1. Lesson Planning
a skill at doing a specified thing, typically one acquired through practice.
Using PDP Lesson Format to Create Effective Lessons Through Task Based Learning

2. Schedule Session 1: Lesson Planning Lecture Break
Session 2: Listening Lesson Demo
Lunch
Session 3: Guided Lesson Planning
Session 4: Guided Lesson Planning
Wrap Up
2 min

3. 110 Do you feel ready to teach your demo lesson?
name: number
add names and scores

4. Think Pair &Share Directions:
With a partner, discuss the question given.
Be prepared to share.
P1. Why is lesson planning important for the teacher? For the learners?
P2. What things/ sections should a lesson plan have? Why?
P3. What things are the most difficult when lesson planning? Why?

5. Think Pair &Share
P1. Why is lesson planning important for the teacher? For the learners?
Gives teaching structure, framework, & an overall shape.
Allows you to communicate more effectively to students, parents, & peers.
Gives time & structure to allow for development of teaching skills.
It suggests professionalism & genuine commitment.
I don’t need to lesson plan. I know what I am going to do.

6. Think Pair &Share
P1. Why is lesson planning important for the teacher? For the learners?
For the Teachers
Don’t have to think on your feet.
Don’t lose “face” in front of learners.
You know your procedures & sequence.
For the Learners
Gives a structured lesson & allows for comprehensible input.
Builds confidence & respect for the teacher.
Gives the teacher’s work as a model to imitate.

7. Think Pair &Share
P2. What things/ sections should a lesson plan have? Why?
title
objectives
materials
procedures
assessment
anticipated problems & solutions.

8. Think Pair &Share My Lesson Difficulties
P3. What things are the most difficult when lesson planning? Why?
My Lesson
Difficulties
language/ cultural barrier
gathering information
underst&ing the curriculum
time
success
Take a quick break

10. Lesson Plan Lecture Topics
Skills & Methodology
Elements of a Lesson Plan
Lesson Objectives
PDP Lesson Plan Format

11. Bringing Together Language Skills &Methodology
What are the 2 focuses in a language classroom?
What are the 4 associated skills in a language classroom?
Receptive Skills
Reading
Listening
Productive Skills
Writing
Speaking

12. Bringing Together Language Skills &Methodology
Why receptive skills?
Allows for “correct or incorrect” rules of language (learning).
Teacher centered. Generally “safe” for students.
Excellent for memorizing, introduction of core concepts, & eliciting information from students.

13. Bringing Together Language Skills &Methodology
Why production skills?
Allows for exploration/ acquisition of language
Student centered but affective filters
Emphasis on students exploring, making mistakes, creating

14. Bringing Together Language Skills &Methodology
Approaches &Strategies
Lecture
Debate
Discussion
Student Centered
Active Learning
Small Groups
Role Playing
Jigsaw
Task Based Learning
The method in which you conduct your class.
Consists of teaching & classroom strategies.
Helps in focusing & guiding your lesson/ classroom.

15. Bringing Together Language Skills &Methodology
Task Based Learning (TBL)
Tasks in which learners generates authentic language.
The task is based on students using the language to achieve specific outcomes.
Task and the language are the instruments to complete the task.
The task is an activity that:
reflects real life or authentic tasks
has students focus on meaning
uses language freely
allows students to experiment or make mistakes

17. Bringing Together Language Skills &Methodology
Task Based Learning (TBL) Activities
Questioning
Games with specific outcomes
Surveys
Interviews
Story building
Role plays
Ordering/ Sorting
Experimenting/ Building

18. Elements of a Lesson Plan
Lesson Information
Objectives
Procedures
Assessment
Anticipated Problems &Solutions
So many different kinds of lesson plans.
PDP, PPP, ELC, FUMP, PPU, T+E etc.
May be called something different.
May be in different order/ places.

19. Elements of a Lesson Plan
Lesson Information

20. Elements of a Lesson Plan
Objectives
Keep the lesson on track
Give learners concrete goals to work towards
Fair assessment
Gauge students progress
Track able progress

21. Elements of a Lesson Plan
Objectives
When writing objectives they need to:
have a measurable & observable outcome
be concise in structure & length
follow a consistent format
be able to be read by an outside observer

22. Elements of a Lesson Plan
Objectives
Avoid using ambiguous or passive verbs & phrases that are not measurable or observable.

23. Elements of a Lesson Plan
Objectives
“Students will be able to…”
Examples of well-written objectives:
Students will be able to identify the primary colors.
Students will be able to locate proper nouns from a list of nouns.
Students will be able to predict what comes next in the story presented.
Students will be able to collect like shaped objects from a basket.

24. Elements of a Lesson Plan
Procedures
concise, repetitive in form
visually easy to understand
Pre
During
Post
Assessment
Anticipated Problems &Solution

25. Elements of a Lesson Plan
Assessment
Gives the ability to measure & understand objectives
Embedded in strategies &teaching (interim, formative, &summative)
Individual &group/class level
Why aren’t they underst&ing this?

