Steps in Lesson Planning

1. Steps in Lesson Planning By Paul J. Hamel

2. TeacherASSESSES student knowledge • Teacher PRESENTSnew material • Teacher CHECKS for understanding • Students REPRODUCE new material • Students MANIPULATE new materials • Students CONSOLIDATE new material • Students EXPLOIT learned material • Students APPLY learned material • Teacher EVALUATES student progress

3. TeacherASSESSES student knowledge Have students demonstrate any previous knowledge of the topic. • Ask general questions to determine how much the students know about the topic, vocabulary and structures to be taught. • Use Yes/No question. • Use Wh-questions. (Who, What, Where, When, Why, How, What kind, etc.)

4. TeacherASSESSES student knowledge • Introduce the topic through a conversation or a dialogue.

5. TeacherASSESSES student knowledge • Present a potential situation that students may be expected to encounter (i.e., how to cash a payroll check) Other examples:

6. TeacherASSESSES student knowledge • Brainstorm a solution to a problem (i.e., how to conduct oneself in a job interview) Other Examples:

7. TeacherASSESSES student knowledge Introduce topics through demonstrations. • Make a jack-o- lantern. Other examples:

8. TeacherASSESSES student knowledge • Show pictures and photos.

9. TeacherASSESSES student knowledge • Play audio or video tapes.

10. TeacherASSESSES student knowledge • In upper levels, discuss a newspaper or magazine article.

11. TeacherPRESENTS new material (There is very little or no meaningful communication.) • Encourage student participation in the presentation of the new material. • Instead of passively observing the presentation, teach students active listening skills. • For example, when presenting a reading passage, ask students to circle unfamiliar words or underline specific words and expressions as they read along.

12. TeacherPRESENTS new material • Elicit new words whenever you can. A simple way of doing this is by means of a sentence in which the last word is not given. For example, If you want to elicit the word "water," you might say, "When I'm thirsty, I drink...." Students try to guess the word. This is a valuable technique because even if the students cannot guess the new word, they learn the context in which it is used when they do hear it.

13. TeacherPRESENTS new material • Use REALIA whenever possible: food, clothing, photos, toys, blocks, calculators, games, playing cards, etc.--anything that can help you explain a word, phrase or concept.

14. TeacherPRESENTS new material • Stimulate the senses of sight, hearing, smell, taste, touch and movement to help students learn vocabulary and concepts. • Print media • Photos • Drawings

15. TeacherPRESENTS new material • Use REALIA whenever possible: food, clothing, photos, toys, blocks, calculators, etc.--anything that can help you explain a word, phrase or concept. Stimulating the senses of sight, hearing, smell, taste, and touch helps students learn.

16. TeacherCHECKS for understanding (There is minimal meaningful communication.) Have students demonstrate understanding of the presentation. • At very low levels, have students demonstrate understanding nonverbally. Have them respond to simple oral commands for example (Stand up, sit down), with gestures to indicate yes or no, by drawing pictures or through games such as pantomime.

17. TeacherCHECKS for understanding Example: Draw a simple picture on the chalkboard. Have the students tell you or a student volunteer what items to add to the picture and where to place it. (This is an excellent exercise to practice the use of prepositions.) Model a few examples such as "Please draw a tree next to the house." Then, reverse exercise by having students tell you or another student what to erase. Model an example such as "Please erase the tree (that's) next to the house, etc."

18. TeacherCHECKS for understanding • Have students demonstrate understanding verbally with simple responses. Even at low levels, students can begin developing critical thinking skills by making inferences. Adult School Identification Card Name: M. T. Graves Address: 1140 Clark St. Hollywood, CA 90048 Date of Birth: 9/29/45 Place of Birth: Chicago Expires 6/30/05 True or False 1. M. T. Graves is a young man 2. He is a student. 3. He lives in Los Angeles. Questions 1. How old is Mr. Graves? 2. In what state was he born? 3. When will his I.D. card expire?

19. TeacherCHECKS for understanding • At higher levels, try playing "stump the teacher" by having the students ask questions about the main idea and supporting details of a conversation, dialogue, or reading passage.

20. TeacherCHECKS for understanding At higher levels, try playing games. Divide the class into two teams. Teams take turns asking questions about a dialog or reading passage. If one team asks a question that the second team cannot answer, then it gets a point. If the answer is correct, then no points are given. The team with the most points wins.

21. StudentsREPRODUCE new material (There is very little meaningful communication at this stage.) Have students repeat and copy new materials. To improve pronunciation: • Have students echo words and statements. • Lead chain drills. • Have students recite short dialogs. • Chant the dialogs.

