Lesson Designing (Ppt)

8/3/2019 Lesson Designing (Ppt)

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Lesson Designing Part 1

This Workshop in a Nutshell

Part 1 Preamble

Team-teaching relationship

Part 2 4 Questions before you start

Some practical TEFL / TESL theory

Part 3 ESA; A general framework for lessondesigning PPP / direct instruction vs. Task based

approach


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Team TeachingModel Communication

Developing good relationships with JTEs is crucial

Smooth communication

negotiating plans is easier

Good model during class


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Lesson Design is a Thinking Process

1. What will you teach?

2. What do students already know?

3. How can you assist student learning?

4. How can you monitor learning?


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What will you teach?



3. How can you assist learning?


The role of grammar

Dont put main focus on grammatical rules

Knowledge of grammatical rules

Unnecessary for grammatical accuracy

Doesnt initiate utterances

Doesnt improve fluency


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The role of grammar

Mentally processing grammatical rulestakes time

Not suitable for speaking

More useful for writing

Grammar acts as a conscious monitor on output


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Teaching grammar patterns

Communicative; focus on meaning over form

Different concepts for the same structure

Example: present continuous

Actions in progress at the time of speakingI am working right now

Future planned arrangement

I am going out later


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Marker sentences

Show the structure

Clarify the concept

Provide context

Example: What are you doing later?Im playing soccer

Future plans

Talking about future plans

Teaching grammar patterns


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2. What do students already know?3. How can you assist learning?


My method of selecting target language

Identify a scenario involving a transactional conversation

shopping

eating-out

asking for directions

Select target language

Sentence (grammar) pattern

Marker sentences High frequency lexis


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What do students already know?




ZPD; Zone of Proximal Development

Between what students can do unassisted by teacher and what

they are capable of doing with teacher assistance

70% of learning depends on students having necessary

prerequisites


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What do students already know?




ZPD; Zone of Proximal Development

To find out what students know;

Ask the JTE

Make assumptions based on textbook

Make assumptions based on previous lessons

Use monitoring techniques

L D i i P 2


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How can you assist learning?Grammar-Translation method


Long tradition

Emphasis on written texts

Emphasis on grammatical rules, translation

Teacher-centred

Conducted through mother tongue

Activities: translation of passages, drilling grammar forms

L D i i P t 2


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How can you assist learning?Communicative Approach


Relatively modern

Emphasis on listening, speaking and communicating

(Relatively) student-centred

Conducted through target language

Activities: controlled and free practice of target language

L D i i P t 2


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How can you assist learning?Subconscious vs. Conscious Learning


Conventional teaching conscious learning

Lessons should also strive to maximise

subconscious language acquisition

L D i i P t 2


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How can you assist learning?Language Acquisition Theory


Sometimes called The Natural Approach

Optimum language acquisition occurs where we;

Minimise theeffective filter

Maximise comprehendible input

L D i i P t 2


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How can you assist learning?Language Acquisition Theory


Minimise the effective filter

Internal factors

Motivation

Attitudes to target language / culture

For optimum language acquisition;

Minimise the effective filter Maximise comprehendible input

L D i i P t 2


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How can you assist learning?

Language Acquisition Theory



External factors

Classroom ambience

Teachers behaviour

Internal factors can only be affected indirectly

through affecting external factors


Minimise the effective filter Maximise comprehendible input



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Maximise Comprehendible Input

Translating everything into Japanese reducesEnglish input;

More Japanese = less English

Students listen for translation instead of English

Translate as a last resort, not a first resort

When it comes to activities: K.I.S.S!






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Convey meaning non-verbally

Mime

Pictures

Diagrams

Realia






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Convey meaning verbally

Synonyms / Antonyms

Explain, paraphrase in English

English Dictionary

Word-formation (break it down)






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How can you monitor learning?

Strategies

Oral individual (e.g. criss-cross!)

Oral together (e.g. drilling with eliciting)

Visual answer (e.g. thumbs up)

Written (e.g. dictation, gap-fills, tests)

Task performance






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PPP / Direct Instruction Vs. Task-Based

1. ESA

2. PPP / Direct Instruction

3. Task Based Approach



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Lesson Designing Part 31. Engage, Study, Activate

2. PPP / Direct Instruction3. Task Based Approach

Engage, Study, Activate

Engage

Interested students

learn better

Cause less discipline problems



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2. PPP / Direct Instruction3. Task Based Approach


Engage

Warm-up game (as a review?)

