Organising and Managing Learning

Summary
Inthismodule,wewillconsiderwhatisinvolvedinplanningandpreparingasuccessfulEFLlesson.
Wewilllookatthefollowing:
Differentaspectsofalessonplanindetail,includinglessonaims,context,targetlanguage,class
profile,assumptions,anticipatedproblemsandsolutions,materialsandboardwork.
Howtostagealessonconsideringstageaims,timing,proceduresandinteractionpatternsaswell
asdiscussingideasforwarmer,fillerandcooleractivitiestoengagelearners,providevarietyand
consolidatelearning.
Differentlessonplanmodelsandtheadvantagesofusingthesefordifferenttypesoflessons.
Longertermplanningusingasyllabusortimetabletohelpstructureaseriesoflessons.
Materialsandresourcesusedinclass,includingcoursebooks,supplementarymaterials,authentic
materialsandtechnology.

Objectives
Bytheendofthismodule,youwill:
Havegreaterawarenessofdifferentlessonplanningconsiderations.
Understandthedifferentaspectsoflessonplanningincludingsettinglessonplanaimsand
consideringyourclassprofile.
Beabletostructureadetailedlessonplanusingdifferentlessonplanmodelsfordifferentlesson
types.
Havegreaterawarenessofhowtouseasyllabusortimetabletostructureaseriesoflessons.
Haveconsideredhowtouseavarietyofmaterialsandresources.

Site: PremierTEFL
Course: 120hrHourAdvancedTEFLQualification(TeachingEnglishasaForeignLanguage)
Book: OrganisingandManagingLearning
Printedby: MesutYayla
Date: Wednesday,7September2016,9:09AM
Table of contents
1TimetoStartPlanningYourJob
2LessonPlanning
3Considerationswhenplanning
4FormalandInformalPlanning
5AFormalPlan
6AnInformalPlan
7RunningOrder
8PlanningBackgroundInformation
9Context
10AssumptionsandTimetableFit
11TargetLanguageorKeyVocabulary
12Languageskills
13Materialsandequipment
14Anticipatedproblemsandsolutions
15Classprofile
16Boardwork
17Planning:Outlineofprocedures
18Stagingandstageaims
19Timing
20Procedures
21Interactionpatterns
22Warmers,FillersandCoolers
23LessonPlanModels
24Presentation,Practice,Production(PPP)
25TestTeachTestorTaskBasedLearning
26EngageStudyActivate(ESA)
27LongerTermPlanning
28Syllabus
29Timetable
30MaterialsandResources
31Adaptingcoursebookmaterials
32Supplementaryresources
33Usingauthenticmaterial
34TechnologyintheClassroom
35Blendedlearning
36References
37FurtherReading
38UsefulWebsites
1 Time to Start Planning Your Job
Time to start planning your job
2 Lesson Planning
WhatisLessonPlanning?
Ifyouarenewtoteaching,preparingandplanningaformallessonplancansoundverydaunting.You
mayhavebeentaughtbyteacherswhohadtheabilitytothinkontheirfeetandreactspontaneouslyto
theirstudents.Youmayalsohavebeentaughtbyteacherswhoadheredstrictlytotheirlessonplan
withtheresultthatlessonswereslightlydullandprescriptiveinnature.
Newerteachersoftenfindittakestimetoplanlessonsatthebeginningoftheircareersandthiscanbe
initiallyfrustrating.
Effectiveteachersgoonplanningandpreparingtheirlessonsthroughouttheircareers,eveniftheir
plansareveryinformalandplanningtimeisreduced.
Forstudents,evidenceofaplanshowsthattheteacherhasdevotedtimetothinkingabouttheclass,
showingalevelofprofessionalismandcommitmenttotheirstudentslearning.Lackofplanning
revealstheopposite.

Reflective Task 1
Towhatextentdoyouagreewiththefollowingstatementsaboutlessonplanning?How
wouldyoudefinealessonplan?
1.Lessonplanningisessentiallyathinkingskill,notanactofwriting.
2.Alessonplanisaroutemapofwhatmusthappeninalesson,nottobedeviatedfrom.
3.Themainaimofaskingateachertoproducealessonplanbeforeanobservationistotrain
teachersinplanningthinking.
4.Aplanisascheduleoftimedactions.
5.Alessonplanshowstheobserverwhatkindsofthinkingandpreparationhavegoneintothe
lesson.
6.Experiencedteachersdontneedtoplantheirlessons,onlypreparethem.
7.Allteachersshouldwriteadetailedformallessonplanforeverylessontheyteach.
8.Whenplanningtheirlessons,teachersshouldstartwiththefirststageofthelesson,thenthe
secondandsoon.
9.Itispossibletooverplanyourlessons.

Someofthestatementsabovecontaincommonmisconceptionsaboutlessonplanningwhichwewill
considerbelow:
Lessonplanningisessentiallyathinkingskill,trainingteacherstoimaginetheirlessonsbefore
theyhappen.Beforeyougointoalesson,ithelpstobeclearaboutexactlywhatyouwanttodo.
Youcanneverpredicteverythingthatwillhappeninalessonandhowstudentswillrespondbut,
byplanningeffectively,youwillbebetterabletocopewithwhateverhappensinthelesson.
Alessonplanshouldnotbearigidroutemapofwhatmusthappeninthelessonbutaguideto
achievingthelessonaims,givingthelessonaframeworkoroverallshape.AsScrivenersays,itis
importanttoteachthelearners,nottheplan(1)andthismaymeanadaptingtheplanifnecessary.
However,inordertodothis,effectiveteachersneedtothinkahead,haveadestinationtheywant
theirstudentstoreachandknowhowtogetthere.Ateacherwhoismainlyconcernedwith
followingalessonplantotheletterisunlikelytoberespondingtowhatisactuallyhappeningin
class.
Producingaformalwrittenlessonplanbeforealesson,trainsteachersinplanningthinking.Itis
ausefultoolforteacherstoanalysewhattheyaregoingtoteach,howtheyaregoingtoteachit,
whichmaterialsortechniquestheywilluseandhowtheycancaterfortheirstudents'needsand
learningstyles.
Althoughitisusefultoconsiderdifferentstagesofalessonandthinkabouttiming,lessonstages
shouldbemorethanaseriesoftimedactivities.Thereshouldbeaclearlinkbetweenstagesandto
themainaimsandobjectivesofthelesson.
Whenusedinalessonobservation,alessonplanshowsanobserverthekindsofthinkingand
preparationthathavegoneintoalesson.
Thoughexperiencedteachersmaytakelesstimetoplanandbemoreabletothinkontheirfeetin
class,lessonplanningisessentialforallteachers,neworexperienced.
Thoughaformallessonplanisnotnecessaryforeverylesson,teachersshouldbeawareoftheir
lessonaimsandhowtoachievethem.
Teachersshouldhavetheirlessonaimsclearlyinmindbeforetheyapproachtheplanningstage.In
studentcentredlessons,theaimsshouldreflectwhatthestudentswillbeabletodobytheendof
thelesson.Whenplanningitisagoodideatostartplanningthelaststageofthelessonfirstand
thenworkbackwardstomakesureaimsareachieved.
Alessonplanisaworkingdocumentdesignedtoteachyourstudents.Whenlessonplanning,
thinkaboutthestudentsyouaregoingtoteach.Makesuresomeactivitiescanbeextendedand
personalizedandhavesomeextraactivitiesupyoursleevethatcanbedroppedinifnecessary.
Overplannedlessonscanbecomeextremelyrigidanddullasoftentoomuchattentionhasbeen
spentontheplan.Aplanneedstobeflexible,adaptingtothestudentsneeds.
3 Considerations when planning
Reflective Task 2
Whatdoyouthinkaresomegeneralareasyoushouldconsiderwhenplanningalesson?

Somegeneralareastoconsiderwhenplanningare:(2)
Thelearners.Willtheyenjoythelesson?Willtheybenefitfromit?
Theaims.Whatwillthelearnersbebetterabletodobytheendofthelesson?
Theteachingpoint.Whatisthesubjectmatterofthelesson?Whichskillsorlanguageareaswill
bestudied?Whichtopicswillbeused?
Theteachingprocedures.Whatactivitieswillyouuse?Whatsequencewilltheycomein?
Supplementaryresources.Whattexts,audiovisualmaterials,exercises,supplementaryresources
willyouuse?
Classroommanagement.Whatwillyousay?Howwillseatingbearranged?Howmuchtimewill
eachstagetake?

