Steps in Lesson Planning By Paul J. Hamel. Teacher ASSESSES student knowledge Teacher ASSESSES student knowledge Teacher PRESENTS new material Teacher

Steps in Lesson Planning

By Paul J. Hamel

TeacherTeacher ASSESSESASSESSES student knowledge student knowledge

Teacher Teacher PRESENTSPRESENTS new materialnew material

Teacher Teacher CHECKSCHECKS for understanding for understanding

Students Students REPRODUCEREPRODUCE new material new material

Students Students MANIPULATEMANIPULATE new materials new materials

Students Students CONSOLIDATECONSOLIDATE new material new material

Students Students EXPLOITEXPLOIT learned material learned material

Students Students APPLYAPPLY learned material learned material

Teacher Teacher EVALUATESEVALUATES student progress student progress

Have students demonstrate any previous knowledge of the topic.Have students demonstrate any previous knowledge of the topic.

• • Ask general questions to determine how much the students know Ask general questions to determine how much the students know about the topic, vocabulary and structures to be taught.about the topic, vocabulary and structures to be taught.

Use Yes/No question.

Use Wh-questions. (Who, What, Where, When, Why, How, What kind, etc.)


• Introduce the topic through a conversation or a dialogue.


• Present a potential situation that Present a potential situation that students may be expected to encounter students may be expected to encounter (i.e., how to cash a payroll check)(i.e., how to cash a payroll check)

Other examples: Other examples:


• Brainstorm a solution to a problem Brainstorm a solution to a problem

(i.e., how to conduct oneself in a job (i.e., how to conduct oneself in a job interview)interview)

Other Examples:Other Examples:


Introduce topics Introduce topics through through demonstrations.demonstrations.

Make a jack-o- lantern.Make a jack-o- lantern.

Other examples:Other examples:


• • Show pictures Show pictures and photos. and photos.


• • Play audio or Play audio or video tapes.video tapes.


• • In upper In upper levels, levels, discuss a discuss a newspaper newspaper or magazine or magazine article.article.


Encourage student participation in the presentation of the new material.

Instead of passively observing the presentation, teach students active listening skills.

For example, when presenting a reading passage, ask students to circle unfamiliar words or underline specific words and expressions as they read along.

TeacherTeacher PRESENTSPRESENTS new material new material (There is very little or no meaningful communication.)(There is very little or no meaningful communication.)

• Elicit new words whenever you can. A simple way of doing this is by means of a sentence in which the last word is not given.

For example, If you want to elicit the word "water," you might say, "When I'm thirsty, I drink...." Students try to guess the word. This is a valuable technique because even if the students cannot guess the new word, they learn the context in which it is used when they do hear it.

TeacherTeacher PRESENTSPRESENTS new material new material

• Use REALIA whenever possible: food, clothing, photos, toys, blocks, calculators, games, playing cards, etc.--anything that can help you explain a word, phrase or concept.


• Stimulate the senses of sight, hearing, smell, taste, touch and movement to help students learn vocabulary and concepts.

• Print media

• Photos

• Drawings


• Use REALIA whenever possible: food, clothing, photos, toys, blocks, calculators, etc.--anything that can help you explain a word, phrase or concept. Stimulating the senses of sight, hearing, smell, taste, and touch helps students learn.


Have students demonstrate Have students demonstrate understanding of the presentation. understanding of the presentation.

• At very low levels, have students demonstrate understanding nonverbally. Have them respond to simple oral commands for example (Stand up, sit down), with gestures to indicate yes or no, by drawing pictures or through games such as pantomime.

TeacherTeacher CHECKSCHECKS for understanding for understanding (There is minimal meaningful communication.)(There is minimal meaningful communication.)

Example:Example:Draw a simple picture on the chalkboard. Have the students

tell you or a student volunteer what items to add to the picture and where to place it. (This is an excellent exercise to practice the use of prepositions.) Model a few examples such as "Please draw a tree next to the house." Then, reverse exercise by having students tell you or another student what to erase. Model an example such as "Please erase the tree (that's) next to the house, etc."

TeacherTeacher CHECKSCHECKS for understanding for understanding


Name: M. T. GravesAddress: 1140 Clark St.Hollywood, CA 90048Date of Birth: 9/29/45Place of Birth: Chicago

Adult School Identification Card

Expires 6/30/05

Questions1. How old is Mr. Graves?2. In what state was he born?3. When will his I.D. card expire?

True or False 1. M. T. Graves is a young man2. He is a student.3. He lives in Los Angeles.

• Have students demonstrate understanding verbally with simple responses. Even at low levels, students can begin developing critical thinking skills by making inferences.

