Week 4 (PART 2)

PLANNING TO TEACH
 Topic 4 : PLANNING TO TEACH
• The study and interpretation of the syllabus
• Principles and rationale of -
• Aims and objectives
• Scheme of Work (semester/weekly)
• Formats of lesson plans
- Presentation, Practice and Production
- Alternatives to Presentation, Practice
and Production
The idea behind a
lesson plan is that
another teacher could
pick it up and
successfully teach
your class without
further instructions.
 FORMATS AND
ELEMENTS

Self study

1. Study the formats of a lesson plans used in different

schools in Malaysia.
2. Identify the common elements.
FORMAT 1
Objectives:
Materials needed:
Class activities: Warm-up/review Presentation Practice Application FORMAT 4
Contingency plan:
FORMAT 3 1. Introduction
Homework:
Background information on class/students: 2. Instruction
Evaluation:
Objective(s): 3. Practice (with
Format 2 Materials: feedback)
Objectives: Pre-assessment: 4. Review or
1) Warm-up/Review Learning/Teaching activities (list steps and Summary
2) Introduction to the time required for each): 5. Evaluation/Testing
New Lesson Contingency plan:
3) Presentation Evaluation of students:
4) Practice Assignment:
5) Evaluation
6) Application
 List of common elements
• objectives
• pre-assessment
• materials
• warm-up
• presentation
• practice
• evaluation
• application
 PPP ( Presentation;practice;production)

• Teaching grammar in PPP includes three main stages: presentation,

practice and production.
• PRESENTATION: This stage includes lead-in, presenting form and
meaning, giving other examples, conducting repetition of title, model
sentences and examples.
• (Lead-in) The teacher usually begins presenting with a text in
which the grammatical structure appears. The text maybe one or two
sentences, or it can be a short dialogue. The teacher may also use
pictures or situations to lead into the structure that will be taught.
• The purpose of lead-in section is to warm up and raise
students’ interest in the lesson. Through it, students will know how
the structure is used naturally in real life.
 Practice

• When students have known the grammatical structure, it is

necessary to get them to say the new language accurately and
fluently. Therefore, it is important to move to practice stage.

• The process will go from controlled practice (mechanical) to

less controlled practice (meaningful) and finally to free practice
(production).
 Controlled or mechanical practice

• In this section, learners are often asked to do mechanical drills such as repetition, substitution,
word cues, picture cues…etc.
• These drills completely control the response of students. They are asked to give the only one
correct way of responding because these kinds of drills just focus on correct forms rather than
meaning.
• Mechanical drills are only useful if students practise doing them for a short time.

• This kind of practice has some limitations due to these three reasons.
- students do not have to think much when doing mechanical drills
- they will easily forget afterwards.
- teacher can not be sure that whether students understand the meaning of the words or not.
- these drills focus only on producing correct forms, therefore students do not know how to use
them to express meaning.
(Doff, 1988, p.73
 Production (free practice)

• Meaningful practice is followed by production (in which students have a

chance to use the structures to express their own ideas or talk about their
experiences.
• There are two kinds of useful topics. According to Doff (1988), students
can talk about real life, for example themselves, friends or anything in the
world. They can also imagine a situation which is not real to practise
speaking (p.78).
• In this section, role play and communicative games are often used. Free
practice offers students a chance to talk freely; hence, it is in this stages
that errors often occur.
• Nevertheless, teachers should not interrupt students to correct their
mistakes because the main purpose is to develop fluency and confidence.
Important errors can be corrected during giving feedback after this stage.
Recommended LESSON PLAN by MOE/IPGM
Suggested Lesson Plan Template
Subject:
Year:
Date/Day:
Time:
Theme:
Topic:
Main / Focused Skill:
Complementary / Integrated Skill:
Previous Knowledge:
Content Standards:
Learning Standards:
Learning Objectives:
Language Content: (Select any one or two relevant to the content and focused skill)
 Sound system
 Vocabulary
 Sentence patterns
 Grammar
Educational Emphases: (Choose from 16 elements of EMK appropriate to the topic)
• Moral Values
• Thinking Skills
• Multiple Intelligences
• Entrepreneurship
Resources/Teaching aids:
PROCEDURE ( STEPS)

Stage/Time  Content  Activities  Remarks

Set Induction Density Display Explain about Preparation
Banner density
(Pre) Phase
Presentation  Imagination
(Pre) Phase
Practice  Development
(While) Phase
Production (Post) Action Phase
Follow-up activity
(optional)
Closure Closure Phase
(Post)
 Preparation Phase
(Set Induction)

• Oman (2002) stated that set induction is the part to initiate

teaching and learning.
• It requires the use of skills and methods that would prepare
pupils for a lesson: that is, pre-instructional orientation.

• SI is to draw your students’ attention, to arouse their

interest and to establish a framework for the content of
lesson (Chitravelu, N. [Link].,2006).
 Preparation Phase
(Set Induction)

• Being skilled in set induction is important as

the teacher actually introduces a lesson, or a
new topic within a lesson in a way which will
interest pupils in what is to follow and help to
establish what they already know and link this
to what is to follow.
 Preparation Phase
(Set Induction)

• To ensure pupils achieve high cognitive level, a

teacher should strive to enhance their abilities by
motivating and arousing their interests.