Activity1
Towhichofthe6generalareasabovewouldyouassignthefollowing
questions?
1.Howmanyseparateactivitieswilltherebe?
2.WherewillIstandorsit?
3.Whatdolearnersneed?
4.Whatskillswilllearnersbeworkingon?
5.HowwillIcontroltiming?
6.Whataresomethingsthatmaycausedifficultiesorgowrong?
7.HowamIgoingtodealwithmistakes?
8.Istheregoingtobevarietyofactivityinthelesson?
9.Howdothelessonobjectivesfitinwithlongertermgoals?
10.Whatdotheyknowalready?
SuggestedAnswers
1.Classroommanagement
2.Classroommanagement
3.Thelearners
4.Theteachingpoint
5.Classroommanagement
6.Theteachingpoint
7.Theteachingprocedure
8.Theteachingprocedure
9.Theaims
10.Thelearners
4 Formal and Informal Planning
Therearethreedifferentapproachestolessonplanning:
Adetailedformalplan
Adetailedinformalplan
Abriefnoteofrunningorderforactivities
Onteachertrainingcoursesandformalobservations,traineesareexpectedtoproduceaformallesson
planforeachlessontaughtorobservedasanawarenessraisingtool.Producingaformalplanrequires
youtothinkcarefullythroughaimsandproceduresandhelpsyoutobecomecleareraboutwhatworks
andwhy.Someinstitutionsmayaskyoutocontinuethisprocessaspartofyourteachingrolebutthis
isoftennotexpected.
5 A Formal Plan
Aformalplancontainstwoparts:
Backgroundinformation.Aims,targetlanguage,materials,predictedproblemsandsoon.
Outlineofprocedures.Descriptionofactivities,theirorderandpredictedtimings

Activity2
Belowisafulllessonplanincludingbothbackgroundinformationand
anoutlineofprocedures.InformationismissingfromtheBackground
Informationpage.Matchtheinformationtotheappropriateheadingsin
BackgroundInformation.Usetheoutlineofprocedurestohelpyou.(3)

1.ReducingmyTeacherTalkingTime(TTT).
2.UsedifferentprepositionsofplaceaccuratelyinspokenEnglishto
describewherethingsare.
3.Studentsarefamiliarwithhouseholdvocabularye.g.fridge,tableetc.
4.Confusionaboutthemeaningofopposite.
Pronunciationofweakformsto,of,the
5.Amouseislooseinthehouse.Whereisit?Frightenedhusband
wantstoknow.
6.Speakingdescribingwherethingsare,
Listeningtodescriptions
7.Prepositionsofplace:nextto,on,ontopof,near,under,opposite,
behind
8.Myownmaterialpicturesonwhiteboard
9.Drawapictureoftwohousesonoppositesidesoftheroadwith
arrowsbetweenthemelicitorteachopposite.
Modelandrepeatweakformsinasentenceaskstudentstorepeat
andpractiseinpairsusetheschwasoundonthephonemicchart.
10.Amultilingualgroupof10learnersstudyinginManchester.Mariais
theweakestintheclassandneedsmoresupportwithinstructions.
Mohammedisfluentandconfidentbutlacksaccuracy.Ivanisa
kinaestheticlearnerandenjoysactivitiesinvolvingmovement.

SuggestedAnswers
1.Personalaim
2.Mainaim
3.Assumptions
4.Anticipatedproblems
5.Context
6.Subaims
7.Targetlanguage
8.Materials
9.Solutions
10.Classprofile

Lesson plan Background Information

Date 2ndJanuary2015
Time 9:009:50
ClassName Elementary
Teacher LucyMcDonald

LessonAims
MainAim
SubAim(s)
PersonalAim
Context

AssumptionsandTimetableFit

TargetLanguage

MaterialsandEquipment

AnticipatedProblemsandSolutions

ClassProfile

Outline of Procedures
Time StageName Procedure StageAim Interaction
Useboard
drawingof
kitchen.Check
studentsknow
thevocabulary Torevise
5 Contextsetting (table,fridge vocabularyand Whole
mins Vocabreview etc). establishthe Class
Establish context
characterof
frightened
husbandtrying
tofindmouse.
 Drawmousein
various
positionsinthe
kitchenand
elicitwhereitis Topresent
Correctand targetlanguage
5 Presenttarget drillsentences andgive Whole
mins language husbandand students Class
wife controlledoral
H:Wheresthe practice
mouse?
W:Itsunder
thetable
andsoon.
Dividestudents
inpairsand
giveeachpaira
role:StudentA
husband,
StudentB
wife
Students
practice
questionsand
answersusing
thepictureon Toprovide
5 theboard controlled
ControlledPractice A:Wheresthe PairWork
mins practiceofthe
mouse? targetlanguage
B:Itsonthe
fridge
Studentsswap
roleshalfway
through
Teacher
monitorsand
provideshelp
with
pronunciation
andlanguage.
 Ingroups,
studentsextend
thedialogue
andimprovise
toextendand
actoutthe
sceneusing Toprovideless
10 Lesscontrolled Group
morecharacters controlled
mins practice Work
Teacher practice
monitorsand
provides
support
Studentsactout
theirscenesfor
otherstowatch.
Appointa
studentas
writeratthe
board.Class
recalland
Written
10 dictatea Toconsolidate Whole
consolidationoforal
mins sentencefrom targetlanguage Class
work
thedialogues.
Continuewith
different
studentsand
newsentences.
Handout
picturesof
wholehouse
labelledAand
B(SheetsAand
Bhavethe
mousein
different
places).In
pairs,students
explaintoeach Toprovide
otherexactly freeroral
10
Freerpractice wherethemice practiceina PairWork
mins
arewithout communication
lookingateach activity
otherspictures.
Partnersmust
drawmicein
thecorrect
places.Teacher
monitorsand
takesnoteson
errorsandgood
usesof
language.
 Teacher
providespraise
tostudentson
goodlanguage
use.Teacher
5 Error Toconsolidate Whole
givesdelayed
mins Correction/Feedback learning Class
cold
correctionon
errorsincluding
pronunciation
errors.

6 An Informal Plan
Aninformalplanisaplanfrequentlyusedbymoreexperiencedteachersonadailybasistorecord
planningthinkingandtoguidethemduringthelessontoachievetheirlessonaims.
Aninformalplanconsistsofnotesabouttheproceduretheteacherplanstofollow.Preparationfora
50minutelessoncantake50minutespreparationtime,includingthinking,searching,reading,
writing,cuttingupactivities,etc.
Therefore,itwouldbebadvalueifthematerialorlessonwasonlygoingtobeusedonce.Preparing
aninformalplanwithcopiesofmaterialsthenfilinginalessonmaterialsfileisagoodideaasideas
andlessonscanthenberecycledandusedinfuturelessons,cuttingdownfuturepreparationtime.
Anexampleofaninformalplanisasfollows:(4)
IntroWouldyouliketochangethepast?Discussalittle.Allowspaceforstudentstoexplain
theirthoughts.Saythatintodayslessonwellbetalkingaboutthepastbutespeciallyabout
thingsthatdidnthappeninthepastandspeculatingastowhatwouldhavehappenedifthings
hadbeendifferent.
PictureJFKandNKelicitwhotheyareandwhathappenedtothem.Encourageifsentences
correcterrorsandgetstudentstorepeatcorrectsentenceswithgoodpronunciation(note:dont
getsocarriedawaywithformandcorrectionthatyoudontlistentowhattheyaresayinglook
forinterestingideasaswellascorrectgrammar).
Whenstructureiswellestablishedintheclass(afteranumberofsentencesandwhenmost
peopleareabletospeakacorrectsentence)writeuponeortwoontheboard.Focusbrieflyon
howthestructureismade(note:If+subject+had/d+pastparticiple+
wouldve/mightve/couldve+pastparticipleetc.).
Introduceroleplaytopicuseboarddrawingtosetthesceneandexplainproblem/situation(hotel
inchaoswhosefaultisit?)Discussthebasicsituationbrieflythenhandoutrolecardsgive
themonlythreeminutesorsotoreadandthinkaboutcard.
Doroleplay.Dontinterfere.Listenandtakenotesofusageoftargetstructureforuseinnext
lesson.
7 Running Order
Thesimplesttypeoflessonplanusedbymanyteacherisabasicrunningorderofactivities,witha
noteofspecificlanguagepointsormaterialsthatwillbeused.Thisplanalsohelpsrecordyour
thinkingplanningandisveryquicktoproduce.Itcanbedifficulttoreferbacktothistypeofplanin
thefuture.
Anexampleofabasicrunningorderisasfollows:
Chatlastnightwhatdidtheydo?
Recallthingspeoplesaidcollectasdirectspeechonboard
Focusonusefulverbsexplained/demanded/promised
Pairsturnintoreportedspeech(write)
Standuptelleachotheraboutlastnightusingreportingverbs
Docoursebookpage5ex3+4
Fillergamefamousquotations(iftime)
8 Planning Background Information
Lesson Aims
ThekeyquestionofeverylessonisWhataretheaimsofthelesson?Ifyoucananswerthisclearly,
youcanbeclearaboutwhatyouhopelearnerstobeabletoachievebytheendofthelessonand,asa
result,allotherconsiderationswillbecomeeasiertoanswer.Knowingwhereyouaregoinghelpsyou
tomakemomentbymomentdecisionsaboutdifferentpathsoroptionsyoucouldtakeinthelesson
whilekeepingthemainaimclearinmind.
Inastudentcenteredlesson,lessonaimsshouldreflectwhatthestudentswillbeabletorealistically
dobytheendofthelesson.Whenplanningitisagoodideatostartplanningthelaststageofthe
lessonfirstandthenworkbackwardstomakesureyouraimsareachieved.Lessonswheretheaimis
unclearortooambitiousareoftenunsuccessful.
Inalesson,youmaywanttopractiseagrammaticalstructureandalsoencouragestudentstopractise
speaking.Youmayalsowanttouseorimprovecertaintechniqueswhileyouareteaching.Itiseasier
then,todivideaimsinto3separateparts:
Mainaimsthemainfocusofthelesson.
Subaimsotherskillsorlanguageyouwantstudentstopractice.
Personalaimstechniquesoraspectsofteachingyouwanttouseorimproveduringthelesson.
Youmaywantapotentialobservertofocusonthisarea.
Asageneralrule,inalessonwherethemainaimistointroduce,practiseorreviewlanguagesystems,
thesubaimshouldbeskillsbased.Likewise,askillsbasedlessonshouldhavealanguagesystems
subaim.Forexample,inalessonwhereyourmainaimistopractiseacertaingrammaticalstructure
(languagesystem),yoursubaimmaybetogivestudentscontrolledandfreerspeakingpractice(skill).
Aimsshouldbeclear,specificandachievable,mentioningthecontextusedinlanguagesystems
lessonsandwhatthestudentswillbedoingbytheendofthelesson.Forexample,ifyourmainaimis
toteachpresentperfect,youcanconsidersomeofthefollowingquestionstoensureyouraimsare
clearandspecific:
WhichfunctionofthepresentperfecttenseamIgoingtoteach?
WhichcontextcanIuse?
Howwillthelanguagebeintroduced/reviewedatext?Pictures?Situationalcontext?
Whichformswillbereviewedinthelessonaffirmative,negative,questionforms?First/third
person?
Whatisthesubaim?howwillthestudentspractise/reviewthelanguage?
Byconsideringtheabovequestions,aimscouldberewrittenasfollows:
Mainaim:toreviewandgivecontrolledandfreeroralpracticeofthefirstpersonaffirmative,
negativeandquestionformsofthefunctionofthePresentPerfecttenseusedtodescribepast
experiencesinthecontextofholidays,usingasituationalcontext.Forexample,Ivebeento
Turkey..
Subaim:bytheendofthelesson,studentswillbeabletoorallydescribepastexperiencesusing
thepresentperfectforminthecontextofholidays.
Goodphrasestousewhendescribingaimsare:
Toraiseawarenessof...
Toexposelearnersto...
Bytheendofthelessons,studentswillbeableto...
Toreview...
Toprovidefurtherpracticeof...
Activity3
Lookatthefollowingunclearaims.Howwouldyouchangethelessonaim
tomakeit
1.Clearer
2.Morespecific
3.Contextualized
4.Reflectinglanguageformspractisedwithaskillssubaimorthesub
skillpractisedwithalanguagesystemssubaim.
1.Topractiseexpressingregretsusing3rdconditional
2.Toreadaghoststory.