• At higher levels, try playing "stump the teacher" by having the students ask questions about the main idea and supporting details of a conversation, dialogue, or reading passage.


At higher levels, try playing games.

Divide the class into two teams. Teams take turns asking questions about a dialog or reading passage. If one team asks a question that the second team cannot answer, then it gets a point. If the answer is correct, then no points are given. The team with the most points wins.


Have students repeat and copy new Have students repeat and copy new materials. materials.

To improve pronunciation:To improve pronunciation:

Have students echo words and statements.Have students echo words and statements. Lead chain drills. Lead chain drills. Have students recite short dialogs.Have students recite short dialogs. Chant the dialogs. Chant the dialogs.

StudentsStudents REPRODUCEREPRODUCE new material new material (There is very little meaningful communication at this stage.)(There is very little meaningful communication at this stage.)

Do a Backward Build-up ExerciseDo a Backward Build-up Exercise

• For oral practice, have the whole class repeat each line of a dialog after you have modeled it.

• Break up long sentences into segments, or use a backward-buildup technique in which you start at the end of the sentence and work toward the beginning.

• Teach the second line (usually a rejoinder) in the same manner.

• Repeat the first line and have a student respond with the rejoinder.

• Then reverse roles.

• Select two students to repeat the two lines.

• Then return to the beginning of the dialog and review it to the point where you left off.

StudentsStudents REPRODUCEREPRODUCE new material new material

Teacher >>> Students

in the evening >>> in the evening

to school in the evening >>> to school in the evening

go to school in the evening >>> go to school in the evening

We go to school in the evening. >>> We go to school in the evening.


• Have students read what they would normally read orally in every-day life such as

• Ads• Directories • Itineraries • Notes • Notices • Numbers • Recipes • Schedules • Shopping lists • Signs


Read OrallyRead Orally

Locker Combination Numbers

1 13 31 30 2 6 16 60 3 7 70 17

Locker Right Left Right

At low levels, have students: • Trace letters

• Copy basic personal information

• Label items

• Fill in workbook exercises


Copying Personal InformationRead the words on the registration card and the

information about Joanne Landry. Tell the students they are responsible for filling out the registration card using the information. Do the first few lines with the students.


This is Joanne Landry. She's a telephone operator. She's from Los Angeles. She's in the computer class. Her address is 33 Clark Street, Apartment 101, Los Angeles, California 90069. Her telephone number is 310-557-8914. Her date of birth is 1/30/54.

NameAddress

Telephone OccupationDate of birth NationalityClass Signature

ADULT SCHOOL REGISTRATION CARD

Fill in the blanks with the words from the box.


Label ItemsLabel Items

doorroofsun

wallwindowbushes

Other writing exercises:

• Unscramble words • Rewrite words in the correct word order• Alphabetize words• Categorize phrases • Place sentences in chronological order • Write self-correcting dictated notes• Do crossword puzzles


Challenge your students to name grocery store items that come in the containers listed below.


Categorize ItemsCategorize Items

cans:boxes:jars:cartons:bottles:

soda juice

Self-Correcting Dictation:

• Cover the sentences under each line.

• Listen and write the dictation on the line.

• Then, have students uncover the sentences and correct their writing.

• After the dictation, have students answer the note on a separate piece of paper.


Hi. How are you?

Who’s the new student in class?

Where’s she from?

Are you two friends?

See you at break.

Practice fluidity and intonation by ordering words and phrases into meaningful statements.

• Direct students to make as many correct sentences as possible using the words and phrases on the chalkboard.

• Expand this activity by having the students

compose original sentences modeled after those in the exercise.



I

You

We

They

wash

make

do

see

sweep

iron

clean

my homework

flowers

the floor

dinner

shopping

my clothes

in the morning.

in the afternoon.

on Saturday.

in May.

on the weekend.

on Friday.

in the evening.

Have students manipulate and Have students manipulate and change words and structures.change words and structures.

Practice vocabulary in oral substitution and Practice vocabulary in oral substitution and patterns in transformational drills (i.e., change patterns in transformational drills (i.e., change noun to pronoun). noun to pronoun).

Teacher:Teacher: James is from Honduras.James is from Honduras.Student: Student: He’s from Honduras. He’s from Honduras.

StudentsStudents MANIPULATEMANIPULATE new material new material (There is little meaningful communication at this stage.)(There is little meaningful communication at this stage.)

Have students continue practicing on their own in pair-practice exercises preferably using contextual cues.

Student 1: What’s this? or What are these?

Student 2: It’s … / They’re …

StudentsStudents MANIPULATEMANIPULATE new material new material

For review, have some students write dictated questions on the chalkboard and others write answers using previously learned structures.

Dictate part of a dialog or reading passage as a review. It is especially useful as a warm-up exercise at the beginning of the class period to review previously covered material.