Lead-in

Anecdote

Picture story

Conversation



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Study

Lessons should have A focus (target language)

Structure

Content: new language OR review



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Activate

Activities allow students to Practice target language

Integrate it with previously learned material

Motivates through providing

Fun

Sense of achievement

Effective for monitoring



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PPP / Direct Instruction

Present, Practise, Produce

Class progresses through 3 phases

Teacher-centred Student-centred

Similar to Direct Instruction



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Present

Lead in Present target language

Model target language

Teacher-talk-time 90%

1. Engage, Study, Activate



1. Present 2. Practice

3. Produce



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Practice

Sometimes called controlled practice Target language identified, repeated, manipulated by students

NB have students listen and vocalise before reading

Teacher-talk-time > 50%

Controlled practice develops accuracy




1. Present

2. Practice 3. Produce



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Controlled Practice Activities

Oral drill Whole class, boys against girls, rows, individuals

Dramatic tones of voice (happy, sad, angry etc.)

Reading vs. not reading

Quiz

Incl. pattern e.g. could you tell me the way to the ...?

Writing activities

gap-fills, sentence completion




1. Present




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Produce

Sometimes called free practice Students use target language in activities provided by teacher

Student-centred

Free practice develops fluency




1. Present

2. Practice

3. Produce



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Free Practice Activities

Build Dialogues Role plays

Discussion

Writing projects

Diary

Newsletter

Poster




1. Present

2. Practice

3. Produce



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Organising Student Practice

Open class Open pairs

Closed pairs

Rotating pairs

Group work

Mingle

Sitting mingle




1. Present




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4 Step Instructional method

1. Watch how I do it.(modelling)

2. We do it together

3. Ill watch how you do it (guided practice)NB praise, prompt and leave

4. You do it alone(independent practice)






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esso es g g a t 3


Problems with PPP/ Direct Instruction

Gives a wrong impression; Language produced accurately in class cannot be produced

later

Overuse of target structure

unnatural

Students dont use target language in free-practice






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Task Based Approach

Lesson structured around completion of central task

Language focus determined by what happens as students

complete task






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Task Based Approach

Typical Stages

1. Pre-task2. Task

3. Planning

4. Report5. Analysis

6. Practice






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Task Based Approach

Example: A Shopping Task

Assign roles; shoppers and shopkeepers Give shopping lists to shoppers

Give lists of items for sale to shopkeepers

During the task Shoppers visit individual shops buying items to complete their

shopping lists

Shopkeepers remain in their shops and sell items to shoppers






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Task Based Approach


Pre-task Review useful structures

e.g. Im looking for a

Students plan what they will say during the task in groups

Assist students

1. Pre-task 2. Task

3. Planning

4. Report

5. Analysis

6. Practice






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g g

Task Based Approach


Task Set up classroom to look like a street;

desks represent shops

Students try to complete task

Teacher

Monitors but tries not to interfere

Notes interesting language or problems

When enough students finished, return to groups and discuss

1. Pre-task2. Task

3. Planning4. Report

5. Analysis

6. Practice






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Task Based Approach


Planning Students plan for next phase;

reporting to the class about the activity

Teacher assists

Report

Students report back to class1. Pre-task

2. Task

3. Planning 4. Report 5. Analysis

6. Practice






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Task Based Approach


Analysis Analyse interesting language / problem areas

Identify target language for next phase

Practice

Practise target language arising out of analysis and

observation of task1. Pre-task

2. Task

3. Planning4. Report

5. Analysis 6. Practice






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PPP Vs. Task Based Approach


More controlled More suited to lower level students?

More suited to less disciplined students?

More suited to teaching new language?






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PPP Vs. Task Based Approach

Task Based Approach




Less controlled More suited to higher level students?

More suited to highly motivated students?

More suited to reviewing language?



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Finishing the Lesson

Consolidate




Review / recap main points Give students sense of achievement

End class on a high with enjoyable activity ?



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Summary of main phases




Engage Warm-up / Lead-in

PPP Present, Practice, Produce

Task-based Pre-task, Task, Planning, Report

Analyse, Practice

Consolidate Review, Recap

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Lesson Designing (Ppt)