SuggestedAnswers
1)Mainaim:bytheendofthelessonstudentswillbeabletodiscuss
personalpastregretsusingtheaffirmative,firstpersonthird
conditionalforme.g.IfIdgonetouniversity,Idhavebecomea
doctor.(LanguageSystem)
Subaim:toprovidecontrolledandfreeroralpracticeofthe
3rdconditionalformusedtodescribepastregrets.(Skills)
2)MainAim:toprovidestudentswithpracticeinreadingfordetailed
comprehensioninthecontextoffictionalstories.(Skills)
SubAim:toreviewtheuseofpastsimpleandpastcontinuousin
storiestodescribeinterruptedactions.(LanguageSystems)

Atthisstageofthecourse,donotworryifyouarenotfamiliarwithsomeofthenamesofthe
grammaticalstructuresreferredtointhissectionaswewillreferbacktoModule3whendiscussing
howtoteachgrammarinModule4.
Personalaimsarealsoreallyimportantconsiderationswhenplanningyourlessons.Youmaywishto
developfurtherinyourteachingortryoutnewtechniquesforthefirsttime.Informallesson
observations,yourDirectorofStudiesorAcademicManagermayhavegivenyousuggestionsfor
improvementintheirpostlessonobservationfeedback.Byincludingpersonalaims,infuture
observations,youcangetusefulfeedbackabouthowwellyouhaveimprovedincertainareas.
Personalaimscanvaryfromteachertoteacherbutexamplesareasfollows:
Toreduceteachertalkingtime(TTT)
ToorganisetheWhiteboardmoreeffectively
TouseiPadsinclass
Togiveclearerinstructions
Toencourageselfcorrection
Touseanauthenticsongeffectivelytoteachvocabulary
9 Context
InModule1,welearnedhowEFLteachingevolvedfromtheteachercanteredgrammartranslation
methodtomorecommunicativeapproachesusedtoday,withafocusonstudentsusinglanguageina
meaningfulandmemorableway.Whenteachinggrammaticalstructuresorvocabulary,itisusefulto
useacontexttohelpstudentsunderstandthegrammaticalrule.Whenyoucreateaneedforlanguage
withameaningfulcontext,studentswillunderstandandrememberyourlanguagepoint.

Activity4
WatchtheteacherdevelopmentvideobelowentitledTeaching
GrammarinContext(9minutes)
www.youtube.com/watch?v=bnw3l21pWIc
1.WhatcontextdoestheteacherusetoteachPastSimple?
2.Whyisthiscontexteffective?
3.Whichothercontextscouldyouusetoteachpasttenseforms?

SuggestedAnswers
1.Talkingaboutfilms
2.Thestudentshavewatchedfilmsandwereabletotalkabout
filmsinclass
3.Youcoulduseatext,talkingaboutyourlastholidayorthe
weekend,writingastory

Inthevideo,theEFLteacherusedfilmplotsasacontextforteachingthePastSimpletense.He
neededtoestablishthecontextatthebeginningoftheclassandstudentsusedthetargetlanguageina
meaningfulwaytodescribepastactionsinfilmstheyhadpreviouslyseen.Usingacontextismore
meaningfulandencouragesmorestudentcommunicationthanjustpresentingthegrammaticalform
andgivingstudentsdryexercisestocomplete.
Youcansetcontextsinthefollowingways:
Situationalcontext.Setupasituationusingpicturesordrawingsontheboard.Anexampleof
thisisintheexampleformallessonplanabovewhenthesituationofamouseinthekitchenwas
usedtoteachprepositionsofplace.
Picturesorpicturestory.Visualaidscanbeusedeffectivelytoelicitandpracticegrammatical
rulese.g.toteachthetargetlanguageIusedtoberich,youcouldhavetwopictures,onepicture
inthepresentofatrampandapictureinthepastofamillionairetoshowaclearchangein
circumstances.
Writtentext.Torevisegrammaticalstructures,youcoulduseanewspaperarticleorothertext
withclearexamplesofthestructures.Studentsthenreadthetext,thenanalysethetextfor
examplesofthetargetlanguage.
Audiotext.Youcoulduseanaudiotext,videoorsongtopresentorrevisegrammaticalstructures
orvocabulary.Forexample,youcoulduseaninterviewtopractisequestionformsorasongsuch
asMoney,money,moneytoteachlexicalsetsofvocabulary,inthiscaselanguageformoneyi.e.
rich,pennyandsoon.
Spokentext.Youcoulduseatopiclikeyourlastholiday,yourfirstjobtopresentandpractise
languageincontext.
 Roleplayortask.Amotivatingwayofpresentinglanguageisbyfirstaskingstudentstodoa
roleplayinacertainsituatione.g.complaininginashop,thenprovidethelanguagetheyneedto
carryouttheroleplaymoreeffectively.Studentsthendotheroleplayagainoncetheyhave
focusedonthetargetlanguage.Thiscontextprovidesaneedforthelanguage,motivatingstudents
tofocusonthelanguagesotheycancompletethetaskmoreeffectively.
Whendecidingonasuitablecontext,itisgoodtothinkaboutthefunctionofthegrammatical
structureyouwanttoteach,thelearnersinterestsandthelevelofthestudents.
Forexample,yourtargetlanguagemaybePresentPerfectforexperiences,asintheexample,Ive
beentoTurkey.Ifyouwereteachinganelementaryclassorlowintermediateclass,thislanguage
maybenewtothelearners.Aclear,situationalcontext(forexample,atouristreturningbackfromhis
travels)maybemoreappropriatetoteachthislanguageforthefirsttime.Ifyouwereteachingan
UpperIntermediateclass,however,youwouldassumethattheyhavealreadystudiedthislanguage.
Therefore,ataskbasedapproach,whereyouaskstudentstotalkabouttheirlifeexperienceswithout
providinglanguagefirst,maybemoreappropriatetoestablishwhatthestudentsalreadyknowand
whattheymayneedfurtherpracticein.Whenthinkingaboutsuitablecontexts,itisoftenusefulto
consultcoursebooksandsupplementarymaterialstogetafeelforsuitablecontextsforcertain
languagelevels.
10 Assumptions and Timetable Fit
Anotherconsiderationwhenlessonplanningisestablishinghowthislessonfitsintoacourseofstudy
andwhatpriorknowledgestudentsbringtothelesson,basedonpreviouslessonsandthestudents
learnerlevel.Intheexamplelessonplanconsideredintheformallessonplansection,theteacher
assumedthatthestudentswerealreadyfamiliarwithvocabularytodescribehouseholditemssuchas
fridgeandtable.Therefore,atthebeginningofthelesson,shewasabletoquicklyrevisethis
vocabularyratherthanpresentthisasnewlanguage.Itispossiblethatshehadtaughtthisvocabulary
inapreviouslesson.Shethenbuiltonthispreviousknowledgebyteachingprepositionsofplace
usingthecontextofhouseholditems.
Wecanalsoassumethatstudentsofacertainlanguagelevelbringacertainamountofknowledgeand
understandingabouttargetlanguagetothelesson.Forexample,aspreviouslydiscussed,wecan
assumethatupperintermediatestudentsarefamiliarwithcertaingrammaticalstructuresand
vocabularyandwecanbuildonthatpreviousknowledgetoteachmorecomplexgrammatical
structures.Forexample,whenplanningtoteachalessononhowtousethePastPerfecttense(i.e.I
hadseenthefilm),wecanassumethatlearnersarefamiliarwiththelesscomplexPastSimpletense
(i.e.hecamehome').Thismakesiteasiertopresentandbuildonpreviousknowledgetogive
studentspractiseinusingbothtensestohighlightthatoneactionhappenedbeforeanother('Ihadseen
thefilmbeforehecamehome).Ifyouareunsureaboutwhatalearnershouldknowatacertainlevel,
itisusefultorefertotheCEFR(CommonEuropeanFrameworkofReference)candostatements
consideredinModule1.Syllabicontainedincoursebooksandsupplementarymaterialsarebasedon
theCEFRandcanprovideaclearreference.

Activity5
Whatassumptionsdoyouthinkteachershavemadeabouttheirstudents
whenplanningthefollowinglessons?
1.Studentswriteaghoststoryset100yearsago.
2.StudentspracticecomparingPastSimplewithPastContinuous.
3.Studentsreadatabloidnewspaperarticleandabroadsheetnewspaper
articleaboutthesamestoryandcomparehowthestoryispresented
ineach.
4.StudentsreadatextandunderlineallPasttenses.

