CLTA MODULE 1 PLANNING YOUR LESSONS

Why should we plan our language lessons? Surely we can just follow the course-book, or go with what comes up spontaneously with our students?

The dangers of just following the course-book: boring for sts uncreative for you doesnt necessarily match your sts interests or needs possibly uneven coverage of gr/lexis/pron etc material may be outdated or inappropriate presentations of new grammar rarely work as well as ones youve created yourself for your sts the course-books methodology / approach may not match yours

However, a good course-book: contains a wealth of lesson-material and resources brought together for you mostly, its syllabus will fairly coherent, dependable and comprehensive the explanations of grammar etc will mostly be dependable and correct it gives you an anchor for your lessons it gives sts a sense of direction and structure they can use it to look ahead, or revise lessons at home afterwards

Essentials for planning a start, a middle and a finish clear aims - focussed linguistic objectives a time-frame (+ a break?) coherence of focus / objective(s) some new input (the next step) PPP or variant thereof student activities/tasks some eliciting a warmer/ ice-breaker interesting materials variety of activity-type / of materials + resources / of interaction + pairing etc / of tempo contextualisation + personalisation revision?

Evaluating your lesson after it has taken place how could you judge it?

CLTA MODULE 1 PLANNING YOUR LESSONS

Material neither too hard nor too simple Learners were engaged, interested (body-language?) Learners seem to have achieved some learning, improvement, consolidation a next step The TL was being used throughout, and fairly well The learners did something werent passive The learners could do the tasks given them (e.g. instructions clear, input and practice sufficient), reasonably well Learners enjoyed it, the atmosphere was good The timing was more or less OK

Teachers who plan and teachers who dont Rodrigo Ana Pablo

Spends many hours planning Times every step exactly 3 minutes, 4-6 minutes etc Often doesnt manage to cover everything in the lesson Cant afford the time to correct errors or follow spontaneous student-questions The lesson-plan is beautiful, but better than the lesson itself The whole course is preplanned in detail, including every lesson

Devotes some time to thinking ahead about each lesson Has a rough plan of the objectives, how to present new language, her materials, - and what activities the sts will do Maybe uses a course-book, but adds her own material, presents grammar in her own way Knows what results she wants from the sts, the minimum to achieve by the end of the lesson Can cut bits out of the lessonplan if time runs short Can accommodate things that come up in the lesson, but doesnt lose her direction She remembers what was covered in previous lessons and whats coming next on the course-plan; she makes connections between her lessons

Doesnt do much preparation Never has time to plan his lessons in advance Follows the course-book exactly - exercise 1, exercise 2 etc Likes spontaneous studentquestions because they liven the class up a bit Hasnt been a student himself in a class recently, so hes forgotten how boring lessons can be

How to go about planning, step by step 1. Decide on the lesson-focus - a theme, or an area of language

CLTA MODULE 1 PLANNING YOUR LESSONS

2. 3. The linguistic level, + exactly what language-items, areas or skills Visualise .... 1 input 2 production

=>

1 stimulus

=>

2 task

1 you

=>

2 the students

4. 5. 6. 7. 8.

Find materials, resources Check up any tricky linguistic aspects that YOURE not sure of (gr. explanations, vocab meanings) Work out a balance of skills and activities Divide up your lesson into 3 or 4 sequential stages, and roughly plan out the timing Decide what is the basic minimum to cover, and which are extras (extension activities, differentiation activities) Re-look at it critically Is it too short? Too long? Too complicated? e.g. too many grammatical aspects covered? (maybe cut into 2 lessons?) All teacher-input, and not much student interaction? A bit of this, a bit of that not very coherent as a whole? Too easy for these students? Are the language-items too difficult for this level? Materials boring, not very stimulating for adult students? If youve got a mix of very strong and very weak students some different activities? How could sts consolidate the lesson later, themselves?

9.

