Materials Design and Development

Materials Design and Development

Sample Listening Lesson& Processing the Park Lesson

Homework for Next Week

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

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?

Circle what you hear

A: What did you circle?

B: I circled ________. What about you?

A: I circled……

B:

Listen for What’s Wrong

Word List

• 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

Describe What You See

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.– Pre– During– During/Post (one time)– Post


• 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?


• 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?

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

Introduction to Bloom’s Taxonomy

• Sequencing of tasks and questions in reading activities is not a new idea

• Bloom introduced his taxonomy of reading questions in 1956

• Bloom, like Grellet, believes that tasks should move from easier to more difficult, and from concrete to more abstract forms of thinking

Bloom’s Taxonomy

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

Warning: This is more appropriate for Native Speaker learners, souse this information carefully.

Knowledge

Useful Verbs

Sample Question Stems

Potential activities and products

telllistdescriberelatelocatewritefindstatename

What happened after...?How many...?Who was it that...?Can you name the...?Describe what happened at...?Who spoke to...?Can you tell why...?Find the meaning of...?What is...?Which is true or false...?

Make a list of the main events.Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember. List all the .... in the story.Make a chart showing...Make an acrostic.Recite a poem.

ComprehensionUseful Verbs



explaininterpretoutlinediscussdistinguishpredictrestatesummarizecomparedescribe

Can you write in your own words...?Can you write a brief outline...?What do you think could of happened next...?Who do you think...?What was the main idea...?Who was the key character...?Can you distinguish between...?What differences exist between...?

Cut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.Retell the story in your words.Paint a picture of some aspect you like.

Write a summary report of an event.Prepare a flow chart to illustrate the sequence of events.

Application

Useful Verbs



solveshowuseillustrateconstructcompleteexamineclassify

Do you know another instance where...?Could this have happened in...?Can you group by characteristics such as...?What factors would you change if...?Can you apply the method used to some experience of your own...?What questions would you ask of...?Would this information be useful if you had a ...?

Construct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a paper-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game suing the ideas from the study area.Make a clay model of an item in the material.

Analysis

Useful Verbs



analyzedistinguishexaminecomparecontrastinvestigatecategorizeidentifyexplainseparateadvertise

Which events could have happened...?If ... happened, what might the ending have been?How was this similar to...?What was the underlying theme of...?Why did ... changes occur?Can you explain what must have happened when...?

Design a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.

Synthesis

Useful Verbs



createinventcomposepredictplanconstructdesignimagineproposedeviseformulate

Can you design a ... to ...?Why not compose a song about...?Can you see a possible solution to...?If you had access to all resources how would you deal with...?Why don't you devise your own way to deal with...?What would happen if...?

Invent a machine to do a specific task.Design a building to house your study.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, role play, song or pantomime about...?Design a record, book, or magazine cover for...?Make up a new language code and write material suing it.Sell an idea.Devise a way to...Compose a rhythm or put new words to a known melody.

Evaluation

Useful Verbs



judgeselectchoosedecidejustifydebateverifyarguerecommendassessdiscussrateprioritizedetermine

Is there a better solution to...Judge the value of...Can you defend your position about...?Do you think ... is a good or a bad thing?How would you have handled...?What changes to ... would you recommend?Do you believe?Are you a ... person?How would you feel if...?

Prepare a list of criteria to judge a ... show. Indicate priority and ratings.Conduct a debate about an issue of special interest.Make a booklet about 5 rules you see as important. Convince others.Form a panel to discuss views, eg "Learning at School."Write a letter to ... advising on changes needed at...Write a half yearly report.Prepare a case to present your view about...

Documents

Materials Design and Development