23 | KITTY B. PURGASON KEY QUESTIONS > Whaat goes into lesson planning? > Why should teachers plan lessons? > How can planning in advance interact with > What are possible formats for lesson plans? EXPERIENCE Julie teaches @ mutiskills class in_an intensive English program for international students in Los Angeles. In addition to teaching 15 hours a week, she is in a graduate program in Teaching English to Speakers of Other Languages and working parte time asa graphic designer to make ends meet. She has done some volunteer teaching in Guatemala and Thailand, but this is her first job as a teacher rather than as a conversation partner. Most of the time, her lesson planning consists of 30 minutesin a coffeeshop before class glancing over the in-house textbook she was given. She feels bad that she is not doing more, but she remembers what hap- pened during her first term teaching here. She {pent hours planning every lesson and searching. the Internet for fun activities, yet her efforts did hot seem to pay off, Half the time, something would go wrong, like the copier being broken Or the students getting confused during a game. The students also complained that they were not using the book they had bought. And Julie Knew she was spending way too much time on planning if she wanted t0 avoid burnout. This ferm's approach to lesson planning does not seem like a solution, however. She finds herself stumbling over things in the textbook she had not Tooked at carefully enough, and monotony seems to be settling in over the class, She is eager t0 find a balanced and effective approach to lesson planning. 362 Lesson Planning in Second/Foreign Language Teaching ‘on-the-spot classroom management and decision making? WHAT IS LESSON PLANNING? Lesson planning is the process of taking everything wwe know about teaching and learning, along with twerything we know about the students in front of tis, and putting it together to create a road map for ‘ahaa class period will look like,! One reason why novice teachers often ask for help with lesson plan ning is becau jolves all seven of the following interconnected elements. 1. Second language acquisition theory. A lesson informed by theories of scaffolding or teach ability will sequence certain pieces in a certain. order that are probably not the same as @ lesson informed by behaviorism or a compre- hension-based theory? 2. Methodology. An oral skills lesson may consist of the three stages of presentation, practice, and production. A task-based lesson may have com- pletely different stages: pretask, task, report and language analysis. (See Nunan, this vol- ume.) 3. Skill. The stages of a lesson will vary depend ing on what skill is being taught. A reading Jesson may consist of pre-reading, main idea, reading for details, and post-reading activities A pronunciation lesson may include feature analysis, listening discrimination, controlled or guided practice, and communicative practice. 4, Audience, The number of objectives or activi- ‘nt in a lesson for ties in a lesson will be diffe i£9E EZ sordeyD WHOUTY YL slow SloLNAT ouTAPEA JO Io. naa “(siseyduta jo Sus1os9p sour parapisos aue sdais oq) Jo yy uo Hupuadap) jopour doisourt 10 ‘dauasas “daisangy se uoU s -owos “(F903 IHUMYT) pom weyUNpE INL, “remnoned ut Suatpeor ofiensiney ystsirg jo 40 yerouo8 ur ssooud Flume /Bururea] 949 JO snouts (nia ‘suiadxo snoums wo. “sjapou snore ame axouyf “Sse & ut uaddey o1 posoddns s1 eq JO. 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UDIPIEYDpublic school teachers. For advocates of this ‘model, a good lesson starts with an anticipatory set, or hook, to attract students’ attention. Next, the purpose of the lesson is stated. It is recom- mended that the instructional piece of the les- son include input, modeling, and checking for understanding, The next phase of the lesson is, guided practice and monitoring. A closure state- ‘ment reinforces the lesson before the final inde- pendent practice that helps students connect the lesson to the real world. ‘Aimed at language teaching in particular, rather than education in general, the presentation practiceproduction (PPP) model contains three les- son stages (Harmer, 2001). The teacher presents a teaching point with new language to the students, the students practice the language teaching point (usually doing controlled activities), and finally the students produce the language on their own (doing communicative activities). This model is one that fits a beginning-level class of adults learn- ing spoken English, for example. In more recent editions of his methodology texts, Harmer (2007a, 2007b) suggests that the engagesiudy-activate (ESA) model is more versatile than PPP. During the engage phase, students’ attention and interest are aroused. Next, during the study phase, students focus on language. Any number of different activities are appropriate here, from a teacher-centered explanation of, grammar, to student discovery of lexical colloca- ns while reading, to students’ unconscious acquisition of intonation patterns through lis. tening, Finally, students activate all their language Knowledge and skill with communicative tasks during the activate phase. Although ESA reminds teachers of elements that need to be included on, the amount of time spent on each element and the sequence of elements can vary. ‘A lesson for adults might consist of one ESA sequence during 50 minutes, while for dl the 50-minute class could be made up of multiple ESA sequences, such as ESAESAESA. A lesson for beginners would probably be a straightforward SA (similar to classic PPP), Other lessons, more taskebased, might have the elements EASA. That is, after the engage phase, students plunge into a task using whatever language they have, and since the first activate phase has exposed gaps in what students are able to do in English, the teacher will be more focused and the students will in a le 364 Unieill be more motivated to pay attention during the following study phase. Harmer (2007a, 2007b) calls this a “boomerang” lesson, Lessons, especially at the intermediate and advanced levels, can be patchworks, or combinations of various sequences, such as EAASASEA, reflecting the messy way that learning often occurs and providing variety in lass ‘The Sheltered Immersion Observation Protocol (SIOP) model was developed in classes in a US; kindergarten through 1th grade (K-12) context where children are learning language and con- tent at the same time (Echevarria, Vogt, & Short, 2012). Although it started as a rubric for observing teachers (hence the name), it has evolved into a Jesson-planning model. A good lesson in this model starts with motivation (building background for students through links to their experience, links to prior learning, and key vocabulary). The presenta- tion would include language and content objec- tives, comprehensible input, strategies, interaction, and feedback. The lesson would then go on to practice and application. It would end with review and assessment, with an optional extension (con- tingency plan or homework assignment). ‘A model that was developed by teachers who wanted to focus more on the process of students’ Tearningiis encownter, clarify, remember, internalize, and “fluently use (ECRIF) (Kurzweil & Scholl, 2007). The encounter stage might include eliciting vocabu- lary from students, reading a text for the main idea, or having students in pairs talk about a topic. As students grasp the meaning and use of the new language during the clarify stage, the lesson could. include finding out what students already know about a writing task, highlighting a grammatical feature, or explaining some vocabulary. Activities such as listen and repeat, drills, and quizzes are typical of those used during the remember phase as students move the new item from short-term to Iongterm memory. The purpose of the internalize phase is to enable students to personalize the new knowledge or skill. Finally, the fluently use phase isa time for communicative tasks in which students use language to spontaneously and automatically communicate their own ideas in different contexts. 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