SuggestedAnswers
1.Wecanassumestudentsknowhowtousepasttensesandare
familiarwithvocabularyneededtoproduceastoryinthisgenre
suchasghost,hauntandsoon.
2.Wecanassumethatthestudentsarefamiliarwithhowtouse
bothtensesseparately.
3.Studentsarefamiliarwithreadingnewspaperarticlesandare
familiarwiththedifferencesbetweenthetwowrittengenres.
4.Studentsarefamiliarwithpasttenses.
11 Target Language or Key Vocabulary
Whenteachingalanguagesystemslessoneithergrammaticalstructuresorvocabularyitis
importanttoanalyzethelanguageyouareabouttoteachintheplanningstagesoyouareclearabout
whatyouareteachingandhowtoexplaintheconcepttoyourlessons.Youwillneedtoproducea
modelsentenceorsentences.Toanalysegrammaticalstructureseffectively,itisessentialtorefertoa
grammarbookorresource,especiallywhenyouarenewtoteaching.Examplesofgoodgrammar
booksareincludedinthesuggestionsforfurtherreadingattheendofthismodule.
Whenanalyzinggrammaticalstructures,itisimportanttoconsiderthefollowing:
Form:thepartsofspeechusedtoconstructthestructure
Meaning:theconceptthegrammaticalstructureexpresses
Function:howthestructureisusedcommunicatively
Toillustrate,hereisananalysisofthefollowingtargetlanguage:
TargetlanguagePresentPerfectSimple
ModelSentenceIvebeentoTurkey
Form
Affirmative:I(Subject)+have(have)+been(pastparticiple)+to(to)+Turkey(country/place)
Negative:I(Subject)+have(have)+not(not)+been(pastparticiple)+to(to)+
Turkey(country/place)
Question:Have(Have)+you(subject)+been(pastparticiple)+to(to)+Turkey?(Turkey?)
Meaningtotalkaboutpasteventswhichhavealinktothepresentwhenthereisnopasttime
marker
Functiontotalkaboutpastexperiencesatanunspecifiedtime
Activity6
TryanalyzingthetargetlanguagebelowforForm,MeaningandFunction.
Amodelsentencehasbeenproducedforyou.
1.Igotoworkeveryday.
2.Youshouldgotothedoctor.

SuggestedAnswers
1.Form:AffirmativeIgotoworkeveryday(subject+infinitive
verb+to+place+time)
NegativeIdontgotoworkeveryday(subject+not+infinitive
verb+place+time)
QuestionDoyougotoworkeveryday?(Auxiliarydo+
subject+infinitiveverb+)
MeaningPresenttenseusedforregularactions
Functiontodescribedailyroutines
2.Form:AffirmativeYoushouldgotothedoctor(subject+
should+infinitiveverb+place)
NegativeYoushouldntgotothedoctor(subject+should+not
+infinitiveverb+place)
QuestionShouldIgotothedoctor?(should+subject+
infinitiveverb+place?)
MeaningItisagoodideathatyougo
Functiongivingadvice

Youmayhavefoundtheexerciseabovetrickyifyouarenotyetfamiliarwithsomeofthe
grammaticalstructuresusedinEnglishbut,atthisstage,itisenoughtounderstandthattarget
languagemustbeanalysedinyourplanningstage.
Whenteachingvocabulary,itisimportanttolistthekeyvocabularyyouwanttoteachtolearnersand
thinkofhowyouaregoingtoteachorelicitsuchvocabularyfromyourlearners.Dependingonthe
lessonandlearnerlevel,itisadvisabletolimitkeyvocabularyto1020itemsratherthanaimtoteach
allvocabularyinacertainlexicalsetorfamilyofwordslinkedtogether.Researchhasshownthata
learnerneedstobeexposedtoalexicalitemapproximately6timesbeforeitenterstheiractive
vocabulary.Attemptingtoteachallvocabularyinacertainlexicalsetcouldswampthelearners.Of
course,withhigherlevellearners,youcanassumethattheywillalreadybefamiliarwithmore
familiar,highfrequencywordsbasedaroundacertainlexicalsetsokeyvocabularyshouldbuildon
familiarvocabulary.Forexample,whenteachingtypesoftransport,youcanassumethatahigher
levellearnerwillalreadyknowhighfrequencywords,suchascar,busandsoon,sokey
vocabularytobetaughtcouldincludelowfrequencywords,suchaskayakandcanoe.
Inadditiontoanalysingwhatyouaregoingtoteach,youmustalsodecidehowyouaregoingtoteach
it.Vocabularycanbepresentedindifferentwaysdependingonthekeyvocabularytobetaughtand
thelearnerlevel.Someofthewaysvocabularycanbepresentedareasfollows:
Usingpicturesorvisualaids.Thisworkswellforvocabularyusedtodescribeobjectse.g.clothes,
animalsandfurniture
Usingrealiaorrealobjectse.g.teachingclothesbypointingattheclothesyouandthestudentsare
wearing
Usingmimeoractionse.g.teachingfrogbyjumpingaroundtheroomlikeafrog
Usingsoundse.g.towhistlebymakingawhistlingsound
 Usingmatchingtypeactivitiesinwhichvocabularyitemsarelistedononesideofthepaperand
meaningsarejumbledontheotherside(studentsthenmatchvocabularyitemstotheirmeanings
inpairs)
Throughatext.Forexample,usinganewspaperarticleaboutacrimetoteachvocabularyitems
suchassteal,thiefandsoon(studentslookatthewordsanddeducethemeaningfromcontext)
Usingastoryorsituatione.g.teachingthewordsforrelationshipsgettoknoweachother,fall
inlovebytellingthestoryofacouplemeetingandtheirrelationshipprogressing

Activity7
Howwouldyouteachthefollowingvocabularyitems?
1.Anurse
2.Tobreakdown
3.Topassanexam
4.Rockmusic
5.Togetdivorced

SuggestedAnswers
1.Usingapictureofanurse
2.Usingastoryorasituationwithpicturesshowingacardriving
alongthenstoppingandnotworking
3.Apictureofsomeonetakinganexamandasecondpicture
showingathepersongettingresultsandlookingreallyhappy
4.Playsomerockmusicormimeorusepictures
5.Tellthestoryofarelationshipacouplegetsmarried,thenfall
outthenmimetakingringsoff

Yourideasforteachingthevocabularyitemsmaybedifferenttothesuggestedanswersandthisisfine
astherearesometimesdifferentwaysinwhichvocabularycanbepresented.Fromourdiscussionin
Module2aboutlearningstyles,itisalsogoodtoconsiderdifferentwaysofpresentingvocabularyto
appealtodifferentlearningstyles.Forexample,youcouldpresentthevocabularyitemguitarin
threedifferentwaystoappealtodifferentlearningstyles:
Apictureofaguitar
Playsomeguitarmusic
Mimeplayingaguitar
12 Language skills
Ifyouareteachingalanguageskillslesson,youfirstneedtodecidewhichskillyouaregoingtogive
learnerspracticein:
Inaddition,itisusefultoanalysewhichsubskillsyouaregoingtogivelearnerspracticeinandwhat
youexpectlearnerstobeabletodoattheendofthelesson.Examplesofsubskillsforlanguageskills
aregivenbelow:
Listeningforgist,listeningfordetail,listeningforspecificsounds(i.e.phonology).
Readingforgist,readingfordetail,skimming,scanning,extensivereading.
Writingindifferentgenres(e.g.essay,shortstory)handwriting.
Speakingdiscussions,debates,turntaking,interviewskills.
InModules7and8,wewilllearnmoreaboutthelanguagesubskillslistedabove,butfornowitis
enoughtoappreciatethatmoreisinvolvedinteachingalanguageskillanditiscleartohaveinmind
whichsubskillyouwanttogivestudentspracticeinsoyoucanachieveyouraims.
13 Materials and equipment
Whileplanningyourlesson,youmayhaveconsulteddifferentteachingresourcesandconsidered
usingequipmentaspartofthelesson.Itwould,therefore,befrustratingtoentertheclassandfindout
duringthecourseofthelessonthatyouhadforgottentobringacopyofaresourceyouhadplannedto
useorfailedtosetupyourequipment.Itis,therefore,worthmakinganoteofallmaterialsyouplanto
useinalist,includingreferencenumbers.Ifyouneedtomakephotocopiesofsupplementary
resourcesalsomakeanoteofthistoensureyouarewellprepared.
Examplesofmaterialsandequipmentcouldinclude:
Coursebooks.
Supplementarymaterialsphotocopies.
Gamesoractivitiescutup.
Grammarbookorreference.
Pictures.
CDs/audiofiles.
DVDs/videoclips.
Internetresources.
CDplayer.
Realia.
14 Anticipated problems and solutions
Itmaynotbepossibletopredicteverythingthatcouldhappeninalessonbutitisworthconsidering
possibleproblemsandsolutionstothoseproblemssoyouarefullypreparedforanythingthatmay
happen.
Anticipatedproblemscaninclude:
Possibledifficultiesstudentsmayhavewiththetargetlanguageorskill.
Potentialclassroommanagement
Issueswithequipmentandmaterials.
Afteryouhaveanalysedyourtargetlanguageordecidedwhichlanguageskillssubskillyouwant
studentstohavepracticein,itisimportanttoconsiderpotentialdifficultiesthatmayarise.Students
mayconfusePresentPerfectSimple(e.g.IvebeentoTurkey)withPastSimple(e.g.Iwentto
Turkey)asbothtensesdescribepastactions.
Whenteachingvocabulary,studentsmayhavedifficultiespronouncingcertainsounds.Studentsmay
strugglewithreadingalongertext.Difficultiesmayarisefromastudentsfirstlanguage.Forexample,
Russianstudentsmayhaveproblemsusingarticles(a,the)asthesearenotusedintheirlanguage.
TurkishstudentswillhavedifficultieswithwordorderasTurkishwordorderisdifferentfrom
English.StudentswhosefirstlanguagedoesnotusetheLatinscriptmayfinditmoredifficulttoread
orwrite,evenathigherlevels.Youmaybefamiliarwithsomelanguagesandknowofpotential
problemsthatmayarise.ResourcessuchasLearnerEnglish(SwanandSmith,2001)areextremely
usefulastheylistpotentialdifficultiesthatmayariseinmostmajorlanguagegroups.
Potentialclassroommanagementissuescouldinvolvestudentnumbers.Ifyouhaveplannedapair
workactivity,whathappensifanoddnumberofstudentscometoclass?Ifyouhaveasmall
classroomandhaveplannedamingleactivity,classroomspacemaybeananticipatedproblem.You
mayhaveplannedanactivitysuchasaroleplaywhichneedsclearinstructionsinordertowork
effectively.Classroommanagementalsoincludespotentialstudentissues,forexampledealingwith
latecomerstoclassorstudentswhoareshywhentalkinginagroup.
Technologyintheclassroomcanbeaneffectiveresourcewhenitisworkingbutyoualsoneedto
considerwhatyouwoulddoifyouhavetechnicalissues.Itmaybeworthconsideringabackupplan
iftechnologyfailsyou.Youmayexperiencedifficultieswiththephotocopiersomayneedto
improviseorplanphotocopyinginadvanceifyouhaveplannedtouseextrahandouts.
Inadditiontoanticipatingproblems,youalsoneedtoconsiderpossiblesolutionssoyouarefully
preparedforanythingthatmayhappeninclass.
Activity8
Thinkofpossiblesolutionsfortheanticipatedproblemsbelow.
1.MyArabicstudentsreadslowerthanmySpanishstudentsbecauseof
theirfirstlanguage.
2.MyclassroomisverysmallandIwanttodoamingleactivity.
3.Iwanttouseayoutubeclipinclassbutamworriedaboutissueswith
thewifi.

