LA SALLE UNIVERSITY – SCHOOL OF EDUCATION SCIENCES
BA IN SPANISH, ENGLISH, AND FRENCH - FOREIGN LANGUAGE DIDACTICS
LESSON PLANNING
A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class
instruction. The detail of the plan will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of students.
PRESENTATION – PRACTICE PRODUCTION
The T introduces a situation
which
contextualizes
the
language to be taught. The
language
(vocabulary
and/or
structure) are then presented.
The SS now practice the
language
using
choral
or
individual
repetition,
cueresponse drills, etc. Later the SS
make sentences, dialogues or
texts of their own
DEEP-END STRATEGY
ARC
OHE/III
ESA
By encouraging students into
immediate production (throwing
them in at the deep end), the T can
see if and where SS are having
problems and return to either
presentation or practice as and
when necessary. T and SS can
decide at which stage to enter.
Authentic use + Restricted use
+ Clarification and focus. A
communicative activity will
demonstrate “authentic” use,
whereas a drill, jazz chant,
elicited dialogue or guided
writing will provoke restricted
use of language by SS. Finally
clarification language is that
which the T and SS use to
explain
grammar,
give
examples, analyze errors or
repeat things.
SS should Observe (read or
listen to language) which will
then provoke
them
to
Hypothesize about how the
language works before going
to Experiment on the basis of
that hypothesis // Show SS
examples of the language
like dialogues (Illustration),
then give them discovery
activities
and
questions
about
the
language
(Interaction). As a result, SS
will get new facts about
language (Induction).
Engage SS. Unless SS are
motivated with the class,
their learning will be less
effective.
Study the language. Focus
on how something is
structured and done.
Activate the new language.
SS are encouraged to use
all the language they know
through
communicative
activities.
Production – presentation + practice
– practice + presentation
(Taken from Harmer, Jeremy. (2001). The practice of English language teaching. London: Longman ELT)
THE DIFFERENT COMPONENTS OF A LESSON PLAN
ANATOMY OF A LESSON PLAN
Title: pearl harbor
Time: 90 minutes
Materials: VCR, tape, poster, pictures
Objectives:
1- The SS will summarize reasons for
U.S. entrance into WWII
2- The SS will evaluate the pros and
cons of these reasons.
Anticipatory
Set
Instructional
input
Guided
practice
Setting the stage:
Show picture of Pearl Harbor bombing.
Discuss: Background from h.w. reading.
Construct: Time line of WWII events.
Groups: Posit “legitimate” reasons for a
country to go to war. Refer to textbook
and previous class notes.
Show: Anti-Japan & anti-German
posters and newsclips (video).
Journal: What role did emotions play in
the U.S. entrance into WWII? Defend or
critique the reasons for going to war.
Checking for comprehension during
each activity
(Taken from The TKT course, p. 92)
Objectives
Taken from
http://www.huntington.edu/education/le
ssonplanning/Hunter.html
Modeling
Independent
practice
STANDARD LESSON PLAN FORMAT
1. Warm-up
The warm-up can be as simple as telling a short story or asking students questions. The warm-up can also be a more thought-out activity such as playing
a song in the background, or drawing an elaborate picture on the board.
2. Presentation
The presentation can take a variety of forms:
- Reading selection
- Soliciting students' knowledge about a specific point
- Teacher centered explanation
- Listening selection
- Short video
- Student presentation
The presentation should include the main "meat" of the lesson. For example: If you are working on phrasal verbs, make the presentation by providing a
short reading extract fileld with phrasal verbs.
3. Controlled practice
Generally, controlled practice involves some type of exercise. Remember that an exercise doesn't necessarily mean dry, repetitive exercises, although
these can be used as well. Controlled practice should help the student focus on the main task and provide them with feedback - either by the teacher or
other students.
4. Free practice
Free practice integrates the focus structure / vocabulary / functional language into students' overall language use. Free practice exercises often
encourage students to use the target language structures in:
- Small group discussions
- Written work (paragraphs and essays)
- Longer listening comprehension practice
- Games
The most important aspect of free practice is that students should be encouraged to integrate language learned into larger structures.
5. Feedback/Assessment
Feedback allows students to check their understanding of the lesson's topic. Feedback can be done quickly at the end of class by asking students
questions about the target structures. Another approach is to have students discuss the target structures in small groups, once again giving students the
chance to improve their understanding on their own.
(Taken from http://esl.about.com/od/esleflteachingtechnique/a/lesson_format.htm)