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Module Five

Module Five. Lesson Plan DRAFT. Part One. Integrating the Four Skills:. Listening Speaking Reading Writing

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Module Five

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  1. Module Five Lesson Plan DRAFT

  2. Part One • Integrating the Four Skills: Listening Speaking Reading Writing Objective: The learner will be able to give a rationale for the importance of including each of the four skill areas in planning a lesson as well as give examples of how two or more of these areas might be integrated

  3. VIDEO At an information desk, e.g. in an airport, bus station, tourism counter. A person asks for information. The individual who is asked speaks and follows up by writing something down. It is read by the person who has not written it down. Can this person ask questions to clarify what was said and written? Question: Assume that you are preparing relatively low level students for a situation similar to that in the video you just watched. What content might you teach in a class? Importantly, how might your students practice it? Write your thoughts in the space below. You will be able to print a collection of your entries at the end of this module.. JOURNAL ENTRY HERE Journal entries will be collected and can be printed out at the end of the course.

  4. The boxes below will turned over one at a time, as if they were playing cards. Student selects one at a time. The card turns back over when another card is flipped: a way of asking questions but not over-loading the learner all at once. The back, or design on the one side of the card, is face up.. writing reading speaking listening What is better, giving students a blank piece of paper and having them write or speaking and having students try to write down what is said. DRAFT What is better, giving students a narrative paragraph to read & having them rewrite it with specified changes or having students (two or three working in a group) write their own collaborative story about a picture.? What is better, having students read a passage silently at their desks or at home or for students to read aloud with a partner or in a group with different students rereading different paragraphs? DRAFT What is better, students answering multiple choice questions or having students write answers to oral questions and then students in groups correcting them and looking for justification of the answers in the text? What is better having a student make a presentation in front of the class and then sit down, or to have other students in the class follow-up the presentation with questions? DRAFT What is better, having students ask each other prepared questions from a text or for students to ask questions they have created on their own in response to what has been said by a conversation partner; a real interview? What is better, having students silently read a passage or story or having students listen to the passage aloud before reading it on their own? DRAFT What is better, having students circle the correct grammar item from a pair in sentences or having the students circle the correct item in sentences that are read, matching the choice with what they hear and which attempts to isolate two contrasting sounds?

  5. Assessment – # 1DRAFT 1. This statement could be used as a rationale for integrating listening and writing a. students order food in a rest. b. student looks for a telephone number in the phonebook c. students have to take phone messages d. students listen to a lecture in school and follow the teacher’s notes as a handout 2. This statement could be used as a rationale for integrating reading and speaking a. students want to read for their own enjoyment b. students want to read stories to their young children c. Students need to read to pass a test d. Students take notes from a lecture 3. This statement could be used as a rationale for integrating… a. b. c. d. 4. This statement could be used as a rationale for integrating… a. b. c. d. 5. This statement could be used as a rationale for integrating… a. b. c. d.

  6. Part Two • The Terminology of Lesson Planning Objective:The learner will be able to give a rationale for the importance of including each of the four skill areas in planning a lesson as well as give examples of how two or more of these areas might be integrated

  7. VIDEO A classroom teacher (elementary) speaking at the start of a class. [Areola ? Smith ?] The teacher makes the statements below and asks the questions below. DRAFT What did we do yesterday? As you may or may not know, one of the goals of this program is to __ Keeping this in mind, I would like for us to take this class period, the next fifty minutes, and look kat __ _____ is part of the bigger picture of ____ that we are studying this semester. At the end of this class you should be able to ____ We are going to use ____ and a handout that I have prepared. Our outcome will be seen from the quiz: Our procedure will be ____ Question: Do you think that this is a useful way to begin a class? What are the strengths and weaknesses of this approach? Write your thoughts in the space below. You will be able to print a collection of your entries at the end of this module.. JOURNAL ENTRY HERE Journal entries will be collected and can be printed out at the end of the course.