PossibleSolutions
1.PrepareadditionaltasksfortheSpanishstudentstocomplete
afterreadingthetextsotheArabicstudentshavemoretimeto
read.
2.Considerusingthehalloranotherroomforthemingleactivity
orconsiderusingamilldrill(i.e.halfthestudentsseatedand
halfmovearound).
3.Downloadtheclipontothecomputersoyoudonothavetorely
onthewifi.

Youmayhaveconsidereddifferentsolutionstotheonesaboveandtheremaybemultiplesolutionsto
anticipatedproblemswhichwillgiveyoumoreoptionsinclass.
15 Class profile
Rememberthatyouareteachingthelearnersnotthelessonplan(5),soconsideringyourclass
profilebeforeyouplanyourlessonisessential.Itwillalsohelpyouplanlessonswhichcaterforyour
learnersstrengthsandweaknessesandlearningstyles.
Thefollowingconsiderationsareimportantwhenthinkingaboutyourclassprofile:
Age.
Gender.
Firstlanguage.
ReasonsforlearningEnglish/motivationallevel.
Levelofeducation.
Attendance.
Learningstyle.
StrengthsandweaknessesinEnglish.

Thefollowingisanexampleofadetailedclassprofile:

Name Maria Mohammed Cristina Simon

Age 20 18 30 25
Gender F M F M
First
Spanish Arabic Spanish French
Language
Motivation Workreasons GotoUni Pleasure Workreasons
Education Highschool Highschool University University
Attendance 100% 70% 80% 75%
Learning
Visual Kinaesthetic Auditory Kinaesthetic
style
Fluent,
Excellent
Strong Fluentspeaker. confident
Strengthsand grammar,
grammar,shy Slowerat speaker,
Weaknesses struggleswith
speaker reading grammarlacks
fluency
accuracy

Fromthisclassprofile,youcanstarttomakethefollowingdecisionsaboutyourlessonstoappealto
thedifferentlearnersinyourclass:
IncludearangeofKinaesthetic,VisualandAuditoryactivitiestoappealtodifferentlearning
styles.MohammedandSimonwillbemoremotivatedifgivenKinaestheticactivitiestocomplete.
ThreeofthestudentsL1sshareLatinscriptwithEnglishbutonelearnerspeaksArabic.More
supportmayneedtobegiventothislearner.
CristinaandMariaarebothstrongeratgrammaticalaccuracyandweakeratfluency.Mohammed
andSimonaretheopposite.Itmight,therefore,begoodtopairMohammedwithMaria/Simon
withCristinasothepairshavedifferentstrengthsandweaknessesandcanhelpeachother.
SimonandMohammedhavelowerattendancethanCristinaandMariasotheremaybeariskof
themnotattendingthelesson.Ifyouhaveplannedapairworkactivity,thismaybeadaptedif
thereareonly3studentspresentinclass.
Mohammedisweakeratreadingsomayneedmoretimetoreadatext.Youmayneedtoplan
extensionactivitiesfortheother3students.
 ThreeofthestudentshavespecificreasonsforlearningEnglishsoyoumaywanttotakethisinto
considerationwhenplanningthelesson.Ifyouareteachingareadinglesson,howcanpractising
readinghelpMohammedachievehisgoalofgoingtouniversity?Youcouldmentionthe
importanceofreadingwhenpreparingessaysandsoon.
Twoofthestudentssharethesamelanguagesoyoumaywanttoseparatethesestudentsinpair
workactivitiestoavoidthembeingtemptedtousetheirL1inclass.
Theremaybeotherdecisionsyoucouldmakeaboutteachingthissmallgroupoflearnersbutthe
suggestionsaboveshowthatconsideringyourclassprofilehelpstoshapeyourlessonandhelpcater
foryourdifferentlearners.
Ofcourse,youdonotneedtowritesuchadetailedclassprofileforeachlearnerforeachlesson
thoughyouwillfinditusefulwhenyoustartteachingorwhenplanningaformalobservation.You
couldwritealessdetailedclassprofileasfollows,highlightinggeneralconsiderationsaboutyour
groupasawhole:
ClassProfile
Thereare4studentsinclassranginginagefrom1830.Theclassismixed
genderandmultilingualSpanish,FrenchandArabic.Threeofthe
studentshavespecificreasonsforlearningEnglishand,assuch,arehighly
motivated.Attendancerangesfrom70100%.Thereareamixoflearning
stylessoIneedtoincludearangeofVAKactivities.Thefemalestudents
aregoodataccuracybutweakeratfluency.Themalestudentsarethe
opposite.Mohammedisweakeratreading.
16 Boardwork
Animportantresourceinclassisthewhiteboard.Thiscanbeusedeffectivelytorecordvocabulary,
targetlanguage,miscellaneousvocabulary,drawingsandsoon.Inmodule2,wediscussedthe
importanceofpractisingyourboardworkwritingasitcaninitiallybetrickytogetusedtowritingon
aboard.Itisalsoimportanttoconsiderboardworkorganisationintheplanningstage,planningout
yourboardonpaperoronthecomputer.Boardworkprovidesstudentswithaclearrecordofthework
studiedinclass.Studentscanwritedownboardworkandrefertoitinthefuture.Ifboardworkis
poorlyorganisedormessy,itwillbeconfusingforstudentsandwouldnotbeausefulrecordofthe
lesson.

Activity9
Howwouldyouorganisethefollowinginformationonyourwhiteboard?
WriteitdownonapieceofpaperoruseaWorddocument.
1.Pictureofatourist.
2.IvebeentoTurkey.
3.PictureofTurkey.
4.I+have+pastparticiple+to+place.
5.Thewordtourist.
6.HaveyoubeentoTurkey?

SuggestedAnswer
Theboardcanbeorganisedasfollows:

(Yourpictures)
IvebeentoTurkey Vocabulary
I+have+pastparticiple+to+place Tourist
HaveyoubeentoTurkey?

YoumayhaveorganisedtheboardinadifferentwaybutIamsureyouwillagreethatconsidering
boardlayoutandpreparingthisadvancewillensurethatyourboardwillbeorganisedandeasyfor
studentstoreferto.
Generallyspeaking,itisgoodtodivideyourboardintodifferentsectionsinthisexample,asection
foryoursituationalcontext,targetlanguageandvocabulary.Itisalsoagoodideatousedifferent
coloursontheboard,perhapsblackforlanguagework,redtoshowformandgreentohighlight
phonologicalfeatures.
WewilllearnmoreaboutPhonologyinModule6andwhichphonologicalfeaturestofocusonin
class.
17 Planning: Outline of procedures
AfteryouhavelookedatthelessongloballyintheBackgroundInformationsectionoftheplan,you
arethenreadytopreparethelessonindetail,consideringindividualstages,linkedtoachievingthe
overallmainaim,timingofeachstage,proceduresandinteractionpatterns.
18 Staging and stage aims
AfteryouhavelookedatthelessongloballyintheBackgroundInformationsectionoftheplan,you
arethenreadytopreparethelessonindetail,consideringindividualstages,linkedtoachievingthe
overallmainaim,timingofeachstage,proceduresandinteractionpatterns.Wewilllookatthesein
moredetailbelow.

Staging and stage aims

Asdiscussedpreviously,whenconsideringstagingalesson,itisagoodideatofirstdecidewhatyou
wantstudentstobedoingattheendofthelessonandthenworkbackwards,decidingwhatyouneed
todointheearlystagestoensurethatstudentsareabletodothefinalstageofthelessoneffectively,
therebyachievingyouraim.
Pleasereferbacktothelessonplanusedearlierinthismodule,intheformallessonplansection.In
thislesson,theteachersmainaimwasasfollows:
UsedifferentprepositionsofplaceaccuratelyinspokenEnglishtodescribewherethingsare.
Therefore,inordertoachievethisaim,theteachersfinallessonplanstagewas:
Handoutpicturesof
wholehouselabelledA
andB(SheetsAandB
havethemousein
differentplaces).Inpairs,
studentsexplaintoeach Toprovide
otherexactlywherethe freeroral
10 Freer Pair
micearewithoutlooking practiceina
mins practice Work
ateachotherspictures. communication
Partnersmustdrawmice activity
inthecorrect
places.Teachermonitors
andtakesnotesonerrors
andgoodusesof
language.

