8/3/2019 Lesson Designing (Ppt)
1/45
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
8/3/2019 Lesson Designing (Ppt)
2/45
Lesson Designing Part 1
Team TeachingModel Communication
Developing good relationships with JTEs is crucial
Smooth communication
negotiating plans is easier
Good model during class
8/3/2019 Lesson Designing (Ppt)
3/45
Lesson Designing Part 2
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?
8/3/2019 Lesson Designing (Ppt)
4/45
Lesson Designing Part 2
What will you teach?
1. What will you teach?
2. What do students already know?
3. How can you assist learning?
4. How can you monitor 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
8/3/2019 Lesson Designing (Ppt)
5/45
Lesson Designing Part 2
What will you teach?
1. What will you teach?
2. What do students already know?
3. How can you assist learning?
4. How can you monitor learning?
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
8/3/2019 Lesson Designing (Ppt)
6/45
Lesson Designing Part 2
What will you teach?
1. What will you teach?
2. What do students already know?
3. How can you assist learning?
4. How can you monitor learning?
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
8/3/2019 Lesson Designing (Ppt)
7/45
Lesson Designing Part 2
What will you teach?
1. What will you teach?
2. What do students already know?
3. How can you assist learning?
4. How can you monitor learning?
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
8/3/2019 Lesson Designing (Ppt)
8/45
Lesson Designing Part 2
What will you teach?
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor 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
8/3/2019 Lesson Designing (Ppt)
9/45
Lesson Designing Part 2
What do students already know?
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
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
8/3/2019 Lesson Designing (Ppt)
10/45
Lesson Designing Part 2
What do students already know?
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
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
8/3/2019 Lesson Designing (Ppt)
11/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?Grammar-Translation method
Lesson Designing Part 2
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
8/3/2019 Lesson Designing (Ppt)
12/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?Communicative Approach
Lesson Designing Part 2
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
8/3/2019 Lesson Designing (Ppt)
13/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?Subconscious vs. Conscious Learning
Lesson Designing Part 2
Conventional teaching conscious learning
Lessons should also strive to maximise
subconscious language acquisition
L D i i P t 2
8/3/2019 Lesson Designing (Ppt)
14/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?Language Acquisition Theory
Lesson Designing Part 2
Sometimes called The Natural Approach
Optimum language acquisition occurs where we;
Minimise theeffective filter
Maximise comprehendible input
L D i i P t 2
8/3/2019 Lesson Designing (Ppt)
15/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?Language Acquisition Theory
Lesson Designing Part 2
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
8/3/2019 Lesson Designing (Ppt)
16/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?
Language Acquisition Theory
Lesson Designing Part 2
Minimise the effective filter
External factors
Classroom ambience
Teachers behaviour
Internal factors can only be affected indirectly
through affecting external factors
For optimum language acquisition;
Minimise the effective filter Maximise comprehendible input
Lesson Designing Part 2
8/3/2019 Lesson Designing (Ppt)
17/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?
Language Acquisition Theory
Lesson Designing Part 2
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!
For optimum language acquisition;
Minimise the effective filter
Maximise comprehendible input
Lesson Designing Part 2
8/3/2019 Lesson Designing (Ppt)
18/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?
Language Acquisition Theory
Lesson Designing Part 2
Maximise Comprehendible Input
Convey meaning non-verbally
Mime
Pictures
Diagrams
Realia
For optimum language acquisition;
Minimise the effective filter
Maximise comprehendible input
Lesson Designing Part 2
8/3/2019 Lesson Designing (Ppt)
19/45
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
How can you assist learning?