22. StudentsREPRODUCE new material Do a Backward Build-up Exercise • For oral practice, have the whole class repeat each line of a dialog after you have modeled it. • Break up long sentences into segments, or use a backward-buildup technique in which you start at the end of the sentence and work toward the beginning. • Teach the second line (usually a rejoinder) in the same manner. • Repeat the first line and have a student respond with the rejoinder. • Then reverse roles. • Select two students to repeat the two lines. • Then return to the beginning of the dialog and review it to the point where you left off.

23. StudentsREPRODUCE new material Teacher >>> Students in the evening >>> in the evening to school in the evening >>> to school in the evening go to school in the evening >>> go to school in the evening We go to school in the evening. >>> We go to school in the evening.

24. StudentsREPRODUCE new material Read Orally • Have students read what they would normally read orally in every-day life such as • Ads • Directories • Itineraries • Notes • Notices • Numbers • Recipes • Schedules • Shopping lists • Signs Locker Combination Numbers 1 13 31 30 2 6 16 60 3 7 70 17 Locker Right Left Right

25. StudentsREPRODUCE new material At low levels, have students: • Trace letters • Copy basic personal information • Label items • Fill in workbook exercises

26. StudentsREPRODUCE new material Copying Personal Information Read the words on the registration card and the information about Joanne Landry. Tell the students they are responsible for filling out the registration card using the information. Do the first few lines with the students. This is Joanne Landry. She's a telephone operator. She's from Los Angeles. She's in the computer class. Her address is 33 Clark Street, Apartment 101, Los Angeles, California 90069. Her telephone number is 310-557-8914. Her date of birth is 1/30/54. Name Address Telephone Occupation Date of birth Nationality Class Signature ADULT SCHOOL REGISTRATION CARD

27. StudentsREPRODUCE new material Label Items door roof sun wall window bushes Fill in the blanks with the words from the box.

28. StudentsREPRODUCE new material Other writing exercises: • Unscramble words • Rewrite words in the correct word order • Alphabetize words • Categorize phrases • Place sentences in chronological order • Write self-correcting dictated notes • Do crossword puzzles

29. StudentsREPRODUCE new material Categorize Items Challenge your students to name grocery store items that come in the containers listed below. cans: boxes: jars: cartons: bottles: soda juice

30. StudentsREPRODUCE new material Self-Correcting Dictation: • Cover the sentences under each line. • Listen and write the dictation on the line. • Then, have students uncover the sentences and correct their writing. • After the dictation, have students answer the note on a separate piece of paper. Hi. How are you? Who’s the new student in class? Where’s she from? Are you two friends? See you at break.

31. StudentsREPRODUCE new material Practice fluidity and intonation by ordering words and phrases into meaningful statements. • Direct students to make as many correct sentences as possible using the words and phrases on the chalkboard. • Expand this activity by having the students compose original sentences modeled after those in the exercise.

32. StudentsREPRODUCE new material in the morning. in the afternoon. on Saturday. in May. on the weekend. on Friday. in the evening. wash make do see sweep iron clean my homework flowers the floor dinner shopping my clothes I You We They

33. StudentsMANIPULATE new material (There is little meaningful communication at this stage.) Have students manipulate and change words and structures. Practice vocabulary in oral substitution and patterns in transformational drills (i.e., change noun to pronoun). Teacher: James is from Honduras. Student: He’s from Honduras.

34. StudentsMANIPULATE new material Have students continue practicing on their own in pair-practice exercises preferably using contextual cues. Student 1: What’s this? or What are these? Student 2: It’s … / They’re …

35. StudentsMANIPULATE new material For review, have some students write dictated questions on the chalkboard and others write answers using previously learned structures. Dictate part of a dialog or reading passage as a review. It is especially useful as a warm-up exercise at the beginning of the class period to review previously covered material. Frequent short dictations, focusing on common words and expressions used in simple sentences and repeatedly stressing function words (such as articles, prepositions, pronouns, and auxiliary verbs), will do much to improve the students' general writing and spelling skills. Once students become accustomed to simple dictations you may wish to vary the dictation format to keep interest high. As an example try the following:

36. StudentsMANIPULATE new material • Dictate six questions. • After the students have written all six questions in their notebooks, have six volunteers write the questions on the chalkboard. • Then have six other students read and correct the questions on the chalkboard. • Ask for six more volunteers to go up to the chalkboard and write the answers to the questions. • Have all students read and correct the answers. 6.Finally discuss additional possible answers to the questions.

37. StudentsMANIPULATE new material Other suggestions: • Dictate the answers, then have students write the questions. • Dictate single words that students must use in complete sentences. • Dictate jumbled sentences that students must put in correct word order. • Dictate sentences that students must change from affirmative to negative, interrogative to affirmative, etc.