Bytheendofthelesson,theteacherwantsthestudentstobeabletospeakfairlyindependentlyin
pairs,usingprepositionsinplacetocomparetwopictures.
Inordertoachievethisendstage,itisclearthatstudentsneedappropriatescaffoldingandsupport
fromtheteacherincluding:
Revisionofvocabularystage1.
Understandingofcontextstage1.
TargetLanguageprepositionsofplacestage2.
Controlledpracticestage3and4.
Writtenrecordstage5.
Activity10
Lookattheendstagesofthefollowinglessonsanddecidewhatthe
studentswillneedtoknoworpracticeinearlierstagesofthelesson.
1.Studentswriteabouttheirlastholiday.
2.Studentstakepartinadebateaboutwhethersmokinginpublic
shouldbeillegal.

SuggestedAnswers
1.Holidayvocabulary/pasttenseforms/oralpracticeof
describingyourlastholiday/timesequencersfirstly,secondly,
attheend
2.Smokingrelatedvocabulary/considerationofprosandcons/
languageusedtogiveopinionse.g.Istronglybelieve/
preparationtime

Itisalsoimportanttoconsiderstageaimsi.e.howeachstagerelatestotheoverallmainaim.Thiswill
helpyouensurethatyourmainaimisachieved.
19 Timing
Timingoflessonplanstagesiskeyasyourlessonswillhaveastarttimeandendtime.Inorderto
achieveyourmainaim,youwantstudentstocompletethefinalandmostimportantstageofthe
lesson.Iftimerunsoutbeforestudentshavechancetocompletethefinalstage,studentswillnothave
receivedsufficientfreerpracticeofthetargetlanguage.Ifthisdoeshappen,youcanalwayscarrythe
lessonovertothenextlesson,buttheimpetusmaybelost.
Timingisalsoimportanttomakesurethatstudentshavesufficienttimetocompleteeachstageofthe
lesson.Ifstagetimingsaretooshort,studentsmaynotbenefitmuchfromthelesson.Ifstagetimings
aretoolong,thelessonwilllosepaceandstudentsmaystarttofeelboredandgoofftask.
Settingappropriatetimelimitsandstickingtothemwillhelpavoidthisproblem.Ifyouknowthata
stageshouldtake5minutes,youknowwhentostoptheactivityandmoveon,therebyensuringthe
pacedoesnotdip.Givingthestudentsatimelimitforactivitieswillalsochallengelearnersandavoid
thembeingtemptedtochatabouttheweekendorgoofftopic.
Ofcourse,alwayskeepinmindthatyouareteachingthestudentsnottheplan,soalltimingsare
suggested.Youmayfeelthatinthelessonstudentsneedmoretimetocompletethestageoryoumay
feelthatstudentscompleteastagequickerthanexpected.Youcanthenadjusttimingsasyougoon.It
isagoodideatothinkaboutflexistages,i.e.additionalstagesthatcanbeaddedinortakenout
withoutaffectingthelesson.Itisalsoagoodideatohaveabankofwarmers,fillersorcoolers,
consideredlater,upyoursleeve,incasealessonendsearlierthanexpected.
Onceyouknowyourclass,youwillbebetterabletogaugehowlongyourstudentsneedtocompletea
certainactivity.Forexample,ifyouteachagroupofstudentswhodonotusetheLatinscriptintheir
firstlanguage,theymayneedlongertoreadatext.
20 Procedures
Proceduresarewrittendescriptionsofwhatwillbehappeningateachstageofthelesson.Whenyou
firststartteaching,itisagoodideatomakethesedescriptionsasdetailedaspossibletogiveyourself
thesupportyouneedtoensureyourlessonisasuccess.
Procedurescancontaininformationaboutthefollowing:
Studentactions(forexample,speakinginpairs,listeningtotheteacher).
Teacheractions(forexample,writingontheboard,monitoring).
Materialsused(forexample,whiteboard,handout,coursebook).
Writteninstructions(forexample,Workinpairs).
Languagetaught(forexample,IvebeentoTurkey).
Whenwritingprocedures,imaginethatyouaregoingtogiveyourlessonplantoanotherteacherto
useinclass.Askyourselfif,byreadingyourplan,theteacherwouldhavealltheinformationneeded
toteachyourlessoneffectively.

Reflective Task 3
Readtheproceduresinthelessonplanaboveandtryactingoutthelesson.Doyouhave
enoughinformationtoteachthelesson?
21 Interaction patterns
Asuccessfullessonisoftenalessonthatincludesavarietyofdifferentinteractionpatternsand
focuses,stimulatingstudentsindifferentways.Astudentcentredlessonshouldincludearangeof
studentcentredinteractionpatternsincludingpairworkandgroupwork.Alessonthathasalotof
wholeclassinteractionpatternsmaybecomeveryteachercentredwhilealessonthathasverylittle
teacherdirectionmaylackfocus.Itisagoodideatoreviewyourinteractionpatternstoensureyour
lessonsarebalancedandvaried.
Forideasonvaryinginteractionpatterns,referbacktoModule2.
22 Warmers, Fillers and Coolers
Asdiscussedpreviously,itisgoodtohaveabankofshort,5minuteengageactivitiesinmindto
engagelearners,endthelessononapositivenoteorfilltimeifyourlessonifshorterthanexpected.
Theseactivitiescanbeusedindifferentwaysasfollows:
Toengagelearnersatthebeginningofthelesson.
Tochangethepaceofthelessoninthemiddleofthelesson.
Toconsolidate/roundoffthelesson,leavestudentsonahigh.

Herearesomeexamplewarmer,fillerandcooleractivities.Itwouldbeagoodideatocollectdifferent
activitiessoyouhaveacollectionofusefulactivitiestouseinlessons.InModules4and5,wewill
alsolookatshort,languagerecyclingactivitiesyoucanuseinclassandmanyofthesecanalsobe
usedaswarmers,fillersandcoolers.
Activity Procedure Comments
Studentsstandup Kinaestheticlearners
SitdowninorderofA Encouragesstudents
Sequencing/Ordering Zofnames,height, tospeak
birthdaysetc. Quick

Studentswritenameson
apieceofpaper
Teachermixesupand
Languagepractice
givesstudentsa
Controlledwriting
differentname
Studentsusually
Teachergivesstudents
enjoywritingabout
halfsentenceswhich
someoneelse
Mariogame studentscontinue
Somesentencescan
accordingtotheirnew
beveryimaginative
personality
Encourages
Studentsfindstudent
communicationand
theyhavewrittenabout
rapport
andreadthemsentences
Otherstudenttellsthem
iftrue/false

Studentswrite4
sentencesabout
themselvesthree
Greatforcontrolled
Liar!Liar! true/onefalse
practice
Readtotheirpartner
andtheydecideif
true/false
 Studentsareaskedto
writequestionstoask
teacher
Theteacherasksfora Greatforfreer
volunteerwhonow speakingand
becomestheteacher questionpractice
InterviewbyProxy Thestudentsask Greatfornew
questionstothestudent class/coverclasses
whomustanswerasthe Goodwayofgetting
teacher toknowstudents
Processrepeatswith
studentBansweringas
studentAandsoon

3seatsareplacedatthe
frontoftheclassandare
namesa,theand
ifpracticingarticlesor
anotherlanguage
systemsgroup
Classsplitintwoand2
Kinaestheticandfun
teamleaders
3seatsgame Controlledlanguage
Teacherreadsgapped
practice
sentencesandteam
leadersruntothe
appropriateseat
Thequickestonetosit
downgetsapoint
teamsscorepointsand
oneteamwins

Studentsareingroups
andaskquestionsto
eachother
Studentschangegroups Loadsofactive
Speakingexchange andmusttellnew listeningand
partnerswhatthepeople speaking
intheiroriginalgroup
saidcanchange
groupsagain

Studentsholdtheirright
handoutpalmfacing
downandplaceacoin
onthebackoftheir
hand Greatforspeaking
Coinsonhands askandanswer withdistraction
questions
eachpartnertriesto
stealtheirpartnerscoin
withtheirlefthand
 Studentswritedown
questionsonslipson
paperandaskthe Loadsofspeaking
Questionmilldrill persontotheirright practice
papersarepassed
aroundinamilldrill

Studentswhispera
messagetothenext
studentandgoaround
theclassorinteams Greatforlistening
Passthemessage Thelastpersontohear practice
themessagewriteswhat
theythinkitisonthe
board

3peoplesitonthree
seatsandareexpertson
acertainsubjectthey
Experts areaskedquestionsby Greatforsyntax
otherstudentsandmust
answeronewordata
time
23 Lesson Plan Models
Inthissection,wewillconsiderthreedifferentlessonplanmodelsorwaystostructurealesson,used
fordifferentlessontypesorwithdifferentlanguagelevels.Alloftheselessonplanmodelsreferto
languagesystemslessonsi.e.lessonsinwhichgrammaticalstructuresorvocabularyistaughtor
revised.InModules7and8,wewilllookingreaterdetailathowlanguageskillslessonscanbe
structured.
24 Presentation, Practice, Production (PPP)
AswelearnedinModule1,thePPPlessonmodelwasanessentialfeatureofSituationalLanguage
TeachingandwaswidelytaughttoEFLteachersinthe1980s/1990s.Itisalsocalledalogicalline
lessonasitfollowsalinearsequenceinwhichstudentsaretaughtthelanguage,givencontrolled
practiceandthenusethelanguageinafreerway.
InthePPPlessonplanmodel,thethreePsstandfor:
Presentationintroductionofthenewteachingitemincontext
Practicecontrolledpracticeofthisitem
Productionafreerpracticephase
AsdiscussedinModule1,ateachercouldteachthePresentPerfecttenseusedinthemodelsentence
IhavebeentoTurkeyinthefollowingwayusingthePPPmodel:

Presentation
Theteacherdrawsapictureofaman,aeroplane,passportetc.ontheboardplusapictureof
TurkeyorIstanbul.
Theteacherelicitsorteachesthevocabulary.
Theteacheraskssimplequestionstoestablishthecontexte.g.Whereistheman?Wheredidhe
goonholiday?
TheteacherelicitsorteachesthemodalsentenceIhavebeentoTurkey.