  8. Activity Examples of each of the terms in this section. So, we have 1) the terms 2) examples Drag and Drop these examples onto the labeled template of lesson plan format HERE in an order that makes sense to you, or as an alternative match in pairs by drag and drop

  9. Assessment – # 2 DRAFT Put a check on the line beside the best answer to each question 1. Which is the best example of a goal? a. ___ xx b. xx c. xx d. xx 2. Which is the best example of an objective ? a. xx b. xx c. xx d. xx 3. Which is the best example of a standard ? a. b. c. d. 4. Which is the best example of an assessment ? a. b. c. d. 5. Which is the best example of an outcome a. b. c. d.

  10. Part Three • Matching Lesson Plan Procedures with Objectives Objective:The learner will be able to match procedures with specific objectives stated in a lesson plan and select activities to become the central and dynamic focus of a lesson plan

  11. VIDEO VIDEO NUMBER THREE HERE Question: This question is based on the above content to be determined ? Write your thoughts in the space below. You will be able to print a collection of your entries at the end of this module.. JOURNAL ENTRY HERE Journal entries will be collected and can be printed out at the end of the course.

  12. introduction here to schematic on next slide

  13. Reading Reading Writing Writing Listening Listening Speaking Speaking Reading Speaking Listening Writing Writing

  14. Activity Drag and Drop 1) these figures and 2) the individual skills that you plan to have take place so that you have planned a procedure for meeting your objective (s) A series of figures and terms APPEAR HERE (similar to previous slide) that the learner can drag and drop – similar to the previous slide in order for the learner to clearly understand the dynamic of the procedure that is the heart of the lesson plan in this example

  15. Assessment – # 3 1. XXX a. xxx b. xxx c. xxx d. xxx 2. XXX a. xxx b. xxx c. xxx d. xxx 3. XXX a. xxx b. xxx c. xxx d. xxx 4. XXX a. xxx b. xxx c. xxx d. xxx 5. XXX a. xxx b. xxx c. xxx d. xxx

  16. Part Four • Creating a Lesson Plan Format Objective: [ The learner will be able to select from various formats a lesson plan format that they are comfortable with and that they can justify using to teach a class ]

  17. NO VIDEO IN PART FOUR Question: [ This question is based on content to be determined ? ] Write your thoughts in the space below. You will be able to print a collection of your entries at the end of this module.. JOURNAL ENTRY HERE Journal entries will be collected and can be printed out at the end of the course.

  18. [ Here is a slide with an explanation of how the learner is to accomplish the activity that follows in the next two (or three) slides. Learner will write in each of the blocks and the entries will be formatted in a “lesson plan” ]

  19. DRAFT

  20. DRAFT

  21. DRAFT

  22. Assessment – # 4 1. XXX a. xxx b. xxx c. xxx d. xxx 2. XXX a. xxx b. xxx c. xxx d. xxx 3. XXX a. xxx b. xxx c. xxx d. xxx 4. XXX a. xxx b. xxx c. xxx d. xxx 5. XXX a. xxx b. xxx c. xxx d. xxx

  23. Part Five • Creating a Lesson Plan Objective: The learner will be able to interpret examples of specific lesson plans designed for low, intermediate, and advanced levels, and to create a lesson plan of their own that they are satisfied implementing

  24. VIDEO VIDEO NUMBER FIVE HERE: CLASRROM DEMONSTRATION Question: This question is based on the above content to be determined ? Write your thoughts in the space below. You will be able to print a collection of your entries at the end of this module.. JOURNAL ENTRY HERE Journal entries will be collected and can be printed out at the end of the course.

  25. The following slide will be a version of what is shown. In the final version the student will write beginning level content into the lesson plan template that is developed for this page (the page that follows here)

  26. DRAFT

  27. The following slide will be a version of what is shown. In the final version the student will write intermediate level content into the lesson plan template that is developed for this page (the page that follows here)

  28. DRAFT

  29. The following slide will be a version of what is shown. In the final version the student will write advanced level content into the lesson plan template that is developed for this page (the page that follows here)

  30. DRAFT

  31. Assessment – # 5 1. XXX a. xxx b. xxx c. xxx d. xxx 2. XXX a. xxx b. xxx c. xxx d. xxx 3. XXX a. xxx b. xxx c. xxx d. xxx 4. XXX a. xxx b. xxx c. xxx d. xxx 5. XXX a. xxx b. xxx c. xxx d. xxx

  32. summary Here the student can read a BRIEF summary of the module and click to print out their journal entries

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