Language Acquisition Theory
Lesson Designing Part 2
Maximise Comprehendible Input
Convey meaning verbally
Synonyms / Antonyms
Explain, paraphrase in English
English Dictionary
Word-formation (break it down)
For optimum language acquisition;
Minimise the effective filter
Maximise comprehendible input
Lesson Designing Part 2
8/3/2019 Lesson Designing (Ppt)
20/45
Lesson Designing Part 2
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
1. What will you teach?
2. What do students already know?3. How can you assist learning?
4. How can you monitor learning?
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
21/45
Lesson Designing Part 3
PPP / Direct Instruction Vs. Task-Based
1. ESA
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
22/45
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
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
23/45
Lesson Designing Part 31. Engage, Study, Activate
2. PPP / Direct Instruction3. Task Based Approach
Engage, Study, Activate
Engage
Warm-up game (as a review?)
Lead-in
Anecdote
Picture story
Conversation
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
24/45
Lesson Designing Part 31. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Engage, Study, Activate
Study
Lessons should have A focus (target language)
Structure
Content: new language OR review
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
25/45
Lesson Designing Part 31. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Engage, Study, Activate
Activate
Activities allow students to Practice target language
Integrate it with previously learned material
Motivates through providing
Fun
Sense of achievement
Effective for monitoring
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
26/45
Lesson Designing Part 31. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
PPP / Direct Instruction
Present, Practise, Produce
Class progresses through 3 phases
Teacher-centred Student-centred
Similar to Direct Instruction
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
27/45
Lesson Designing Part 3
PPP / Direct Instruction
Present
Lead in Present target language
Model target language
Teacher-talk-time 90%
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
1. Present 2. Practice
3. Produce
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
28/45
Lesson Designing Part 3
PPP / Direct Instruction
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. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
1. Present
2. Practice 3. Produce
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
29/45
Lesson Designing Part 3
PPP / Direct Instruction
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. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
1. Present
2. Practice 3. Produce
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
30/45
Lesson Designing Part 3
PPP / Direct Instruction
Produce
Sometimes called free practice Students use target language in activities provided by teacher
Student-centred
Free practice develops fluency
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
1. Present
2. Practice
3. Produce
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
31/45
Lesson Designing Part 3
PPP / Direct Instruction
Free Practice Activities
Build Dialogues Role plays
Discussion
Writing projects
Diary
Newsletter
Poster
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
1. Present
2. Practice
3. Produce
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
32/45
Lesson Designing Part 3
PPP / Direct Instruction
Organising Student Practice
Open class Open pairs
Closed pairs
Rotating pairs
Group work
Mingle
Sitting mingle
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
1. Present
2. Practice 3. Produce
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
33/45
Lesson Designing Part 3
PPP / Direct Instruction
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)
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
34/45
esso es g g a t 3
PPP / Direct Instruction
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
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
35/45
g g
Task Based Approach
Lesson structured around completion of central task
Language focus determined by what happens as students
complete task
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
36/45
g g
Task Based Approach
Typical Stages
1. Pre-task2. Task
3. Planning
4. Report5. Analysis
6. Practice
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
37/45
g g
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
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
38/45
g g
Task Based Approach
Example: A Shopping Task
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
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
39/45
g g
Task Based Approach
Example: A Shopping Task
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
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
40/45
g g
Task Based Approach
Example: A Shopping Task
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
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
41/45
Task Based Approach
Example: A Shopping Task
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
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
42/45
PPP Vs. Task Based Approach
PPP / Direct Instruction
More controlled More suited to lower level students?
More suited to less disciplined students?
More suited to teaching new language?
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
43/45
PPP Vs. Task Based Approach
Task Based Approach
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Less controlled More suited to higher level students?
More suited to highly motivated students?
More suited to reviewing language?
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
44/45
Finishing the Lesson
Consolidate
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Review / recap main points Give students sense of achievement
End class on a high with enjoyable activity ?
Lesson Designing Part 3
8/3/2019 Lesson Designing (Ppt)
45/45
Summary of main phases
1. Engage, Study, Activate
2. PPP / Direct Instruction
3. Task Based Approach
Engage Warm-up / Lead-in
PPP Present, Practice, Produce
Task-based Pre-task, Task, Planning, Report
Analyse, Practice
Consolidate Review, Recap
Recommended