Complete_Lesson_Planning_And_Exemplars_Guide

THE COMPLETE LESSON PLANNNG & EXEMPLAR HANDBOOK Pedagogical Principles, Frameworks, and 7 Complete Lesson Plans 1 Why We Need t Write ess Pas? Plaig is iprtat bease it eables the teaher t thik abt what they wat t teah i their less. Is it ew graar r vablary r, perhaps, pratisig a skill Ready-ade plas rarely wrk witht alteratis sie the way we preset the ew lagage ad what pratie we prvide deped etirely r stdets' eeds. Se stdets ight be really strg ad eed extra halleges thers ight be weaker ad eed re spprt. I real life, we sally have a biati f lti-ability stdets wh press ifrati differetly, ad we have t ater t all f their eeds i rder t help the prgress. Prpse ad earig tcmes We plan bease we need t have a lear idea f what learners will be able t d by the end f the lessn. If we knw r ai, we an deide whether we ahieved it, and therefre—whether learning happened in r lass. If we kw what the ai f the less is ad what r learers' eeds are, we a adapt what the rsebk sggests i rder t prvide the learers with relevat lagage pratie. We als eed t have a lear idea hw h tie all the stages will take, ad whether the learers will wrk idividally, i pairs, r i grps drig eah stage. ast bt t least, we pla i rder t thik what we a d if sethig ges wrg, ad be ready fr ay kids f prbles that ight e abt. "W n mp lning with wth. Yu n ughly pdit it, but yu n nv b su vything will hppn ding t th fst." h t ss ai ak a Every less is iqe. Havig prepared the sae pla, with tw very siilar grps f learers y will teah tw differet lesss. earers are distitive ha beigs with their w beliefs ad eeds. earig is a pliated press that is affeted by tless fatrs. Remember A teaher prepares a less pla i rder t se it drig the less. This is a sefl tl rather tha a piee f paper y prde befre the lass ad the frget abt. It st be easy t avigate ad se sie y ight glipse at it ad qikly fid the eessary seti. It's kay t keep a pla at had whe y are teahig, as lg as yr teahig des t tr it readig yr pla t ld drig the whle less. 2 mpets f a ess Pa Plaig starts with deidig the less ais. Yr less ais are based yr less fs, whih is either teahig se ew lagage (a graar strtre r a set f vablary), r pratisig ad develpig a skill (listeig, readig, speakig, r writig). Very fte lger lesss ( r 9 ites lg) have re tha e fs. The ai speifies what exatly will be leart r pratised, ad i what text. 1 Mai Aim The st iprtant ai in yr lessn. If y teah vablary, yr ain ai is t teah it s that stdents have learnt it and are able t se it in speeh. Think abt ais fr the perspetive f learners' ahieveent rather than teaher's effrt. 2 Sbsidiary Aim The sendary fs f a lessn. If y se a reading text t intrde graar, pratising reading skills is yr sbsidiary ai. Sb-ais fs n everything y d t help intrde the target langage and help ahieve the ain ai. 3 Persoa Aim What the teaher wld like t iprve in his/her wn teahing (e.g., "t deliver lear instrtins t tasks"). ATNA MPNENTS Timing The likely tie differet ativities r stages shld take. Interatin Patterns The differet ways learers ad the teaher wrk tgether (e.g., S-S, i pairs/ grps, r T-Ss i pe lass). Antiipated Prblems & Slutins Thikig f pssible prbles (tehial isses, behavir, r target lagage diffilties) ad plaig what t d if y fae the. Predure The step-by-step breakdw with sffiiet detail. 3 Evaatig & hekig Yr Pa ess plas help s hse the shrtest ad best pssible way t ahieve r ais. Whe evalatig yr pla, ask yrself these essetial qestis • • • • h t ss ai ak a aity Assrace heckist THE TASK YE STANAR FRAMEWRK Sage Procedure & Purpose 1. Instrutin lear explanatin + denstratin (de) f the task befre stdents begin. 2. Task mpletin Idividal wrk while the teaher itrs siletly ad prvides spprt if eeded. 