Practice
Theteacherasksthestudentstolistentohersaythemodalsentenceclearly.
Thestudentsrepeatasagroup.
Thisprocessisrepeatedwiththeteacherfocusingonpronunciation.
Theteacherasksindividualstudentstosaytherepeatthemodalsentence,correctingpronunciation
ifneeded.
Theteacherwritesthemodelsentenceontheboard.
Theteacheranalysesthelanguageontheboard,showingstudentshowtomakethegrammatical
structure.
ControlledpracticecontinueswiththeteacheraskingthequestionWherehaveyoubeen?and
thestudentsreplyingIhavebeentoTurkey.
Studentsthenworkinpairsandtaketurnstoaskandanswerthemodalquestionandanswer.
Theteachermonitorsthepairsandhelpsifneeded.

Production
Theteachergraduallyintroducesmorefreerpracticeactivities,askinglearnerswheretheyhave
been.Studentsanswergivingpersonalanswers,usingthetargetlanguagee.g.Ihavebeento
Spain.
Studentspractiseinpairsandgroupswithmorefreeractivitiesintroduceddependingonthe
learnerlevel.
ThePPPlessonplanmodelcanbeusedeffectivelytoteachnewlanguage,givingstudentsthe
opportunitytoseethelanguageincontext,providingthemwithsupportwithusingnewlanguagein
controlledpracticeactivitiesandthengivingthemtheopportunitytousethelanguageinafreer,more
personalisedwayattheendofthelesson.
25 TestTeachTest or TaskBased Learning
ThePPPlessonplanmodelworkswellwithlowerlevelswhenyoucanassumethatthestudents
havenotseenthislanguagebefore.However,itsuseislimitedathigherlevels,whenyoucanassume
thatstudentsarealreadyfamiliarwiththegrammaticalstructuresyouareplanningtoteach.
Athigherlevels,studentsmaybefamiliarwithcertaingrammaticalstructuresbutfailtoproducethem
effectivelywhenspeaking.Youmaywishtocheckwhatstudentsalreadyknowatthebeginningofthe
lesson,providepracticeinlanguagegapsthenassesshowmuchtheyhavelearned.Thismodelis
calledTestTeachTestandisalsothemodelusedinTaskBasedLearning(TBL).
ThemainphasesofaTTTorTBLlessonareasfollows:
Test/Taskstudentsaregivenatesttohighlightthelanguagetheyalreadyknowandanypossible
gaps.
Teachstudentsaregivencontrolledpracticeonanylanguagegaps.
Test/Repeattaskstudentsaregivenanothertestortasktoseehowmuchtheyhavelearned.
AteachercouldteachthePresentPerfecttenseusedinthemodelsentenceIhavebeentoTurkeyin
thefollowingwayusingtheTTTmodel:

Test
Teacherputsafewvisualpromptsontheboardandelicitsphrasessuchasrideabike,stayinan
expensivehotel,eatsomethingunusualandsoon.
Teacherputsstudentsinpairsandasksthepairstoaskandanswerquestionsaboutpast
experiencesusingthepicturepromptsnolanguageinputisgiven.
Teachermonitorsandlistenstothestudents'conversationstakingnotestogivedelayedfeedback.

Teach
Teacherprovidesdelayedfeedbackonthelanguageusedinthetask.
Teacherelicitsthecorrecttensetouseforlifeexperiencesinthepastwithnotimereference.
TeacherrecordsmodelsentencesontheboardIveriddenabikeetc.
StudentsdocontrolledwrittenororalactivitiesperhapscomparingPresentPerfectandPast
Simple.

Test
Studentsrepeatthetaskatthebeginningperhapswithsomevariation.
Teachermonitorsandprovidesfeedbackonbetterlanguageproduction.

Inthelessonabove,theteacherwillhavesomeassumedknowledgeofhowfamiliarstudentsarewith
thePresentPerfectSimpletensesotheinitialphasehelpsrevealhowmuchthestudentsknowabout
howtousethestructureandwhathelptheyneedintheTeachphase.Itmaybethatstudentsare
familiarwiththePresentPerfectSimpletensebutwhenaskedtospeakaboutthepast,resorttousing
thePastSimplestructureincorrectly.Theymaybefamiliarwiththestructurebutmakeerrorswith
formorpronunciation.Thisinitialphaserevealsthegapswhilethemiddlephaseprovidesstudents
withtheadditionalknowledgetheyneedtoknow.Thelastphasehelpsconsolidatelearning.
26 Engage Study Activate (ESA)
BoththePPPandTTTmodelsfollowlinearsequences.However,languagelessonsdont
alwaysfollowthismodelandtheESAlessonplanmodelwasdevelopedtodescribesuchnon
linearlessons.ESAreferstothethreeelementspresentinalanguageclassroomtohelpstudents
learneffectively.Asuccessfullessonshouldhaveabalanceoftheseelements.Theseelementsare:(6)
Engagearousingthestudentsinterest
Studyfocusonlanguageandhowitisconstructed
Activatestudentsusinglanguagefreelyandcommunicatively
Whenstudentsareengagedorinterestedinwhattheyaredoing,theyprogressbetter.Activitiesand
materialswhichengagestudentsinclude:
Music.
Discussions.
Stimulatingpictures.
Dramaticstories.
Anecdotes.
Games.
Engaginglearnersalsoinvolvesgettingstudentsinterestedinwhattheyaredoingi.e.askinglearners
topredictthecontentofatextbeforereadingitorguesssomeonesoccupationbeforelisteningtoit.
Eventhedriesttextorcoursebookactivitycanbeinterestingiftimeistakentofullyengagelearners.
Studyactivitiesrefertoanyactivitiesinwhichthelearnerisaskedtofocusonlanguageandhowitis
constructed.Examplesonstudyactivitiesinclude:
Controlledgrammarpractice.
Learningnewvocabulary.
Receptiveskillsreadingandlistening.
Controlledproductiveskillsspeakingandwriting.
Focusonpronunciation.
Thestudyelementcoversquiteawideareaoflanguagelearningandcanincludeavarietyofdifferent
learningstylesincludinglisteningtotheteacherortakingpartingroupworkguideddiscovery
activities,inwhichlearnerstrytoworkouttherulesforthemselves.Italsoincludesactivitiesin
whichstudentsareaskedtoengagewiththelanguagethroughpractisingreadingandlisteningskillsas
wellascontrolledwritingandspeakingactivities.
Activateactivitiesincludeallactivitieswhicharedesignedtogetstudentsusinglanguageasfreely
andcommunicativelyaspossible.Suitableactivitiesinclude:
Roleplays.
Debates.
Discussions.
Storywriting.
Writingingroups.
Theactivateelementisimportantasitgiveslearnerstheopportunitytoactivelyusethelanguage.
Activateactivitiesfocusonfluencyratherthanaccuracysodelayederrorcorrectionisused.
ThethreeelementsofanESAlessonareallimportantandneedtobebalanced.Alessonwithtoo
manystudystages,forexample,willnotprovidelearnerswithsufficientfreerpracticeofthetarget
languagewhilealessonwithtoomanyactivatestagesmaybeunsuccessfulasstudentsmaynothave
sufficientlanguagesupporttodothefreertaskseffectively.
AnESAlessonmayhavealinearsequencebutcanalsohaveapatchwork(7)sequenceinwhich
stageshavedifferentfocusesthroughoutthelesson.Anexampleofapatchworksequenceisbelow:
 Engagestudentslookatpicturesofsunbathersandrespondbycommentingonthepeopleand
theactivitythataretakingpartin.
Activatestudentsactoutadialoguebetweenadoctorandasunburnvictim.
Activatestudentslookatatextdescribingdifferentpeopleandtheeffectssunhasontheirskin.
Studytheteacherdoesvocabularyworkonwordssuchaspale,frecklestanetc.
Activatestudentsdescribethemselvesorpeopletheyknowusingthevocabulary.
Studyteacherfocusesthestudentsattentionontherelativeclauseconstructionusedinthetext
(Imthetypeofpersonwhoeasilyburns).
Engagetheteacherdiscussesadvertisementswiththestudents.
Activatethestudentswritearadiocommercialforsunscreen.
Suchlessonsarecommon,especiallyathigherlevels.Notonlydotheyreflecthowwelearn,theyalso
provideanappealingbalancebetweenstudyandactivation,betweenlanguageandtopic.

Activity11
ThelessonplanbelowusestheESApatchworklessonplanmodel.
LabeleachstagewiththecorrectelementEngage,StudyorActivate.(8)
1.Theteachergivesstudentsanumberofwordsandtellsthemtheyall
comefromastory.Ingroups,thestudentstrytoworkoutwhatthe
storyis.
2.Theteacherreadsaghoststoryaloudandthestudentsseeifthey
wereright.
3.Theydiscusswhethertheylikethestory.
4.Thestudentsreadthestoryandanswerdetailedcomprehension
questions.
5.ThestudentslookattheuseofthePastContinuoustenseinthestory
andmaketheirownsentencesusingthePastContinuoustense.
6.Thestudentstalkaboutghoststoriesingeneraldotheylikethem?
7.Thestudentswritetheirownghoststories.