38. StudentsMANIPULATE new material Other activities: • Change statements to questions • Change statements to negatives • Do fill-in-the-missing-word exercises • Do workbook-type activities

39. StudentsMANIPULATE new material Other activities: • Scan for specific information • newspaper ads • telephone book • schedules • menus • maps • photos

40. StudentsMANIPULATE new material • Dear Paul, • Can I borrow these tools to fix up my apartment? • a broom to sweep the floors • a plunger to unclog the toilet • a brush to paint the walls • a screwdriver to tighten screws • a hammer to pound nails • a saw to cut some wood • Thanks, George Scanning activity: Have students ask each other questions about the information in the note. Student 1:Why does Paul need .....? Student 2:He needs ........... to ............ .

41. StudentsCONSOLIDATE new material (There is more meaningful communication at this point.) smart short tall friendly handsome pretty wonderful extraordinary brilliant outstanding superb Continue practice by having students provide original words and phrases. Do some open-ended drills: Student 1:Is your teacher ………….? Student 2:Yes, he/she is. / No, he/she isn’t.

42. StudentsCONSOLIDATE new material Do pair-practice exercises. Have students give original answers orally and provide written responses to their partner's questions. For example, one student writes out a food order for another student using information from a menu.

43. StudentsCONSOLIDATE new material Have students supply answers using math skills. For example, use store coupons. 50% Discount Today Only Reg. 68 cents Read the coupons and calculate the prices. How much do four apples cost? How many eggs can you get for $5.00? How much do five pounds of grapes cost? Grape Special 2 lbs./$1.00 Reg. .60/lb. Buy one dozen, Get one Free $2.49 reg. price

44. StudentsEXPLOIT learned material (There is much meaningful communication at this stage.) Provide activities in which students use the new vocabulary and structures to: • Create new dialogs • Fill out real forms • Answer letters and notes • Write narratives based on familiar models • Fill out questionnaires and surveys • Discuss possible answers

45. StudentsEXPLOIT learned material Oral Practice For example, use pair-practice activities in which students can ask and answer questions in their own words. Try placing students back-to-back to practice a phone conversation. This way, they are forced to communicate without seeing visual clues such as facial expressions and body language.

46. StudentsEXPLOIT learned material Listening, Reading, Writing, Speaking Exercise • Have students dictate a story to you. Write the story on the chalkboard. • Ask several volunteers to read the story from the board. • Erase all prepositions. Ask for volunteers to read the story supplying the missing words. Continue by erasing verbs, adjectives, etc. • Finally, have volunteers go to the board and fill in the missing words on the board. A Typical Day I get up at 6 o’clock in the morning. I shower, dress and eat breakfast. I take a bus to school. My class starts at 8:15. I take a break at 9:45. I go home at 11 o’clock. I eat lunch at noon. I read the newspaper and do my homework in the afternoon. I eat dinner at 6 o’clock in the evening. I watch TV from 7 to 9 o’clock. I go to bed about 10 o’clock.

47. StudentsAPPLY learned material (There is abundant meaningful communication now.) Provide ways in which students can apply the new materials to other contexts: • Cooperative learning exercises

48. StudentsAPPLY learned material Creating a Budget • Have your students create a budget for a couple. • Then, have students exchange budgets to discuss and compare. • Ask each student to cut his partner’s budget by 10%. • As a class, discuss ways to cut expenses in general.

49. StudentsAPPLY learned material Family Budget Food Market $ _______ Eating out $ _______ Sub Total $ _______ Housing Rent $ _______ Furniture $ _______ Utilities $ _______ Telephone $ _______Other $ _______ Sub Total $ _______ Transportation Car payment $ _______ Gas/repairs $ _______ Bus fare $ _______ Sub Total $ _______ Medical Expenses Doctor $ _______ Medicine $ _______ Sub Total $ _______ Insurance Health $ _______ Car $ _______ Life $ _______ Sub Total $ _______ Clothing New $ _______ Cleaning $ _______ Repair $ _______ Sub Total $ _______ Miscellaneous Hair cut $ _______ Entertainment $ _______ Eating out $ _______ Charity $ _______ Other $ _______ SubTotal $ _______ Total Expenses $ ______

50. StudentsAPPLY learned material Scavenger Hunt Students work together to find information. The winner(s) gets a prize. Supermarket: Distribute a list items that your students must find and bring to your cart. (This is a good way to do your weekly shopping.) Library: List missing information that can be found in an encyclopedia, dictionary, atlas, magazine, newspaper ad, article, e-mail, etc.