3. Pair hek Stdents pare answers in pairs and jstify their reasning, bilding nfidene. 4. pen-lass Feedbak Teaher larifies rret aswers ad addresses key pits/strggles arss the whle lass. 4 Systems ess Pas (agage Systems) Systes lesss fs teahig lagage ites rammar, Vabulary, r Prnuniatin. The priary fraewrk is PPP (Presentatin, Pratie, Prdutin) r MPF (Meaning, Prnuniatin, Frm). SYSTEMS EXEMPLAR 1 A MPETE RAMMAR ESSN PAN (PPP FRAMEWRK) Topic/Context: Trave & Life Experiences Target Language: Present Perfect with ever / never Leve / Time: ntermediate (B1) 45 Minutes Main Aim: Students wi be abe to ask and answer questions about persona ife experiences using Present Perfect + ever/never in speech Subsidiary Aim: Practicing istening for specific information Fus es y plan really help the learners learn and pratie the new langage (bth ntrlled and freer) ☑ ☑ Skill Develpment es y plan expliitly train a reeptive r prdtive skill ☑ Aim Alignment y lessn ais diretly reflet the lessn fs and planned ativities ☑ Effiieny Is there anything nneessary that I an reve witht ipating learning tes ☑ Pratie uantity stdents spend sffiient tie atively pratising langage h t ss ai ak a Sage Sage Am Paern Tme Procedure Lead-in Engage interest & establish ntext. T-Ss / Pairs in Shw 3 pitres f exiting plaes (e.g., Eiffel Twer, Safari, Sba iving). Ask stdents "Hav yu visitd ths plas dn ths ativitis?" ik pair disssin. Presentatin (ntext) Prvide eaigfl text fr lagage. T-Ss 7 i isplay a shrt dialge betwee Alex ad Maria. Read ald. Ask s (ept hekig estis) "Is Alx tlking but pst xt tim gnl lif xpin?" (eeral life). Presentatin (MFP) larify Meaning, Fr, and Prnniatin. T-Ss 8 in Highlight Have + Subjet + ever + V3? / Subjet + have + never + V3. rill prnniatin with weak fr / həv/ and ntratin /v/. Highlight psitin f v/nv. ntrlled Pratie Prvide arate, restrited pratie. Idividal / Pairs 1 i ap-fill wrksheet (e.g., "Hv yu v _____ t sushi?"). Stdets plete idividally, hek i pairs, the pelass feedbak. Freer Pratie (Prdutin) Enable persnalized target langage se. rpwrk 12 in "Find Sene Wh..." ingle ativity. Stdents ve arnd asking lassates qestins (e.g., "Hav yu v iddn a aml?") and taking ntes fr fllw-p details. Feedbak & Errr rretin slidate ad rret target lagage. T-Ss 3 i elayed errr rreti bard based teaher itrig. Praise rret sage. SYSTEMS EXEMPLAR 2 B MPETE VABARY ESSN PAN (MPF FRAMEWRK) Topic/Context: Personaity & Character Traits Target Language: 6 Adjectives (ambitious, reliable, generous, stubborn, cheerful, impatient) Leve / Time: Prentermediate (A2+) 45 Minutes Main Aim: Students wi understand and use 6 personaity adjectives to describe friends and famiy members accuratey Persona Aim: Keep instructions concise and use gestures h t ss ai ak a 4Sage Sage Am Paern Tme Procedure Lead-in Set tpi & ativate shea. Pairs in Ask "Hw wuld yu dsib yu bst find in th wds?" Brainstr adjetives stdents already knw n the bard. larifiatin (MPF) Teah Meaig, Priati & Fr. T-Ss 1 i Preset shrt searis (e.g., "Jhn lwys givs mny nd hlp t ths. H is..." -> generus). hek eaig with s. rill wrd stress (e.g., m'BITius). Write spellig bard tig part f speeh. ntrlled Pratie hek nderstanding f vablary. Indiv / Pairs 1 in Mathing exerise Math adjetives with their ppsite definitins and gapfill sentenes. Pair hek and hek answers as a lass. Freer Pratie Persalize target vablary. Pairwrk 13 i Stdets hse 3 peple i their lives (faily, lleage, fried) ad desribe the t their parter sig the target vablary with exaples/jstifiatis. Feedbak Review ntent and rret prnniatin. T-Ss in Have 2-3 stdents share interesting desriptins. Review wrd stress f target adjetives n bard. SYSTEMS EXEMPLAR 3 MPETE PRNNATN ESSN PAN (FEATRE FS) Topic/Context: Ordering Food & Poite Requests Pronunciation Focus: Connected Speech (ntrusion /w/ & /j/ + ntonation