Present, Practice, Produce:

1. Casey Barnes Present, Practice, Produce: Page 209 • Improved Teaching through Improved Planning

2. Casey Barnes Who am I? • 6 years sailing instruction • 2 years in Middle School • Masters in Secondary English and ESOL • American High School English and Creative Writing • 2 years at HaeSeong Girls' High School • NSET/Korean English teacher trainer • Professor of English at Kyunghee University

3. 5 Parts: • The basic elements in a lesson. • Examine the written format. • Your Lesson Demonstration • Your first lesson • Some tips for success • Q and A

4. Why Lesson Plan? I don’t need to lesson plan. I know what I am going to do. ***Successful teachers know that planning and preparation is the key to their success!*** • Planning means: • Considering problems • Projecting use of instructional time • Negotiating classroom roles • Choosing expectations

5. 5 Basic Elements: • Task focus/ attention grabber • Lesson presentation • Guided practice • Independent practice/performance • Review/ assessment

6. Logical Steps for a Lesson: This is the basic structure of a lesson no matter what format you use. 1) Task Focus: Start with an attention grabber or motivator and present the objectives. This will demonstrate the purpose of the lesson. Model dialogue, recording, video clip. In my experience, this is most effective as an authentic situation.

7. Would you like to have dinner with me Friday evening?

8. What’s the matter, Justin? Expressing yourself when you feel down!

9. Logical Steps for a Lesson: This is the basic structure of a lesson no matter what format you use. 1) Task Focus: attention grabber, authentic situation. 2) Lesson Presentation:Model and teach the new skill or information. 3) Guided Practice: Practice the new skill together, repeatedly. 4) Independent Practice/Performance: Students are working with their peers. They are interacting. This is the most important aspect of an EFL/ESL classroom. 5) Review/Assessment

10. What is a task based lesson? • The students actually DO something. • The students have a final tangible product/outcome.

11. Why PPP? Present, Practice, Produce Although there are several lesson plan templates/models available to teachers. Standardizing lesson plans allows teachers to more effectively: • Share lesson plans with other professionals. • Make lessons more understandable for observers. • Communicate with co-teachers or supervisors about in-class roles and lesson execution.

12. What are the four skills in a language classroom?

13. Practice 5-10 mins Produce 20-35 mins Present 5 mins Productive Lesson Plan Time Distribution: Powerpoint; Flash cards; Vocabulary pictures; Chanting; Elicitation; Posters; Songs; Videos Choral reading; worksheets; Teacher/student or student/student Q and A; Reading and repeating; Partner Practice; Group practice Pair/group work; Writing/asking questions; Creating a new dialogue; Structured questions with unique/personal responses; Playing games with unique answers; interviewing students; gathering unique information. *** The teacher is helping individuals, but not providing too much structure. Note: procedures are in place for this kind of activity.

14. Receptive Lesson Plan Time Distribution: Introducing new or key phrase information Present 5 – 10 mins Practice 20 – 35 mins Carefully examining information presented Produce 5 – 10 mins Personalize and internalize (similar to productive lesson)

15. Title (Unit): “What’s the Matter, Justin?” • Grades: • Lesson Focus: Speaking • Objectives: • Students will be able to… • Students will be able to… • Target Language: • Materials: • Important Note: • Anticipated Problems/Solutions:

16. Let’s Take a close look at the Lesson Plan Model: • Title (Unit): “What’s the Matter, Justin?” • Grades: • Lesson Focus: Speaking • Objectives: • Students will be able to… • Students will be able to… • Target Language: • Materials: • Important Note: • Anticipated Problems/Solutions:

17. Why Objectives? Stop asking, “What am I going to cover tomorrow?” Start asking, “What are my students going to learn, achieve, and accomplish tomorrow? • Creating a lesson with goals ensures: • All activities are goal oriented • The students are moving toward something concrete • Both teachers and students understand that there is a reason for the lesson and the activities. Important: The students must know the expectations and objectives for them to be successful in their assessment. Likewise, the teachers need to know exactly what they are assessing students on.

18. A well-written objective includes a measurable or observable outcome. • A well-written objective communicates a goal that can be seen by the assessor. Students will be able to distinguish between fun and funny. Students will be able to distinguish between fun and funny. Students will be able to describe the position of a ball. Students will be able to plan weekend activities. Let’s Use Bloom’s Taxonomy to Write Three Objectives that Each Target a Different Level of Cognition. • May I take your order? • Greetings • Campus Life • Making Complaints • Exercise • Future Plans • What does it look like? • What did he look like? • Allen is taller than Eric • Have you ever travelled to Guam? • Mass Media • Life In Korea • Culture • Where is the ball? • Environment • Where are you from? • Where do you live? • What do you like to do? • Where are you going? • Can you help me? • At the Doctor’s Office • TV/Movies • Music • How much is this?

19. Why Assessment? ***The students must know the expectations and objectives in order to be successful in their assessment. Purpose: Provides teachers with the means of knowing if the students have accomplished or mastered the objectives. When You Assess, You Help. The purpose of a test is to assess a student’s performance against a learning criteria, NOT to provide the teacher with the basis for a grade. Schools must change from a testing culture to an assessment culture. (Wong, 2006) Students will be able to distinguish between fun and funny. • Where? • End of a lesson • Build assessment into a lesson at different points

21. Let’s Take a close look at the Lesson Plan Model: • Title (Unit): “What’s the Matter, Justin?” • Grades: • Lesson Focus: Speaking • Objectives: • Students will be able to… • Students will be able to… • Target Language: • Materials: • Important Note: • Anticipated Problems/Solutions:

23. The Lesson Demonstration: • 15 minute "compressed" lesson • We should see all the activities planned in your lesson. • We would like to see "team teaching." • Your lesson plan should be as detailed as possible. • Your students should have a task to complete • Tip: Pay special attention to how you will give instructions

24. Your First Lesson: I recommend that you: • Make it student centered • Make name tags • Use really simple introductory language • Explain your class rules and procedures • Model the procedures and make no exceptions. • Consider seating arrangements

25. Tips for success: • Over-plan your lessons. Do not allow there to be any chance of running short, have something available that you can do to cover 3-5 minutes. • Make a lesson template. Save it as “AAALPTemplate.” • Give students a chance to “switch gears.” Build something into every lesson or even before the lesson that allows students to ease into the shift of subject and language of instruction.

26. 1) Write you name and class on your paper. Example: 김수진 1-1 2) Make as many words as you can. 3) Put your paper in the box. 4) Prize 1: Most words Prize 2: Lucky draw. Example: • 김 수 진 1-1 • Me • Met

27. Tips for success: • If you are going to elicit responses from students, prepare them before you ask in front of the whole class. For example, you can assign a team a question to answer. • If you have asked a team to share a response also have them choose a speaker. This will ensure they are prepared and you do not have ‘dead’ class time. • Write into your lesson plans that your co-teacher should check the students’ comprehension before activities start. It is helpful to do this in both languages. • Have a back up!

28. "Everybody has a plan until they get punched in the face." • -Mike Tyson