Frequent short dictations, focusing on common words and expressions used in simple sentences and repeatedly stressing function words (such as articles, prepositions, pronouns, and auxiliary verbs), will do much to improve the students' general writing and spelling skills.

Once students become accustomed to simple dictations you may wish to vary the dictation format to keep interest high.

As an example try the following:


1. Dictate six questions.

2. After the students have written all six questions in their notebooks, have six volunteers write the questions on the chalkboard.

3. Then have six other students read and correct the questions on the chalkboard.

4. Ask for six more volunteers to go up to the chalkboard and write the answers to the questions.

5. Have all students read and correct the answers. 6. Finally discuss additional possible answers to the

questions.


Other suggestions: • Dictate the answers, then have students

write the questions.

• Dictate single words that students must use in complete sentences.

• Dictate jumbled sentences that students must put in correct word order.

• Dictate sentences that students must change from affirmative to negative, interrogative to affirmative, etc.


Other activities: • Change statements to questions

• Change statements to negatives

• Do fill-in-the-missing-word exercises

• Do workbook-type activities


Other activities:

• Scan for specific information– newspaper ads– telephone book– schedules– menus– maps– photos


Scanning activity:

Have students ask each other questions about the information in the note.

Student 1: Why does Paul need .....?

Student 2: He needs ........... to ............ .


Dear Paul,Can I borrow these tools to

fix up my apartment?

1. a broom to sweep the floors

2. a plunger to unclog the toilet

3. a brush to paint the walls4. a screwdriver to tighten

screws5. a hammer to pound nails6. a saw to cut some wood

Thanks, George

Continue practice by Continue practice by having students having students provide provide original original words and phrases.words and phrases.

Do some open-ended Do some open-ended drills:drills:

Student 1:Student 1: Is your Is your teacher ………….?teacher ………….?

Student 2:Student 2: Yes, he/she Yes, he/she is. / No, he/she isn’t.is. / No, he/she isn’t.

StudentsStudents CONSOLIDATECONSOLIDATE new material new material (There is more meaningful communication at this point.)(There is more meaningful communication at this point.)

smartsmartshortshort

talltallfriendlyfriendly

handsomehandsomeprettypretty

wonderfulwonderfulextraordinaryextraordinary

brilliantbrilliantoutstandingoutstanding

superbsuperb

Do pair-practice Do pair-practice exercises.exercises.

Have students give Have students give original original answers orallyanswers orally and and provide provide written written responsesresponses to their to their partner's questions. partner's questions.

For example, one student For example, one student writes out a food order for writes out a food order for another student using another student using information from a menu.information from a menu.

StudentsStudents CONSOLIDATECONSOLIDATE new material new material

Have students supply Have students supply answers using answers using math math skillsskills. For example, . For example, use store coupons.use store coupons.

StudentsStudents CONSOLIDATECONSOLIDATE new material new material

Read the coupons and calculate Read the coupons and calculate the prices.the prices.

How much do four apples cost?How much do four apples cost?

How many eggs can you get for How many eggs can you get for $5.00?$5.00?

How much do five pounds of How much do five pounds of grapes cost?grapes cost?

50% Discount Today OnlyReg. 68 cents

Grape Special 2 lbs./$1.00Reg. .60/lb.

Buy one dozen,Get one Free$2.49 reg. price

Provide activities in which Provide activities in which students students useuse the new the new vocabulary and structures to: vocabulary and structures to:

Create new dialogs Create new dialogs Fill out real formsFill out real forms Answer letters and notesAnswer letters and notes Write narratives based on Write narratives based on

familiar modelsfamiliar models Fill out questionnaires and Fill out questionnaires and

surveyssurveys Discuss possible answers Discuss possible answers

StudentsStudents EXPLOITEXPLOIT learned material learned material (There is much meaningful communication at this stage.)(There is much meaningful communication at this stage.)

For example, use pair-practice activities in which students can ask and answer questions in their own words.

Try placing students back-to-back to practice a phone conversation. This way, they are forced to communicate without seeing visual clues such as facial expressions and body language.

StudentsStudents EXPLOITEXPLOIT learned material learned materialOral PracticeOral Practice

• Have students dictate a story to you. Write the story on the chalkboard.

• Ask several volunteers to read

the story from the board.

• Erase all prepositions. Ask for volunteers to read the story supplying the missing words. Continue by erasing verbs, adjectives, etc.

• Finally, have volunteers go to the board and fill in the missing words on the board.