A lesson needs to be planned and to have some shape, for example: 1 2 3 4 A warm-up Introduction of some new language Some activity practising the new language Close Suggestions for further activities to do at home Maybe some revision of previous material or language

CLTA MODULE 1 PLANNING YOUR LESSONS

The classic Communicative Approach, the PPP model: Stage of the lesson PRESENTATION 1 the teacher presents the new language to the students. The teacher breaks the new language area down into small pieces. The teacher builds up the presentation step by logical step, simple => more complex. The teacher elicits language from the students wherever possible, encouraging them to make deductions from what they know to what they dont know. The teacher consolidates and checks all the time, to make sure the students are with him/her The teacher maybe o o shows some pictures (flashcards) demonstrates from a transparency (an OHT = an overhead transparency) tells a story plays a listening from which to pull out the language to be presented uses a reading text from which to pull out the language to be presented- writes all the new language on the board, explains it and gets the students to copy it into their notebooks (a rather boring method!) Possible type of activity

o o

PRACTICE tasks where the students practise the new language in a very controlled way o The teacher drills the new structure/vocabulary orally around the class, and students repeat both chorally and individually In pairs, students repeat and practise dialogues that are very close to what was presented Students fill in the gaps on a handout Students perform a role-play, reading from a script The students do some listening task The students do some reading task

o o o o 3 PRODUCTION a communicative activity where the students can practise the language in a freer way, less controlled by the teacher. They can personalise and invent, use the language to say more individual things o

Students use a questionnaire to go round the class and ask each other real questions Students do some kind of role-play where they are more free to invent their own sentences and say what they want

CLTA MODULE 1 PLANNING YOUR LESSONS

However, not all lessons include presenting new language though most do. The lesson might be focussed on revision/recycling, or might be a test. Equally, a conversation lesson might have a different shape.

The model of Task-Based Learning is different: 1 2 3 4 5 Students hear/see an example of others doing the task that theyll be doing (Some preparation for the task) Students do a non-linguistic task together Discussion of the tasks were they successful, interesting? Feedback on the task, and focus on the language - what language they didnt have, where their language was insufficient A model Preparation for the task Doing the task Reporting back on the task Language-focus

Another model, useful for planning for a new intermediate (or higher) class which you dont know well, is: 1 2 3 Test Teach (Re-)Test

But what if it turns out that the sts, when tested, already know the topic/language area that you were going to teach?

The written lesson-plan There is a standard format which is basically as follows: Class: General aims Specific objectives / language focus / learning outcomes: The learners will be introduced to . The learners will be able to . Level: No of sts. Time:

Assumptions:

Timetable fit (how it fits with previous/following lessons, or not):

CLTA MODULE 1 PLANNING YOUR LESSONS

Anticipated problems:

Materials/resources:

Timing

Activity (who does what?)

Resources / materials

Interaction

Purpose/objective

Stage 1

Stage 2

Stage 3

Stage 4

How teachers should use the lesson-plan Have a short lesson-plan for yourself, to follow during the lesson, esp. the main timings Have a full lesson-plan prepared for any formal observation; 2 pages maximum Make sure your sts also know the lesson-objectives, what the lesson will cover (how?)

A checklist for a good lesson-plan There are clear lesson-objectives The objectives are appropriate and valid they fit the class, its level, interests, context, maturity, the courseaims Materials are interesting and (made) relevant to the context of the sts

CLTA MODULE 1 PLANNING YOUR LESSONS

When presenting new language, its presented in a step-by-step way, building on what sts already know The language-items are pre-planned (no unexpected anomalies or confusing alternatives!) They are shown in natural contexts, and are up-to-date and natural Sts get the opportunity to personalise them, say meaningful things which are real to them In a skills lesson (L/R/Sp/Wr), theres some lead-in or warm-up There is some pre-checking or pre-teaching BEFORE the sts do the task (its NOT a test!) There are at least 2 different tasks with different objectives If possible, some differentiation is built in, awareness of difficulties of specific sts There is ENOUGH material, but the flexibility to CUT if necessary It doesnt all depend on something (resource, or assumption) which could easily go wrong The whole lesson has got some shape a beginning, a middle and an end

An example of a professionally-planned lesson (Abu Dhabi lesson-plan see Adults learning Languages, CILT, p. 59). Look at the lesson-plan for an English reading-skills lesson. Think of the checklist we have just discussed, and assess the lesson-plan Are the lesson aims/objectives clear and valid?

Would the reading material chosen, probably interest this particular class?

Does the teacher show some interest in the sts as people, to help the whole group collaborate better? Is there a lead-in to the topic of the lesson? Does the teacher help the sts orientate themselves to the material / lesson-task?

Are there a variety of tasks, and do they progress from easier to more difficult?

Does the teacher make allowance for more able students, who will finish quicker?

Do you think the approach, the task and the materials are appropriate to adult students, not children?

Does the teacher allow for students to interact with each other?

CLTA MODULE 1 PLANNING YOUR LESSONS

Do you think the students profited from this class, judging it on the lesson-plan?

What do you think about the use of the 2 hours? Was the time used well?

What would you have done differently?