in requests) Leve / Time: ntermediate (B1) 30 Minutes Main Aim: Students wi recognize and produce smooth inking and poite intonation in restaurant request phrases (eg, "Could I_have...", "Do_I...") h t ss ai ak a Sage Sage Am Paern Tme Procedure Lead-in (Ntiing) Raise awareness f nneted speeh. T-Ss in Play tw adi rerdings f the sae reqest 1) Stilted/wrd-by-wrd, 2) Natral nneted speeh. Ask stdents whih snds sther and re natral. Islatin & Analysis Highlight the phlgial rle. T-Ss 7 i Write bard "uld I hv glss f wt?" Mark the likig betwee uld_I /d-aɪ/ ad glss_f /s-v/. raw plite itati ar (risig-fallig). ntrlled Drilling evelp sle ery & sle ntrl. T-Ss / Indiv 8 in hral and individal drilling. Bakhaining "...wat" -> "...f wat" -> "...glass f wat" -> "uld I hav a glass f wat?" Fs n sft rhyth. uided Pratie Apply priati i strtred dialge. Pairs 7 i Stdets read a afé dialge i pairs, expliitly fsig arked likig sybls ad plite itati trs. Teaher itrs ad rrets iediately. Feedbak Assess iprveent. Pairs / lass 3 in A ple f pairs perfr 2 lines. Praise sth linking and natral intnatin. 5 Reeptive Skis ess Pas (isteig & Readig) Reeptive skills lesss gide stdets thrgh derstadig texts sig tp-dw (gist) ad btt-p (detail) pressig. RECEPTVE EEMPLAR 1 A MPETE STENN ESSN PAN Text Type: Podcast nterview (Audio 25 minutes) Topic: WorkLife Baance & Remote Work Leve / Time: Upperntermediate (B2) 45 Minutes Main Aim: Students wi deveop istening skis for gist and specific detai in the context of a podcast about remote working habits Subsidiary Aim: Speaking fluency in postistening discussion h t ss ai ak a Sage Sage Am Paern Tme Procedure Lead-in Ativate ntext and shea. rps in Shw iages f wrking fr he vs wrking in an ffie. Ask "What a ps and ns f mt wk?" Brief pen-lass thghts. PreListening / Vabulary Blk key vablary barriers. T-Ss i Pre-teah 3 essetial blkig wrds (e.g., bunut, flxibl hus, mmut) sig qik defiitis. Listening 1 (ist) isten fr general ain idea. Indiv / Pairs 7 in Set ist estin "s th spak vall pf wking fm hm ffi?" Play adi ne. Pair hek, qik feedbak. Listening 2 (etail) iste fr speifi ifrati. Idiv / Pairs 1 i Had t Tre/False ad ltiplehie qestis. ive tie t read qestis first. Play adi a d tie. Stdets plete idividally, hek i pairs. Fll feedbak. PstListening Speaking Reat t text ntent. Sall rps 12 in isssin " yu ag with th spak's advi abut stting bundais at wk? Why/why nt?" rp disssin. Teaher nitrs fr feedbak. Feedbak tet & lagage review. T-Ss 3 i Sarize grp pits ad larify ay isheard listeig phrases. RECEPTVE EEMPLAR 2 B MPETE REAN ESSN PAN Text Type: Trave Artice (350 words) Topic: Unexpected Ecotourism Destinations Leve / Time: ntermediate (B1) 45 Minutes Main Aim: Students wi improve reading strategies (skimming for main ideas and scanning for specific facts) using an artice on ecotourism Subsidiary Aim: Deducing meaning of unknown words from context h t ss ai ak a 7Sage Sage Am Paern Tme Procedure Lead-in Engage tpi interest. Pairs in isplay headline "Tavl Withut Laving a Ftpint." Ask pairs t gess what "Etris" eans and nae 1 e-friendly destinatin. First Reading (Skimming) Read fast fr geeral derstadig. Idividal i Task Math 3 headigs t 3 paragraphs i the artile. Tie liit ites. Peer hek, the fir aswers as pe lass. Send Reading (Sanning) Read areflly fr speifi details. Indiv / Pairs 14 in Hand t detailed prehensin qestins (e.g., "Hw muh ngy ds th -st sav p ya?"). Stdents read and answer. Pair hek, nfir answers. Vabulary frm ntext evelp vablary dedig skills. Pairs 8 i Stdets fid 4 derlied wrds i text (e.g., pistin, sustinbl) ad hse rret eaig based text les. PstReading Ativity Persnalizatin & Speaking. rps 1 in Task esign a 1-day e-trist itinerary fr yr lal ity/twn. rps present ideas t lass. Feedbak Akwledge wrk & review. T-Ss i Praise reative itieraries ad fir vablary learig. 