26. Elements of a Lesson Plan
Anticipated Problems &Solutions
Frequently neglected
Increases awareness & experience
Where teachers practice critical thinking/ engagement skills

27. Pre During Post PDP Lesson Format Why PDP lesson plan format?
Easy 3 staged lesson plan.
Very popular in TESOL.
Allows for receptive & productive language skills.
Flexible for multi strategy approaches.

28. PDP Lesson Format Pre Schema activation Introduce vocabulary
Assess Ss levels/ knowledge
Generate interest

29. PDP Lesson Format Pre Things to consider: T centered vs. S centered
Don’t linger on comprehension
Goal = Introduce/ activate schema:
general knowledge/ cultural context
specific knowledge of topic

30. PDP Lesson Format Pre- Stage Activities: Pre
Talk about the main topic(s)
Match vocabulary to pictures
Categorize vocabulary under headings
Predict from a headline, title, group of words, pictures, etc
Arrange pictures in the order to be confirmed or changed after listening to, reading the text
Pre

31. PDP Lesson Format During TBL activities are given
Given to help understand “text”
Tasks are sequenced
general  specific
easy  difficult
concrete  abstract
skimming  scanning
Ss know what to listen for
Discuss, create, check knowledge in groups.
During

32. PDP Lesson Format Skimming & Scanning During
What are they, what’s different?
Both are fast ways of reading/ listening
Skimming- general meaning/ topic/ idea, structure
Scanning- looking for a specific fact or detail.
During

33. PDP Lesson Format Skimming Activities: During listing of events
reading/listening for: mood, feeling, or tone
ranking main ideas of events
labeling pictures, or graphs
matching pictures with descriptions

34. PDP Lesson Format Scanning Activities: During ordering numbering items
labeling pictures
matching information
fill in the blanks
true/ false
multiple choice
short answers
During

35. PDP Lesson Format During- Stage Activities: During Listen/read & draw
Listen/read & point
Listen/read & arrange pictures or events
in order
Listen/read & find the mistakes
Listen/read & answer detail questions such as “What did they say about _____?” 
Answer general information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset?”
During

36. PDP Lesson Format Post Work further with “text’s”:
topic
content
vocab/ grammar
other 4 SLA skills.
Personalize learning (acquisition)
How “text” relates to outside world
Post

37. PDP Lesson Format Post- Stage Activities: Post Discussion questions
Role-plays
Projects (ex. Create a _______)
Make &tell a similar or personal story
Discuss a topic, the issue or the information in the text
Speculate about what happened before or after the events in the text 
Speculate about the people in the text
Post

38. Lesson Demo Directions: Watch & participate in the lesson.
Think of the things you saw. What sections did you see? What activities. What SLA skills? etc.
What did you like/ dislike? What would you change?
Listening Lesson
2-3y middle school 1-2y high school.

40. Think Pair &Share Directions: With a friend answer the questions.
How many best friends do you have?
Can a toy be a good friend? Why
What cartoons or movies about friends do you know?
When finished, wait.

41. Go to who are the characters

42. Ask about the character names
Buzz and Woody
Andy

43. Ask about the character names
Rex
Mr. Potato Head

44. Ask about the character names
Ham
Slink

45. Ask about the character names
TV.

46. Listen &Watch
We are going to watch a little bit of toy story.

47. Complete &Go Directions: Complete the sentence.
Choose an answer. A, B, or C
Go to your answer sheet.
The toys met because…
A: Andy is coming home tonight.
B: they want to rescue Woody.
C: they wanted to watch T.V. with Woody.

48. Who said it? Directions: Read the sentences on the board.
Watch the movie again.
Remember who said the sentences.
Hold up the correct character.
Give directions 1-3, wait until after movie for #4.

49. What do you think? Directions: Talk to a friend.
Each person choose 2 different questions.
Ask your friend the questions.
Answer your friend’s questions.
When finished wait.
What do you think?
Why does the song make Woody join his friends?
Does Woody love Andy? Why?
Is Buzz a good friend to Woody? Why?
Is Woody a good friend to Buzz? Why?
Give directions 1-3, wait until after movie for #4.

50. What do you think? Directions:
Think back to when you were a little kid.
What was your favorite toy?
How did you play with it?
Was it like a friend?
Tell a friend about your toy
that was also your friend.
Give directions 1-3, wait until after movie for #4.

52. Toy Story Lesson Reflection
Instructions:
Read the questions and think about the lesson.
Answer the questions.

53. Fish Bowl Planning See into the planning process
Take listening material  lesson.
Practice using PDP lesson plan.

54. Guided Lesson Planning
Time to plan your lesson demo
You can work in pairs
Plan the same demo, but teach it separately
Use upstairs, rm… computers, supplies, me
Take breaks when needed
Finished at 4:10

55. Wrap Up What was the best/ worst part of the day?
What didn’t you understand?
What do you remember the most?
110 Do you feel ready to teach your demo lesson?

56. Wrap Up http://danielmoonasar.wordpress.com
My address: