Lesson Planning
Using PDP Lesson Format to Create Effective Lessons Through Task Based Learning
• Session 1: Lesson Planning
Lecture
Break
• Session 2: Listening Lesson
Demo
Lunch
• Session 3: Guided Lesson
Planning
Break
• Session 4: Guided Lesson
Planning
Break
• Wrap Up
Schedule
110 Do you feel ready to teach your demo lesson?
name: number
Directions:
1. With a partner, discuss the question given.
2. Be prepared to share.
Think Pair &Share
P1. Why is lesson planning important for the teacher? For the learners?
P2. What things/ sections should a lesson plan have? Why?
P3. What things are the most difficult when lesson planning? Why?
Gives teaching structure, framework, & an overall shape.
Allows you to communicate more effectively to students, parents, & peers.
Gives time & structure to allow for development of teaching skills.
It suggests professionalism & genuine commitment.
I don’t need to lesson plan. I know what I am going to do.
Think Pair &Share
P1. Why is lesson planning important for the teacher? For the learners?
For the Teachers
• Don’t have to think on your feet.
• Don’t lose “face” in front of learners.
• You know your procedures & sequence.
For the Learners
• Gives a structured lesson & allows for comprehensible input.
• Builds confidence & respect for the teacher.
• Gives the teacher’s work as a model to imitate.
P1. Why is lesson planning important for the teacher? For the learners?
Think Pair &Share
title
objectives
materials
procedures
assessment
anticipated problems & solutions.
P2. What things/ sections should a lesson plan have? Why?
Think Pair &Share
P3. What things are the most difficult when lesson planning? Why?
My Lesson
Difficulties
language/ cultural barrier
gathering information
underst&ing the curriculum
time
success
Think Pair &Share
Lesson Plan Lecture Topics
Skills & Methodology
Elements of a Lesson Plan
Lesson Objectives
PDP Lesson Plan Format
Bringing Together Language Skills &Methodology
What are the 2 focuses in a language classroom?
What are the 4 associated skills in a language
classroom?
Receptive Skills
Reading
Listening
Productive Skills
Writing
Speaking
Why receptive skills?
• Allows for “correct or incorrect” rules of language (learning).
• Teacher centered. Generally “safe” for students.
• Excellent for memorizing, introduction of core concepts, & eliciting information from students.
Bringing Together Language Skills &Methodology
Why production skills? • Allows for exploration/
acquisition of language
• Student centered but affective filters
• Emphasis on students exploring, making mistakes, creating
Bringing Together Language Skills &Methodology
Approaches &Strategies
• The method in which you conduct your class.
• Consists of teaching & classroom strategies.
• Helps in focusing & guiding your lesson/ classroom.
Lecture
Debate
Discussion
Student Centered
Active Learning
Small Groups
Role Playing
Jigsaw
Task Based Learning
Bringing Together Language Skills &Methodology
Task Based Learning (TBL)
• Tasks in which learners generates authentic language.
• The task is based on students using the language to achieve specific outcomes.
• Task and the language are the instruments to complete the task.
• The task is an activity that: • reflects real life or authentic tasks• has students focus on meaning• uses language freely • allows students to experiment or make mistakes
Bringing Together Language Skills &Methodology
Task Based Learning (TBL) Activities
• Questioning
• Games with specific outcomes
• Surveys
• Interviews
• Story building
• Role plays
• Ordering/ Sorting
• Experimenting/ Building
Bringing Together Language Skills &Methodology
Elements of a Lesson PlanLesson
Information Objectives Procedures AssessmentAnticipated Problems
&Solutions
• So many different kinds of lesson plans.• PDP, PPP, ELC, FUMP, PPU, T+E etc.
• May be called something different.
• May be in different order/ places.
Elements of a Lesson PlanLesson
Information
Elements of a Lesson Plan
Objectives
Keep the lesson on track
Give learners concrete goals to work towards
Fair assessment
Gauge students progress
Track able progress
Elements of a Lesson Plan
Objectives
When writing objectives they need to:
have a measurable & observable outcome
be concise in structure & length
follow a consistent format
be able to be read by an outside observer
Elements of a Lesson Plan
ObjectivesAvoid using ambiguous or passive verbs & phrases that are not measurable or observable.
Elements of a Lesson Plan
Objectives
Examples of well-written objectives:
Students will be able to identify the primary colors.
Students will be able to locate proper nouns from a list of nouns.
Students will be able to predict what comes next in the story presented.
Students will be able to collect like shaped objects from a basket.
“Students will be able to…”
Elements of a Lesson Plan
Procedures
Pre
During
Post
Assessment
Anticipated Problems &Solution
• concise, repetitive in form• visually easy to
understand
Elements of a Lesson Plan
Assessment
• Gives the ability to measure & understand objectives • Embedded in strategies &teaching (interim, formative,
&summative)
• Individual &group/class level Why aren’t they underst&ing this?