6 Prdtive Skis ess Pas (Speakig & Writig) Prdtive skills lesss saffld tpt geerati thrgh del aalysis, sefl lagage ipt, preparati tie, ad pst-task feedbak. PRODUCTVE EXEMPLAR 1 A MPETE SPEAKN ESSN PAN Sub-ski: Turntaking, poite interruption & negotiation Topic: Panning a Community Event Leve / Time: ntermediate (B1+) 45 Minutes Main Aim: Students wi be abe to use poite phrases for interrupting, agreeing, and proposing ideas in a group negotiation speaking task Persona Aim: Minimize Teacher Taking Time (TTT) during preparation h t ss ai ak a 8Sage Sage Am Paern Tme Procedure Lead-in Establish ntext. T-Ss 4 in Shw pitre f a neighbrhd festival. Ask "Hav yu v hlpd ganiz an vnt? What pblms ais whn planning in a tam?" Mdel Text Analysis Expse t atral spke sb-skills. Idiv / Pairs 7 i iste t a shrt 1-ite adi f 3 peple plaig a party. Stdets idetify phrases sed t iterrpt plitely (e.g., "n I just jump in h?"). Fus n seful Language Highlight and pratie key expressins. T-Ss 8 in ategrize fntinal expressins n bard 1) Prpsing (Why dn't w...), 2) Interrpting (Sy t intupt, but...), 3) Agreeing/isagreeing. hral drill intnatin. Task Preparatin Saffld thghts befre speakig. Idividal i Had t rle ards fr a $1, ity grat (Rle A Msi ert, Rle B Sprts ay, Rle Fd Fair). Stdets tlie arget pits idividally. Speaking Pratie (Task) Fleny exetin f the task. rps f 3 12 in rps negtiate and reah a final nsenss n hw t spend the bdget. Mst se target expressins. Teaher nitrs silently fr langage sage. Task & Language Feedbak Evalate tes & rret errrs. T-Ss 8 i 1) Ask eah grp whih prjet w bdget. ) elayed feedbak bard highlightig gd se f iterrptig phrases ad rretig istakes. PRODUCTVE EXEMPLAR 2 B MPETE WRTN ESSN PAN Text Genre: nforma Emai / Recommendation Topic: Recommending Paces to a Visiting Friend Leve / Time: Prentermediate (A2+) 50 Minutes Main Aim: Students wi write an informa emai (80100 words) advising a friend on paces to visit in their town, using appropriate opening/cosing conventions Subsidiary Aim: Using informa inking words (so, because, also) h t ss ai ak a Sage Sage Am Paern Tme Procedure Lead-in Set writing ntext. Pairs in Ask "Yu find fm abad is visiting yu twn f days. Wh wuld yu tak thm?" ik pair brainstr. Mdel Text Analysis Aalyze strtre ad register. Idiv / Pairs 8 i istribte a saple ifral eail. Stdets idetify 1) reetig/Edig, ) Paragraph 1 (Reas fr writig), 3) Paragraph (Reedatis), 4) Paragraph 3 (lsig). Language Fus Identify fntinal writing langage. T-Ss 7 in Eliit sefl phrases "It's gat t ha fm yu!", "Yu shuld dfinitly hk ut...", "Mak su yu ty...", "Lt m knw whn yu aiv." Highlight nnetrs. Brainstrming & Planning Pla strtre befre draftig. Idividal 8 i Stdets plete a graphi rgaizer/id-ap fr their eail hse plaes, write 1 reas per plae, hse peig/lsig phrases. Writing Phase (Drafting) Prde written text. Individal 14 in Stdents write their eail (8-1 wrds). Teaher nitrs t assist with spelling, graar, and vablary qeries. Peer Editing & Feedbak Reflet & evalate peer writig. Pairs / TSs 8 i Stdets swap eails with a parter sig a heklist 1) Has peig/ edig ) Ilded reedatis 3) Easy t derstad Teaher llets drafts fr arkig. 7 Extra Stages & aiy Paig Effiiey EXTRA PTNA STAES heckig Hmewrk hekig hewrk helps learers reflet their he tasks ad prvides the teaher with diagsti ifrati. T keep it tie-effiiet se peer hekig, aswer keys psted walls, r iterative bard heks rather tha idividal teaher alls. AY PREPARATN EFFENY 1 Priritise re Stages Always pla the re target stages (Presetati + Pratie fr systes Mai Task fr skills) first. Bild lead-is ad warers sed. 2 Set Strict Preparati Timers iit less prep tie (e.g., 3–4 is per less). This prevets rabbit hles ad keeps fs ipatfl learig ativities. h t ss ai ak a