StudentsStudents EXPLOITEXPLOIT learned material learned materialListening, Reading, Writing, Speaking ExerciseListening, Reading, Writing, Speaking Exercise

A Typical DayI get up at 6 o’clock in the morning. I shower, dress and eat breakfast. I take a bus to school. My class starts at 8:15. I take a break at 9:45. I go home at 11 o’clock. I eat lunch at noon. I read the newspaper and do my homework in the afternoon. I eat dinner at 6 o’clock in the evening. I watch TV from 7 to 9 o’clock. I go to bed about 10 o’clock.

Provide ways in which Provide ways in which students can apply students can apply the new materials to the new materials to other contextsother contexts: :

Cooperative Cooperative learning exerciseslearning exercises

StudentsStudents APPLYAPPLY learned material learned material (There is abundant meaningful communication now.)(There is abundant meaningful communication now.)

Creating a BudgetCreating a Budget

• Have your students create a budget for a couple.

• Then, have students exchange budgets to discuss and compare.

• Ask each student to cut his partner’s budget by 10%.

• As a class, discuss ways to cut expenses in general.

StudentsStudents APPLYAPPLY learned material learned material


Insurance Health $ _______Car $ _______Life $ _______

Sub Total $ _______ClothingNew $ _______Cleaning $ _______Repair $ _______

Sub Total $ _______MiscellaneousHair cut $ _______Entertainment $ _______ Eating out $ _______Charity $ _______Other $ _______

SubTotal $ _______

Total Expenses $ ______

FoodMarket $ _______Eating out $ _______

Sub Total $ _______HousingRent $ _______Furniture $ _______Utilities $ _______Telephone $ _______Other $ _______

Sub Total $ _______TransportationCar payment $ _______Gas/repairs $ _______Bus fare $ _______

Sub Total $ _______Medical ExpensesDoctor $ _______Medicine $ _______

Sub Total $ _______

Family Budget

Scavenger HuntStudents work together to find

information. The winner(s) gets a prize.

Supermarket: Distribute a list items that your students must find and bring to your cart. (This is a good way to do your weekly shopping.)

Library: List missing information that can be found in an encyclopedia, dictionary, atlas, magazine, newspaper ad, article, e-mail, etc.


Provide opportunities for students to generate original language, paraphrase and participate in open discussions.

• Lively discussion is possible even at low levels. Try this.

• After teaching new vocabulary about household chores, ask your students to divide the chores between a new couple, Nancy and Ron. Have them write the phrases on two lists: one for Nancy and one for Ron.

• Discuss what kind of household duties are done by men and women in this country and in the countries of your students.



• replace a light bulb• fix the clock• hang a picture• water the plants• clean the bathroom• wash the windows• sweep the hallway• wax the floor• change the sheets• wash, dry & iron clothes• dust the furniture• empty the garbage• vacuum the drapes• shake the carpets

NancyNancy RonRon

StudentsStudents APPLYAPPLY learned material learned material• At Intermediate Levels

• Create exercises to help students predict word meaning:

• Abbreviations • Prefixes • Suffixes • Roots• Word families• Contextual clues

• At Higher levels

• Create exercises in which students can practice:

• Follow written directions• Fill out authentic forms• Write original sentences, short dialogs and

narratives• Write short notes and letters • Compose simple poetry or songs

Have students Have students demonstratedemonstrate their their ability before going ability before going on to a new topic.on to a new topic.

• • Never ask your Never ask your students if they students if they “understand” what “understand” what you taught them. you taught them. They will say “yes.” They will say “yes.” Have them show Have them show you! you!

TeacherTeacher EVALUATESEVALUATES student progress student progress(There should be very much meaningful communication at this stage.)(There should be very much meaningful communication at this stage.)

Applied performance in simulated situations:

• Dialogs

• Role-playing

• Exercises in which you can observe the student using the new material that they were taught.

TeacherTeacher EVALUATESEVALUATES student progress student progressSome ways to evaluate:Some ways to evaluate:

Oral responses to aural cues• Have students answer your questions orally. Make sure the students use

the material you just taught.

Written responses to aural cues• Have student write answers to your verbal questions using the new

vocabulary, phrase or grammatical structures taught.

Written responses to written cues

• Have students write to a pen-pal.

• Give the students a textbook test.

• Have students fill out a survey using the new vocabulary or structures taught.


Integration of language skills Have students write:• Reports • Poetry • Skits • Jokes• Short stories

Then, have your student read or perform them to their classmates.


Give tests using a machine-scored answer sheet to expose your students to common information gathering and test-giving practices.

TeacherTeacher EVALUATESEVALUATES student progress student progress

Teacher testing taking skillsTeacher testing taking skills

The End

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Steps in Lesson Planning By Paul J. Hamel. Teacher ASSESSES student knowledge Teacher ASSESSES student knowledge Teacher PRESENTS new material Teacher