Present, Practice, Produce:

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Present, Practice, Produce

• Improved Teaching through Improved Planning

Page 209
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Who am I?

• 6 years sailing instruction
• 2 years in Middle School
• Masters in Secondary English and ESOL
• American High School English and Creative Writing
• 2 years at HaeSeong Girls' High School
• NSET/Korean English teacher trainer
• Professor of English at Kyunghee University

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5 Parts

• The basic elements in a lesson.
• Examine the written format.
• Your Lesson Demonstration
• Your first lesson
• Some tips for success
• Q and A

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Why Lesson Plan?
Successful teachers know that planning and
preparation is the key to their success!

• Planning means
• Considering problems
• Projecting use of instructional time
• Negotiating classroom roles
• Choosing expectations

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5 Basic Elements

• Task focus/ attention grabber
• Lesson presentation
• Guided practice
• Independent practice/performance
• Review/ assessment

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Logical Steps for a Lesson This is the basic
structure of a lesson no matter what format you
use.
1) Task Focus Start with an attention grabber or
motivator and present the objectives. This will
demonstrate the purpose of the lesson. Model
dialogue, recording, video clip. In my
experience, this is most effective as an
authentic situation.
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Would you like to have dinner with me Friday
evening?
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Whats the matter, Justin?
Expressing yourself when you feel down!
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Logical Steps for a Lesson This is the basic
structure of a lesson no matter what format you
use.
1) Task Focus attention grabber, authentic
situation.
2) Lesson Presentation Model and teach the new
skill or information.
3) Guided Practice Practice the new skill
together, repeatedly.
4) Independent Practice/Performance Students
are working with their peers. They are
interacting. This is the most important aspect of
an EFL/ESL classroom.
5) Review/Assessment
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What is a task based lesson?

• The students actually DO something.
• The students have a final tangible
  product/outcome.

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Present, Practice, Produce
Although there are several lesson plan
templates/models available to teachers.
Standardizing lesson plans allows teachers to
more effectively

1. Share lesson plans with other professionals.
2. Make lessons more understandable for observers.
3. Communicate with co-teachers or supervisors about
   in-class roles and lesson execution.

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What are the four skills in a language classroom?
Receptive Skills Productive Skills
Reading Writing
Listening Speaking
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Productive Lesson Plan Time Distribution
Powerpoint Flash cards Vocabulary pictures
Chanting Elicitation Posters Songs Videos
Choral reading worksheets Teacher/student or
student/student Q and A Reading and repeating
Partner Practice Group practice
Pair/group work Writing/asking questions
Creating a new dialogue Structured questions
with unique/personal responses Playing games
with unique answers interviewing students
gathering unique information. The teacher is
helping individuals, but not providing too much
structure. Note procedures are in place for this
kind of activity.
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Receptive Lesson Plan Time Distribution
Introducing new or key phrase information
Present 5 10 mins
Practice 20 35 mins
Carefully examining information presented
Produce 5 10 mins
Personalize and internalize (similar to
productive lesson)
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• Title (Unit) Whats the Matter, Justin?
• Grades
• Lesson Focus Speaking
• Objectives
• Students will be able to
• Students will be able to
• Target Language
• Materials
• Important Note
• Anticipated Problems/Solutions

Procedure Details
Presentation Introduction of Lesson Theme, Objectives, and Target Language. Time 5-7 minutes Introduction slide is up for students to see. T Today we are talking about expressing how you feel. How does Justin feel? Ss Sad, upset T Yeah, it looks like he does. Okay, lets look at our Key Expressions for today. Teacher may read chorally with students. T Now, lets watch a video to see what we will be able to do at the end of class. Teacher uses video to demonstrate objectives for students.
Practice Students work with the language. Scaffolding prior knowledge, jig-saw, group work. Time 10 minutes Show pictures of situations in which people are expressing feelings. T Talk to your team, make a list of what feelings you see. Assign pictures to groups to share. T Okay. Lets listen to our classmates ideas and we can write more. Students share ideas. Students have guided practice with the teacher inserting different feelings into the model dialogue.
Production Students master and internalize language. This is an opportunity to apply the language to a task. Time 20 minutes Students will interview their classmates and ask how they feel and what situations make them feel that way. T Okay. Talk to your classmates. Talk to five classmates. How many classmates? Ss Five. T Right. Five from different teams.
Assessment / Extension / Homefun Students will return to their team and share with their partner one item they learned about what makes another classmate feel a certain way.
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Lets Take a close look at the Lesson Plan Model

• Title (Unit) Whats the Matter, Justin?
• Grades
• Lesson Focus Speaking
• Objectives
• Students will be able to
• Students will be able to
• Target Language
• Materials
• Important Note
• Anticipated Problems/Solutions

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Why Objectives?
Stop asking, What am I going to cover tomorrow?
Start asking, What are my students going to
learn, achieve, and accomplish tomorrow?

• Creating a lesson with goals ensures
• All activities are goal oriented
• The students are moving toward something
  concrete
• Both teachers and students understand that there
  is a reason for the lesson and the activities.