Elements of a Lesson PlanAnticipated Problems
&Solutions
• Frequently neglected • Increases awareness & experience
• Where teachers practice critical thinking/ engagement skills
Why PDP lesson plan format? • Easy 3 staged lesson
plan.
• Very popular in TESOL.
• Allows for receptive & productive language skills.
• Flexible for multi strategy approaches.
PDP Lesson Format
Pre
During
Post
• Schema activation
• Introduce vocabulary
• Assess Ss levels/ knowledge
• Generate interest
PrePDP Lesson Format
• Things to consider:
• T centered vs. S centered
• Don’t linger on comprehension
• Goal = Introduce/ activate schema:
general knowledge/ cultural context
specific knowledge of topic
PrePDP Lesson Format
PDP Lesson FormatPre- Stage Activities:
• Talk about the main topic(s)
• Match vocabulary to pictures
• Categorize vocabulary under headings
• Predict from a headline, title, group of words, pictures, etc
• Arrange pictures in the order to be confirmed or changed after listening to, reading the text
Pre
• TBL activities are given
• Given to help understand “text”
• Tasks are sequenced
general specific
easy difficult
concrete abstract
skimming scanning
• Ss know what to listen for
• Discuss, create, check knowledge in groups.
During
PDP Lesson Format
PDP Lesson Format
Skimming & Scanning
• What are they, what’s different?
• Both are fast ways of reading/ listening
• Skimming- general meaning/ topic/ idea, structure
• Scanning- looking for a specific fact or detail.
During
PDP Lesson Format
Skimming Activities:
• listing of events
• reading/listening for: mood, feeling, or tone
• ranking main ideas of events
• labeling pictures, or graphs
• matching pictures with descriptions
During
PDP Lesson Format
Scanning Activities:
• ordering numbering items
• labeling pictures
• matching information
• fill in the blanks
• true/ false
• multiple choice
• short answers
During
PDP Lesson FormatDuring- Stage Activities: • Listen/read & draw
• Listen/read & point
• Listen/read & arrange pictures or eventsin order
• Listen/read & find the mistakes
• Listen/read & answer detail questions such as “What did they say about _____?”
• Answer general information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset?”
During
Post
PDP Lesson Format
• Work further with “text’s”: topic
content
vocab/ grammar
other 4 SLA skills.
• Personalize learning (acquisition)
• How “text” relates to outside world
PDP Lesson FormatPost- Stage Activities: • Discussion questions
• Role-plays
• Projects (ex. Create a _______)
• Make &tell a similar or personal story
• Discuss a topic, the issue or the information in the text
• Speculate about what happened before or after the events in the text
• Speculate about the people in the text
Post
Directions:
1. Watch & participate in the lesson.
2. Think of the things you saw. What sections did you
see? What activities. What SLA skills? etc.
3. What did you like/ dislike? What would you change?
Listening Lesson
2-3y middle school 1-2y high school.
Lesson Demo
Directions:
1. With a friend answer the questions.
• How many best friends do you have?
• Can a toy be a good friend? Why
• What cartoons or movies about friends do you
know?
2. When finished, wait.
Think Pair &Share
Buzz and Woody Andy
RexMr. Potato Head
Ham Slink
TV.
Listen &Watch
Directions:
1. Complete the sentence.
2. Choose an answer. A, B, or C
3. Go to your answer sheet.
Complete &Go
The toys met because…
A: Andy is coming home tonight.
B: they want to rescue Woody.
C: they wanted to watch T.V. with Woody.
Directions:
1. Read the sentences on the board.
2. Watch the movie again.
3. Remember who said the sentences.
4. Hold up the correct character.
Who said it?
Directions:
1. Talk to a friend.
2. Each person choose 2 different questions.
3. Ask your friend the questions.
4. Answer your friend’s questions.
5. When finished wait.
What do you think?
1. Why does the song make Woody join his friends?
2. Does Woody love Andy? Why?
3. Is Buzz a good friend to Woody? Why?
4. Is Woody a good friend to Buzz? Why?
Directions:
1. Think back to when you were a little kid.
1. What was your favorite toy?
2. How did you play with it?
3. Was it like a friend?
2. Tell a friend about your toy
that was also your friend.
What do you think?
Toy Story Lesson Reflection
Instructions:
1. Read the questions and think about the lesson.
2. Answer the questions.
Fish Bowl Planning
See into the planning process
Take listening material lesson.
Practice using PDP lesson plan.
Guided Lesson Planning • Time to plan your lesson demo
• You can work in pairs
• Plan the same demo, but teach it separately
• Use upstairs, rm… computers, supplies, me
• Take breaks when needed
• Finished at 4:10
Wrap Up
• What was the best/ worst part of the day?
• What didn’t you understand?
• What do you remember the most?
• 110 Do you feel ready to teach your demo lesson?