1. www.nvcc.edu/workfo

2. EDUC 1724: Lesson Planning
American Culture & Language Institute, TESOL Certificate Program
Northern Virginia Community College
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3. Overview
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Lesson Objectives
TBLT vs. PPP Lesson Planning
Lesson Phases
Assessment
Lesson Plan Samples Evaluation
Lesson Plan Presentation
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4. Reflection
• What makes a good
lesson or a bad
lesson?
• What aspects of
lesson planning are
the most daunting?
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5. Lesson Planning
"An actual lesson plan is the end point of
many other stages of planning that culminate
in a daily lesson."
(Jensen, Linda. "Planning Lessons." 2001)
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6. Lesson Planning Considerations
• Teaching
methodology (TBLT
vs. PPP)
• Learner needs
• Objectives
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Learner involvement
Materials
Activities
Flexibility
Assessment
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7. Lesson Planning
• Lesson Continuity
– Links or threads connect lessons
• Recursiveness/Recycling Material
– Looping back to language features or topics
• Depth, not breadth!
– Mastery is the aim, not finishing the book.
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8. Why do we plan?
• Forces us to reflect on the lesson’s priorities
and objectives for learning.
• Provides a guide to help us stay on track and
manage time.
• Provides us with a foundation for refinement
when we reflect later.
• Ensures no crucial parts are left out.
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9. Task-Based Language Teaching
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10. PPP Language Teaching
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11. Time (based on 60
minute class)
PPP
TBLT
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Before Class
•
Lesson Objectives
•
Lesson Objectives
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15-30 mins (PPP)
10-15 mins (TBLT)
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Presentation
• Warm up
• Highlighting
•
Pre-Task
• Warm up
• Similar task
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10-15 mins (PPP)
15-30 mins (TBLT)
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Practice & Perform •
• Controlled to
Communicative
Activities
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10-15 mins
(TBLT & PPP)
•
Assessment &
Wrap Up
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Task
• Communicative
Practice
Post Task
• Assessment &
Wrap Up
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12. Determining Lesson Objectives
• Objective = the end goal of the lesson
• What will the students be able to do at the
end of this lesson?
• How students can demonstrate that they have
mastered the lesson content.
• Not about what or how much material the
teacher covers.
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13. SWBAT: Students Will Be Able To…
• Write lesson objectives on the board before
class begins.
– Clear Objective:
• Students will be able to use the regular form of simple
past to describe a workplace accident.
– Unclear Objective:
• Students will learn about the simple past.
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14. Presentation/Pre-Task Phase
Warm up
• Settle students into classroom mindset
• Review previous lesson material & check
homework
• Introduce the focus of the lesson – activating
prior knowledge (schema)
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15. Presentation/Pre-Task Phase
Activating Schema
• Generate interest and motivation for learning
• Draw on what students already
know, expect, need, and/or have experienced
• Create active learners who can make
connections
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16. Presentation/Pre-Task Phase
• A jumping off point.
• Present an authentic situation, picture, piece
of realia, reading text, dialogue, video
• A good language presentation uses authentic
language to participate in an authentic
communicative event
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17. Presentation/Pre-Task Phase (cont.)
• Solve a real-world problem.
• Provide samples or elicit production of the
language feature.
• Should be relevant to students’ needs =
interesting.
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18. Presentation/Pre-Task Phase
• Scaffold activity/task for students to discover
the target feature on their own and use it to
solve a problem.
• Engage students in hypothesis testing.
• Build students’ confidence that they can
“figure it out.”
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19. Presentation/Pre-Task Phase (cont.)
• Gives students a framework/rules to refer to
during practice activities.
• Use a model or diagram.
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20. Practice/Task Phase (cont.)
• Activities should:
– Promote students to generate the target
feature
– Move learners towards meeting the lesson
objectives
– Enable students to use language in realworld situations
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21. Practice/Task Phase (cont.)
• Activities should:
– Build upon each other – from easier to
harder
– Involve genuine communication
– Be varied and allow for choice
– Allow learners to demonstrate mastery
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22. Controlled &
Communicative Activities
Controlled
Communicative
• Restricted use
• Authentic use
• Comprehension & accuracy
• Fluency and extension
• Feedback & correction during • Feedback & correction
afterward
• Repetition/drills
• Scripted role plays
• Cloze activities
• Role plays
• Surveys
• Information gap tasks
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23. Assessment
• Most common at the end of a lesson in PPP.
• Build assessment at the end of each
activity, as in TBLT.
• Assessment helps you to determine:
– Did learners master the lesson objectives?
– Whether to move forward or spend more time on
the target feature (a.k.a. Depth, not breadth).
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24. Assessment (cont.)
• Homework
– Dual function: student practice & extension and
teacher assessment
– Connect to your lesson objectives
– Allow class time to explain instructions
– Extend to real-world activities
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25. Time Management
• Before the Lesson Begins:
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Create class routines
Estimate time for each phase of the lesson.
Have an extra activity for early finishers.
Decide what you could teach next time if going
over.
– Plan transitions/links between activities.
– Plan a variety of pair and group work.
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26. Time Management (cont.)
• During the Lesson:
– Start and end on time!
– Watch your pacing – compare planned to actual
time.
– Tell students how much time they have for each
activity & give warnings.
– Be flexible
• Skip, shorten, or save for the next class.
• Don’t miss those “teachable moments.”
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27. Time Management (cont.)
• Allow for:
– Transition time & moving into groups
– Summarizing what’s been covered in class
– Wrap-up and homework phase
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28. Sample Lesson Plans
• In pairs…
– Review sample lesson plans against the lesson
planning rubric.
– Discuss what rating you would give each lesson
plan.
– Discuss ways to improve the lesson plan.
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29. Put it into Practice
• Create a 60 minute lesson plan to teach:
– A language function or grammar point
– A primary & secondary skill
• Speaking & listening or Reading & writing
• Organize your lesson using an SLA
methodology (TBLT or PPP).
• List lesson objectives.
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30. Put it into Practice (cont.)
• Include three phases:
– Presentation/Pre-task
– Practice & Perform/Task
– Assessment/Post -Task
• Identify a time estimate for each activity.
• Present your lesson plan to the class.
• Incorporate feedback and email to:
– evandermade@nvcc.edu/dobrien@nvcc.edu
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