Materials Design and Development

1. Materials Design and Development Sample Listening Lesson & Processing the Park Lesson

2. Homework for Next Week • Start thinking about the kind of lesson you want to do: Reading or Listening and begin searching for the appropriate text

3. Listening Lesson – “THE PARK” • Beginner Level Ss  Elementary to Middle School • What do Ss already know? • Ss already know some park-related vocabulary, basic sentence formation and present continuous tense.

5. A park

6. A: What can you do in a park? B: I can walk in a park.

7. A: What can you do in a park? B: I can ____ in a park. What can you do in a park? A: I can ____ in a park. What can…?

8. What do you see?

10. A pigeon

12. Pigeons in a park

13. 1 2 Which one is a pigeon?

15. Statue of Liberty

16. 1 2

18. A hoop and a stick

19. Hoops or Sticks?

20. Hoops

21. A hoop or a stick?

22. A stick

24. A paper bag

25. Yes or No?

26. Yes or No?

27. 1 2

29. Entrance

30. An entrance?

32. Circle what you hear

33. A: What did you circle? B: I circled ________. What about you? A: I circled…… B:

34. Listen for What’s Wrong

35. Hoop Horse Two Park Sitting Pigeon Man Looking Nearby Paper Pigeons Bird Eating Playing Word List

36. Park Sitting Pigeon Looking Nearby Paper Pigeons Bird Eating Playing Hoop Man Horse Two Answers

37. Review I You He She It We They

38. Describe What You See

40. A: What did you circle? B: I circled ________. What about you? A: I circled…… B:

41. Draw Your Favorite Park • Do you have a favorite park? • I do:

42. Tell Your partner about your park

43. Processing • How was the whiteboard used in the park lesson? • Why was this important? How did it help with Ss learning? • How did it help T stay organized?

44. White Board for Park Lesson Keywords Non-keywords Review for Present Continuous Verbs

45. Processing • How does the Park Lesson illustrate the PDP framework? For example: • What happened in the Pre stage of the Park lesson? • What happened in the During stage of the Park Lesson? • What happened in the Post stage of the Park Lesson?

46. In the Pre-Stage • activate schema • assess prior knowledge • generate interest in the topic • build rapport with our Ss • elicit and/or pre-teach the key vocabulary words.

47. In the During Stage • Ss are given tasks to give them a reason to read or listen • Tasks are given before Ss read or listen • Task allow Ss to demonstrate understanding • Tasks are sequenced • General to Specific • Easy to Difficult • Concrete to Abstract

48. Memory ≠ Comprehension Because we only remember: • 10% of what we read • 20% of what we hear • 30% of what we see • 50% of what we see and hear • 70% of what we discuss with others • 80% of what we personally experience • 95% or what we teach others

49. In the Post Stage • Ss have a chance to move beyond the text • Ss are allowed to personalize the topic or theme • Ss integrate other skills • Ss make “text to self” and “text to world” connections by doing tasks that allow them to see how the topic is relevant to them and their world

50. Processing Continued • Look at the lesson plan and fill in the missing stages. • Pre • During • During/Post (one time) • Post