Important The students must know the
expectations and objectives for them to be
successful in their assessment. Likewise, the
teachers need to know exactly what they are
assessing students on.
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• A well-written objective includes a measurable or
  observable outcome.
• A well-written objective communicates a goal that
  can be seen by the assessor.

Objectives
1
2
3
Students will be able to distinguish between fun
and funny.
Students will be able to distinguish between fun
and funny.
Students will be able to describe the position of
a ball.
Students will be able to plan weekend activities.
Lets Use Blooms Taxonomy to Write Three
Objectives that Each Target a Different Level of
Cognition.

• May I take your order?
• Greetings
• Campus Life
• Making Complaints
• Exercise
• Future Plans
• What does it look like?
• What did he look like?
• Allen is taller than Eric
• Have you ever travelled to Guam?

• Mass Media
• Life In Korea
• Culture
• Where is the ball?

• Environment
• Where are you from?
• Where do you live?
• What do you like to do?
• Where are you going?
• Can you help me?
• At the Doctors Office
• TV/Movies
• Music
• How much is this?

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Why Assessment?
The students must know the expectations and
objectives in order to be successful in their
assessment.
Objectives Assessment
1
2
3
Purpose Provides teachers with the means of
knowing if the students have accomplished or
mastered the objectives.
When You Assess, You Help. The purpose of a test
is to assess a students performance against a
learning criteria, NOT to provide the teacher
with the basis for a grade. Schools must change
from a testing culture to an assessment culture.
(Wong, 2006)
Students will be able to distinguish between fun
and funny.

• Where?
• End of a lesson
• Build assessment into a lesson at different
  points

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Types of Assessment Types of Assessment
Short Term Long Term
Teacher Observation Portfolio with Self-reflection
Classroom Discussion Cooperative Activities
Plays Webquests (a little dated)
Oral Presentation Designing a webpage
Essay Teaching the class
Homework Research Projects
Community Work
Oral Projects
Essay
Online Blogs
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Lets Take a close look at the Lesson Plan Model

• Title (Unit) Whats the Matter, Justin?
• Grades
• Lesson Focus Speaking
• Objectives
• Students will be able to
• Students will be able to
• Target Language
• Materials
• Important Note
• Anticipated Problems/Solutions

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Procedure Details
Presentation Introduction of Lesson Theme, Objectives, and Target Language. Time 5-7 minutes Introduction slide is up for students to see. T Today we are talking about expressing how you feel. How does Justin feel? Ss Sad, upset T Yeah, it looks like he does. Okay, lets look at our Key Expressions for today. Teacher may read chorally with students. T Now, lets watch a video to see what we will be able to do at the end of class. Teacher uses video to demonstrate objectives for students.
Practice Students work with the language. Scaffolding prior knowledge, jig-saw, group work. Time 10 minutes Show pictures of situations in which people are expressing feelings. T Talk to your team, make a list of what feelings you see. Assign pictures to groups to share. T Okay. Lets listen to our classmates ideas and we can write more. Students share ideas. Students have guided practice with the teacher inserting different feelings into the model dialogue.
Production Students master and internalize language. This is an opportunity to apply the language to a task. Time 20 minutes Students will interview their classmates and ask how they feel and what situations make them feel that way. T Okay. Talk to your classmates. Talk to five classmates. How many classmates? Ss Five. T Right. Five from different teams.
Assessment / Extension / Homefun Students will return to their team and share with their partner one item they learned about what makes another classmate feel a certain way.
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The Lesson Demonstration

• 15 minute "compressed" lesson
• We should see all the activities planned in your
  lesson.
• We would like to see "team teaching."
• Your lesson plan should be as detailed as
  possible.
• Your students should have a task to complete
• Tip Pay special attention to how you will give
  instructions

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Your First Lesson
I recommend that you

• Make it student centered
• Make name tags
• Use really simple introductory language
• Explain your class rules and procedures
• Model the procedures and make no exceptions.
• Consider seating arrangements

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• Tips for success
• Over-plan your lessons. Do not allow there to be
  any chance of running short, have something
  available that you can do to cover 3-5 minutes.
• Make a lesson template. Save it as
  AAALPTemplate.
• Give students a chance to switch gears. Build
  something into every lesson or even before the
  lesson that allows students to ease into the
  shift of subject and language of instruction.

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T R A
M E L
S G N
1) Write you name and class on your paper.
Example ??? 1-1 2) Make as many words as you
can. 3) Put your paper in the box. 4) Prize 1
Most words Prize 2 Lucky draw.
Example

• ? ? ? 1-1
• Me
• Met

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• Tips for success
• If you are going to elicit responses from
  students, prepare them before you ask in front of
  the whole class. For example, you can assign a
  team a question to answer.
• If you have asked a team to share a response also
  have them choose a speaker. This will ensure they
  are prepared and you do not have dead class
  time.
• Write into your lesson plans that your co-teacher
  should check the students comprehension before
  activities start. It is helpful to do this in
  both languages.
• Have a back up!

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"Everybody has a plan until they get punched in
the face."

• -Mike Tyson

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