(Wiggins dan Tighe, 2005)

Some strategies for set induction
• Relate the topic to something of great interest to class e.g. a
favourite game, a local event, a current issue, a local hero.

• Use visuals : pictures, models, diagrams, video clips or real

objects to draw attention and invite comments

• Draw on students’ previous experience.

 (Imagination) Presentation Stage
•The presentation stage is almost completely controlled by the teacher.
•Have been referred to with a variety of labels such as; intro, through, beyond (Brinton,
Goodwin, and Ranks 1994) ; engage, study, activate (Harmer, 1998) ; lead-in, elicitation,
explanation, accurate reproduction, and immediate creativity (Harmer, 1991 ) ; and
verbalization, automatization, and autonomy (Jr ,1996).
•All of these labels describe stages in which first, the language form or content is
introduced and presented; second, comprehension is checked before a form of guided
practice is implemented.
3 functions:
•To enable students to recognise the relevance and usefulness of what they are about to
learn;
•To enable students to learn the language ( words, structures, pronunciation );
•To make them aware of contexts in which the language they learn can be appropriately
used.
 Imagination Phase
(PRESENTATION STAGE)

Teacher Pupil Focus

Focus
1. Creating a situation
focusing more on 1. Being directly involved
generating pupils’ ideas 2. Developing new ideas
2. Exploring and probing
pupils’ questions
3. Interpreting
information and evidence
3. Assessing and discussing and clarifying concepts
pupils’ ideas
4. Eliciting, comparing and
contrasting pupils’ ideas
 DEVELOPMENT Phase
(PRACTICE STAGE)

• Create a variety of
Teacher situations to assess pupils’
Focus understanding

• Provide explanations
Pupil through various modes
Focus such as graphic and
mind-map
 Action Phase
(PRODUCTION STAGE)

• Use various forms of assessment for

Teacher change of behaviour; understanding,
skills and attitude
Focus

• Complete tasks and present final

Pupil product of work
Focus • Analyse and reflect on learning
and acquisition of new skills
 Closure Phase
(CLOSURE STAGE)

• Summarise content knowledge.

• Revise key learning points
Cognitive • Conduct activities to assess and
reinforce learning
• Conduct question-answer session

• Foster a sense of success and

Social recognition
• Instill motivation and link it to the next
lesson.
 Procedure

Pre-
Teaching

While- Post-
Teaching Teaching
 Pre-Teaching

• Prepare a daily lesson plan by taking into account

the different backgrounds of pupils

• Prepare task sheets with varied levels of

questions for assessment

• Employ relevant and effective resources. Use of

resources can help explain concepts. (Hiebert,
Weame & Taber, 1991). For e.g, mind-map,
diagram, video, flashcards etc.
 While-Teaching

• Set a conducive classroom environment

• Carry out the lesson as planned

• Carry out assessment

• Inculcate multicultural values in teaching-learning

activities

• Handle pupils’ discipline by taking into account their

different backgrounds

• Carry out remedial and enrichment activities

 Post-Teaching

• The assessment process is to determine the

effectiveness of teaching and learning

• Summarize learning points to enable pupils to

acquire subject matter

• Make pupils feel a sense of accomplishment

during closure
CEFR aligned lesson plan
format sample
Structure of a Lesson
L&S R W LA GR
Pre listening Pre reading Pre writing Presentation
• Work on • Work on • Use a stimulus or • Teach/give • Present
difficult difficult provide word emphasis on or
vocabulary vocabulary cues the introduce
• Provide fore • Provide • Brainstorm for language the
shadow of fore ideas and item(s) grammar
the listening shadow of vocabulary - item
text the reading • Lead pupils to character(s)? (through
text describe the - setting R or L&S)
stimulus/ form - plot?
sentences using - moral
words given
orally values/
theme?
Structure of a Lesson (cont.)
L&S R W LA GR
While listening While reading Writing Practice
• Provide • Provide • Guided
listening reading text writing task • Let pupils • Carry out a
input practise what chain drill to
• Pupils have • Almost free they have to provide
• Pupils have to complete or free
do in the next pupils
to listen and tasks that writing task
do reflect stage (role opportunity
comprehensio play/ to use the
#can have more n of the text dramatization language
than one task etc.) item learned
##preferably
orally
Structure of a Lesson (cont.)
L&S R W LA GR
Post listening Post reading Post writing/ Production
(Speaking) • Work beyond Feedback
• Provide a the text • Pupils share • Craft making • Complete
stimulus • PBL: the their works • Presentation written
of assigned exercises
• Pupils talk preliminary • Lead pupils task (role
about the discussion to edit their • Write short
stimulus stage peers’/own play/ passages
using the dramatization using
• HOTs: change work
etc.) language
language plot/explore
structure in other item learned
the listening alternatives
input
 Group Task
Based on the input given today, fine tune and edit your
assignment for the micro teaching.