)

• Hoop• Horse• Two• Park• Sitting• Pigeon• Man

• Looking• Nearby• Paper• Pigeons• Bird• Eating• Playing

Answers

• Park

• Sitting

• Pigeon

• Looking

• Nearby

• Paper

• Pigeons

• Bird

• Eating

• Playing

• Hoop

• Man

• Horse

• Two

Review

I

You

He

She

It

We

They

What am I doing?

Describe What You See (using ~ing)

A: What did you circle?

B: I circled ________. What about you?

A: I circled……

B:

Draw Your Favorite Park• Do you have a favorite park? I do:

Tell Your partner about your park

Processing

• How was the whiteboard used in the park lesson?

• Why was this important? How did it help with Ss learning?

• How did it help T stay organized?

White Board for Park Lesson

Keywords Non-keywords Review for PresentContinuous

Verbs

Processing

• How does the Park Lesson illustrate the PDP framework? For example: – What happened in the Pre stage of the Park

lesson?– What happened in the During stage of the

Park Lesson?– What happened in the Post stage of the Park

Lesson?

In the Pre-Stage

1. activate schema

2. assess prior knowledge

3. generate interest in the topic

4. build rapport with our Ss

5. elicit and/or pre-teach the key vocabulary words.

In the During Stage• Ss are given tasks to give them a reason

to read or listen

• Tasks are given before Ss read or listen

• Task allow Ss to demonstrate understanding

• Tasks are sequenced– General to Specific– Easy to Difficult– Concrete to Abstract

Memory ≠ Comprehension

Because we only remember:• 10% of what we read• 20% of what we hear• 30% of what we see• 50% of what we see and hear• 70% of what we discuss with others• 80% of what we personally experience• 95% or what we teach others

In the Post Stage

• Ss have a chance to move beyond the text

• Ss are allowed to personalize the topic or theme

• Ss integrate other skills

• Ss make “text to self” and “text to world” connections by doing tasks that allow them to see how the topic is relevant to them and their world

Processing Continued

• Look at the lesson plan and fill in the missing stages.

• I’ll give you 3 minutes – Pre– During– During/Post (one time)– Post

Processing Continued

• How did T assure mastery of the key words in this lesson; i.e., where did the Ss encounter the key words?

• What is the purpose (objective) of a listening lesson?

• Where in the During is the objective achieved? • In the Park Lesson, what activity had the Ss

show the most comprehensive or “in depth” understanding?

Processing Continued

• If the Ss were speaking, what did the T provide on the WB or PPT? Why did the teacher provide it?

• Why did the teacher have the Ss read and fill in the blanks of the cloze before letting the Ss listen?

• Why would the Park Lesson make a bad EIF lesson?

Park Lesson as EIF

• Step 1: introduce the topic = E• Step 2: show pictures and elicit vocabulary = E• Step 3: pre-teaching vocabulary = E• Step 4: listening task #1 = E• Step 5: listening task #2 = E• Step 6: cloze activity = E• Step 7: review of present continuous and then the Ss

talk about the picture. = I• Step 8: Ss begin by listening to the text one more time

while looking at a different park picture. Ss then talk about the differences. = I

• Step 9: Describe your own park = F

What framework do we use for the productive skills?

What framework do we use for the receptive skills?

Where is the SLO achieved?

Where is the SLO achieved?

How are the Encounter and the Pre stages similar? How are they different?

What’s the focus of the Internalization stage? How do we facilitate Ss success?

What’s the focus of the During stage? How do we facilitate Ss success?

What’s the focus of the Fluency stage? How do we facilitate Ss success?

What’s the focus of the Post stage? How do we facilitate Ss success?

What do we mean by Keywords?

• Key words are words that are related to the main idea, topic, or theme of the text being studied.

• Key words are also words that are associated with significant details in the text.

Look at these two SLOs.How are they different?

• By the end of the lesson SWBAT ask and answer questions using frequency adverbs (always, usually, sometimes, seldom, never) in the dialog (A: How often do you ___? B: I _____ _____.) BY doing a classroom survey.

• By the end of the lesson SWBAT demonstrate their comprehension of the text, “That’s Her Problem” BY retelling the story with picture support.

Receptive Skills SLO Formula

By the end of the lesson, SWBAT demonstrate their understanding/comprehension of the __________ (text/passage/story/dialog/conversation/article/etc.),_________ (title of text) BY ______(doing something)__________.

Example

By the end of the lesson, SWBAT demonstrate their understanding of the conversations, “Problems at the Airport” BY describing the inferred conclusions about what each speaker will do.

You Try

• Write and SLO for the following:1. fable “The Hungry Father-in-Law”

2. debate “Should We Build the New Library”

3. public service announcement “What to Do in Case of a Fire”

Compare Yours to Mine

• By the end of the lesson, SWBAT demonstrate their understanding of the fairytale, “The Hungry Father-in-Law” BY inferring the moral that we can learn form the story.

• By the end of the lesson, SWBAT demonstrate their understanding of the public service announcement, “Should We Build the New Library” BY summarizing the debate using a graphic organizer.

• By the end of the lesson, SWBAT demonstrate their understanding of the debate, “What to Do in Case of a Fire” BY drawing a diagram or making a poster that shows the sequence described in the announcement.

Look at these tasks. Put them in correct order using PDP framework

1) Give task a series of T/F statements, let Ss read statements, then Ss listen to text. Ss check answers together, T elicits correct answers from group

2) Give Task: “Why is the older lady worried?” “What suggestion will the clerk make.” Ss read Qs. Ss listen to text. Ss check answers together, T elicits correct answers from group

3) Give Ss a bus schedule and a map of the US. Ask Ss to plan a trip to some place in the US. Ss will describe what bus/buses they will take. How long it will take and the cost of the travel.

4) Show picture of bus station. Elicit background knowledge by using guiding Qs: “Where do you think this is? What’s happening? Etc…”

5) Give task: “How many people are speaking? Where are they?” Let Ss read Qs. Ss listen to the text. Ss check answers together, T elicits correct answers from group

6) Introduce topic: “Long distance travel by bus.” Ask Ss if they have every gone a long distance by bus? Ask if they’ve traveled by bus in an English speaking country?

7) Give task: Each Ss gets a bus ticket with a destination. Ss must listen and find their bus number. Different Destination for each Ss. When Ss hear their bus number they should stand up. T play tape several time until most/all Ss can stand up when their bus number is called.

What order did you come up with?

• Pre– 4: Assess Ss prior knowledge– 6: Intros topic and allows Ss to share past experience to create

interest and relevance• During

– 5: It a general listening task– 1: It a easy specific listening task.– 7: It’s a more difficult specific listening task– 2: It’s the most difficult listening task because it requires Ss to

use inference and draw conclusion which assess Ss knowledge at the text/discourse level

• Post– 3: Ss do a task that moves beyond the text that allows

personalization of topic/theme and gives them a chance to connect topic theme to their own lives