Remember that different teachers would plan different lessons, even if they were working on the same topics, same learning- objectives, the same materials. So there is no one single correct lesson-plan. Also, the same lesson-plan will work differently with a different class on a different day! Some weak lesson-plans One-hour lesson, intermediate level 1. Tell sts that they are going to focus on the present subjunctive Write up the conjugations of ar / -er / ir verbs on the whiteboard Get sts to repeat aloud the conjugations Give sts de-contextualised example-sentences with gaps for the subjunctive verbs. Sts fill them in Your comments

2.

3. 4.

How could this lesson be planned better?

Another 2-hour lesson, intermediate level 1. Tell sts that they are going to work on exercises 4,5 and 6 from the coursebook Get sts to read short texts about the lives so far of 6 famous people; sts have to match each text with the correct celebrity Get sts to read these texts aloud, in turn Ask sts Qu significa cobrar, en ingls? Qu significa telenovela, en ingls? (vocab from the texts) Your comments

2.

3. 4.

CLTA MODULE 1 PLANNING YOUR LESSONS

5. In Spanish, explain the use of the pretrito perfecto used in the texts, writing up verb examples on the whiteboard Ask sts Est claro? Get the sts to translate the texts aloud into English Ask the sts to say some new examples of sentences with the pretrito perfecto Put sts in pairs to do a Have you ever .... in your life? questionnaire together

6. 7. 8.

9.

10. Monitor 11. As a group feedback, ask individual sts some of the questions from the questionnaire 12. Now write up the pretrito perfecto verb conjugations on the whiteboard 13. Get sts to recite them aloud

How could this lesson be planned better?

I recently got this email from a Spanish teacher that I know, teaching a Spanish Level 3 / 4 class (intermediate > good intermediate) .... What advice would you have given her?
Hello David, One student has withdrawn from the course. She is one of the most advanced students in the class .She has informed me by email that she finds the class too slow and she was expecting something more "dynamic". I have tried to convince her to come back, letting her know that I am taking her feedback on board and I will make changes to accommodate her expectations as a more advanced student. In total out of the ten students, two (including this one) have withdrawn, one who found it too advanced for her and this one who found it the opposite. I just wanted to inform you, and give you a summary of my lesson plan for this week. I will appreciate your feedback: 1- Revision: (Direct / Indirect Object Pronouns) 2- "In situation" role play. Giving information / class in two groups /How to travel by train in England, / How to escape in the case of a fire in a hotel.

CLTA MODULE 1 PLANNING YOUR LESSONS

3- Introducing the Future Imperfect and Perfect and their use to express probability, in the context of the technology in our lives, and in the world communications in general. Reading + listening + speaking + Overhead projector (transparencies) 4- Cultural topic: Spanish food / Tapas / regional varieties / the Mediterranean Diet / Changes in the life style and eating habits in Spain etc. Class-reading on the topic / listening / speaking / giving opinions, sharing knowledge about Spanish food. Thank you Pilar

Planning groups of lessons (unidades didcticas) Some suggestions Connections and coherence between topics/themes Later lessons recycle some language and skills practised before Progression from straightforward to more complex Opportunities for sts to have some input, to personalise the topics Opportunities for sts to work at different levels (differentiation) Final task which subsumes material covered so far? (possibly use a TBL approach?) Include some socio-cultural aspects linked with the TL? Build in some assessment at the end of the unidad didctica?

Planning whole courses In brief, you should bear in mind: Types of courses (Holiday Spanish, Business English, DELE preparation courses, 1-to-1 courses) Types of syllabus grammatical, functional/situational, lexical etc or a mixture? The CEF / MCR - The Common European Framework of Reference for Languages / El Marco Comn Europeo de Referencia para las lenguas (see http://es.wikipedia.org/wiki/Marco_Com%C3%BAn_Europeo_de_Referencia_para_las_lenguas)

A = Basic Speaker B = Independent Speaker C = Proficient Speaker

A1 Breakthrough B1 Threshold C1 Effective Operational Proficiency

A2 Waystage B2 Vantage C2 Mastery

Level

Description

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him / herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

10

CLTA MODULE 1 PLANNING YOUR LESSONS

A2

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him / herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

C2

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

The Plan Curricular del Instituto Cervantes

Course-plans would usually contain / consider: Initial diagnostic assessment Student needs-analysis Individualised learning-plans for each learner (ILPs) Formative assessment (assessing sts, then this feeds into the following teaching / lessons) Summative assessment (indicates where sts have reached, finally) Suggestions on How to study the language more effectively and autonomously

11