Lesson Planning in Second/Foreign Language Teaching

Lesson Planning in Second/Foreign Language Teaching

By Purgason (cited in Celce-Murcia et.al. 2014)

Poll

You're in the middle of such a great game you have planned for your students and suddenly one of them whispers "I don't understand" or another one "I don't like this".

• Yes, I've been there!!

• Luckily, no yet

• I'm not sure, I bet they always do

• Of course not!

Poll

Because of planning supplemental activities I have left many activities from the book aside.

• Yes, it has happened to me

• Not really, I'm a good lesson planner

What is lesson planning?

It is the process of taking everything we know about teaching and learning , along with everything we know about the students and putting it together to create a road map for what a class period will look like.😎

There are 7 elements in a lesson plan

Let's see if you can find them...

Multiple Choice

Element 2:

• Methodology😉

• A popcorn movie🍿

• Time for gossiping💁

Methodology

• An oral skill lesson may consist of the 3 stages of PPP

• A task-based lesson may have pre-task, task, report and language analysis

Multiple Choice

Element 3:

Skill?

• Of course!

• Yes, yes, yes!

Different stages according to the skill

• Reading can consist of pre-reading, main idea, reading for details.

• Pronunciation lesson may include feature analysis, listening discrimination, controlled or guided practice.

Element 4:

Audience🔊👪👫👭👬👴👵

Element 5:

Focus

A lesson in an intensive academic preparation program.

A lesson in a vacation foreign language camp program.

A lesson in a test-preparation class.

Element 6:

Element 7: Philosophy and learning and teaching

• Should class be fun?

• Does a good teacher demand that students do lots of homework?

• Lesson planning emerges from the teachers' view of what good teaching and learning consists of.

Different models of lesson planning

​

The Hunter Model

(Hunter, 2004)

Also known as five-step, seven-step, or nine-step model.

A good lesson starts with anticipatory set, or hook. Then, the purpose of the lesson. Next, the guided practice and monitoring. A closure statement before the final independence practice.

The Presentation, Practice, Production model (PPP)

The teacher presents a teaching point with new language to the students. The students practice the language teaching point (using controlled activities). Finally, the students produce the language on their own.

The engage-study-activate model (ESA) Harmer (2001)

Engage phase: students' attention and interest are aroused.

Study phase: Students focus on language.

Activate phase: Students use communicative tasks.

The Shelter Immersion Observation Protocol (SIOP)

• Motivation.

• The presentation includes language and content objectives, comprehensible input, strategies, interaction and feedback.

• Practice and application.

• Review and assessment.

Encounter, Clarify, Remember, Internalize and Fluently use (ECRIF)

• An encounter stage can include eliciting vocabulary from students.

• The lesson can include finding out what students already know about a writing task on a clarify stage.

• Typical activities are listen and repeat, drills, quizzes during the remember phase.

• The internalize phase enables students to to personalize the new knowledge or skill.

• The fluently use phase is a time for communicative tasks in which students use language spontaneously.

Lesson plan viewed as a 3 stage process

Before, during and after class

Steps in decision making BEFORE CLASS

• Looking at the curriculum and material.

• Can objectives be accomplished with the materials? Should they be adapted?

• Teachers looking back and ahead.

Then, we need to match the steps to the class period.

How much time should each component take?

Is it necessary to add an opener?

Should students respond chorally or individually?

Elements in a lesson that deserve a closer look

• Starting the lesson well

• Balance and variety of activities

• Good pacing

• Classroom management through planning

• Objectives, standards and outcomes

Multiple Select

Reasons why "Decision making during class" happens:

• Something has gone wrong, we need to recover.

• Our timing is off and we need to recalibrate.

• Something has come up and we want to make the most of it

Open Ended

In two words, what are the unanticipated problems that can disrupt lesson plan?

What to do?

• It is important to have back-up activities.

• Consider activities that can be shortened or postponed.

• Enjoy the "magic moments" or "golden opportunitities for real communication" (Harmer, 2007).

Decisions after class

Ur's (2012) for evaluating lessons effectiveness

• Are learners:

• Learning the material well

• Engaging with the target language

• Attentive

• Motivated and enjoying themselves

• Active

• Participating in real communication.

Writing up a plan

Consider the following:

• Activity/timing

• Objectives

• Materials/Equipment

• Steps by steps details

• Interaction/seating

• Contingency plans/Other notes

Conclusion

A lesson plan enables teachers to give students what they need to acquire the target language in an enjoyable and digestible way.

It is a tool that enables teachers to make decisions, solve instructional problems, deal with classroom management issues, among many other things.