SuggestedAnswers
1.Engage
2.Study
3.Engage
4.Study
5.Study
6.Activate
7.Activate
27 Longer Term Planning
Planningindividuallessonsisimportantbutitisalsoimportanttodeveloptheabilitytoplanaseries
oflessonstocoveraweek,amonthoraterm.Inordertodothateffectively,therearetwomain
considerations:
Syllabus.WhatwillIteach?
Timetable.Howwilltheseparateitemsbesequenced.
28 Syllabus
Asyllabusisalongertermoverviewofwhatteachersareexpectedtoteachoveracourseofstudy.
SyllabiforEFLcoursesarepredominantlybasedontheCEFRCanDostatementsforlearnersat
certainlevels.SyllabicanbepredominantlygrammarorskillsbasedthoughmostsyllabiforGeneral
Englishcourseshaveabalanceoflanguagesystemsandskills.Alanguageschoolmayhave
developedtheirownsyllabuswhichteachersareexpectedtorefertoortheymayusethecoursebook
asasyllabus.Specialistcourses,forexampleBusinessEnglishwillhavetheirownsyllabiwhile,at
times,syllabiforbespokecoursesmaybenegotiatedbetweentheteacherandstudents.
Asyllabuscanbeagreathelpasitclearlysetsoutwhatyouasateacherareexpectedtocoverduring
acourseofstudy.
AnexampleofpartofasyllabustakenfromanIntermediatecoursebookisreproducedbelow:(9)
29 Timetable
Thedaytodayandweektoweekdecisionsabouthowtointerpretasyllabusintoaseriesoflessons
isusuallytheteachersjob.Theprocessinvolveslookingatthesyllabusandmappingouthowyou
willcoverthecontentinthetimeavailabletoyou.Thisiscalledatimetableateacherstranslation
ofthesyllabusintoabalancedandinterestingseriesoflessons.
Timetablesareusuallywritteninadvanceandenableseveryonetounderstandwhatisbeingdonein
yourclass.Atimetablemaybeaskeletoni.e.providingbasicinformationaboutwhatistocovered
inclassoritmaybemoredetailed.Timetablesareusefulforplanningtheoverallshapeofaweekor
courseandcanbeadaptedifneeded.
Anexampleisbelow:
30 Materials and Resources
Mostlanguageschoolsuseacoursebooktostructurealanguagecourse.Coursebooksoftenhave
approximately12unitsandareoftenusedasasyllabuswhichteachersusetoplanweeklytimetables
anddailylessons.Somelanguageschoolschoosetohaveastandalonesyllabusandencourage
teacherstouseavarietyofdifferentresourcestoplanlessons.Whateveryourfuturesituation,itis
worthconsideringadvantagesanddisadvantagesofdifferentkindsofmaterialsandresources.

ReflectiveTask4
Whatdoyouthinkaresomeadvantagesanddisadvantagesofusingcourse
booksinclass?
SuggestedAnswers

Advantages Disadvantages
Canbeboring
Clearsyllabusandlinkto Limitationsinallcourse
weeklylessons books
Studentslikehavingacourse Doesnotfullycaterfor
booktofollow learnerneeds
Easiertoplancoursesand Removessomecreativity
lessons Studentsfeeltheyarejust
Easierforteachertocover workingthroughabookand
lessons sometimesthinktheycandothis
Lessphotocopying athome
Lessplanningtimeneeded Lackofpersonalisation
Controlledpracticeexercises Canhindercommunication
Abankofreadingand Canclashwithcertain
listeningexercises culturese.g.alcoholwithArabic
learners

Coursebooksprovidestudentswithaclearreferenceofthesyllabusandtheyoftenenjoyworking
throughabookandcompletingactivities.Coursebookscanreduceplanningtimeandreducetheneed
forphotocopies.Itisalsoeasierforcolleaguestocoveryourlessonswhenyouareunwelloron
holiday.Mostmoderncoursebookshaveinteresting,engagingtopicsdesignedtoappealtomulti
nationallearners.
31 Adapting course book materials
Howevergoodthecoursebookis,coursebooksalwayshavelimitations.Studentsgetboredifthey
knowtheywillonlybeusingthecoursebookinclass.Studentsmaynotbeinterestedinsomeofthe
topicsinthecoursebooksomaynotbeengagedinclass.Coursebookscontainalotofcontrolled
practiceactivitiesbutarelimitedwhenitcomestocommunicativeactivities.Itis,therefore,goodto
thinkofwaysyoucanadaptcoursebookstomakeactivitiesmoreengagingforlearners.
Someideasofwaysofadaptingcoursebooksaregivenbelow:

Personal engagement.
Askstudentsengagingquestionsaboutthereadingtexttheyaregoingtoreadortopicyouare
discussing.

Using the students as a resource.

Whenteachingcomparisons,insteadoffillinginalotofgapfillsinthecoursebook,putstudentsin3
/4groupsandgivethemdifferentcategoriese.g.animals.Theyhavetoprovetheyarethebestby
writingasmanycomparative/superlativessentencesaspossible.E.g.Anelephantisthemostbeautiful
animaletc.

Dictogloss.
Readalongcomplexsentenceonceandonceonlyinanaturalway.Studentslistenwithoutwriting
anythingandthenwritekeywordsandreconstructthestory.

Testing each other.

Studentswritegapfillsforanothergroupusingtargetlanguageyouhavestudied.Theothergroup
mustwritetheanswersandthesearemarkedbythefirstgroup.Thisteststhestudentsgraspof
conceptsandisverycompetitive.

Word Associations.
Askstudentstowritevocabtheyhavepreviouslylearnedinshapes/picturesthataremeaningfulto
them.Studentsthenexplainwhytheyhavechosentheseassociationse.g.crimeinapictureofa
house.

Change Seats Game.

Studentssitinacirclewithonestudentinthemiddle.Onestudentasksquestionse.g.Areyou
wearingtrousers?Allstudentschangeplacesandthestudentleftwithoutaseatbecomesitandneeds
toaskthenextquestion.Workswithvocabandalsogrammare.g.Haveyouever?

Vocab Mingle.
Studentsaregivenslipsofpaperandwritedown2or3wordsthattheyfounddifficultintheunit.
Theythenmingle,describingthewordandgivethewordtothestudentwhoguessesit.
Running Dictation.
Cutupsentencesfromaboringtext,putstudentsingroups.Onestudentisascribeandmustwrite
downsentence.Otherstudentsneedtoread,memoriseandrepeatsentence.Afterallsentencescopied,
studentsthenrearrangethetext.Greatforlistening,grammar,readingetc.

Students write own questions.

GivestudentsatextfromtheCBandaskthemtowrite7questionsfortheothergroup.Groupsswap
questionsandanswereachotherscomprehensionquestions.

Reading Without Reading.

Studentsreadthefirstandlastsentencesonlyandthenscanthetextquickly.Theythensummarisethetext.
32 Supplementary resources
Inadditiontocoursebooks,mostlanguageschoolswillhavealibraryofsupplementarymaterials
whichcanbeusedtosupplementyourcoursebookandprovidevariety.
Examplesofsupplementarymaterialsincludethefollowing:
Grammarexercisebooks.
Vocabularyactivities.
Listeningandreadingactivities.
Writingandspeakingactivities.
Discussionsbooks.
Photocopiablegamesandactivities.
DVDsandworksheets.
Examplesofsupplementarymaterialsareincludedinideasforfurtherreading.
33 Using authentic material
Inadditiontogradedmaterials,itisoftenengagingforlearnerstouseauthenticmaterialsi.e.materials
fromtherealworldwrittenfornativespeakers.Learnersareoftenexposedtothesematerialsinthe
realworldandtherecanbehighintrinsicmotivationtounderstandsuchtexts.Thedisadvantageof
usingauthenticmaterialsisthatthelanguageusedinsuchmaterialsissometimestoodifficultfor
learnersofEnglishtoaccess.
Ideasforusingauthenticmaterialsinclassareasfollows:
Usingamenufromalocalcaforrestaurantwithlowerlevellearners.Learnerscanthengoand
practiceorderingfromthiscafinreallifeafterclass.
Usingrealapplicationformsinclass.
Findingajobadvertisementinthenewspaperandapplyingforthejob.
Askingafriendorcolleaguetorecordaconversationaboutthetopicyouaregoingtodiscuss.
Usingpartofadocumentaryornewsprogramme.
Usingasoapoperaordramatodiscussfamilyrelationshiporguesswhatishappening.
Usingfilmtrailers.
Funnyyoutubeclipstopresentorpractiselanguage.Forexample,Whatsgoingtohappen?.
Usingpopularsongsandanalysinglanguage.
Usingshortstoriesornewspapertexts.
34 Technology in the Classroom
Why use technology
Nowadays,wearesurroundedbytechnologyandpeopleusetechnologyonadailybasisinthe
followingways:
WatchingfilmsorTV.
Listeningtomusicortheradio.
Answeringemails.
Readingwebsites.
Socialnetworkingsites.
Computergames.
Makingphonecalls,textsandmessaging.
Itisappropriate,then,thattechnologyisalsousedintheclassroomandthattheuseoftechnology
reflectshowitisusedintherealworld.
35 Blended learning
Blendedlearningreferstoalanguagecoursethatcombinesafacetoface(F2F)classroomcomponent
withanappropriateuseoftechnology.(10)Appropriatetechnologycaninclude:
ClassroomMedia(audiovisialmaterialsincludedwithyourcoursebooks).
OnlineCampuses(VLEssuchasMacmillanEnglishCampus).
UseoftheInternet(usingwebsitesofwebquests).
MakinguseofSmartphones(usingrecordingdevicesetc.).
WirelessdevicessuchasiPads.
BlendedLearningaffects:
Learnerautonomy.
Potentialfornewwaystolearn.
Learnermotivation.
Teacherflexibility.
AvailabilityofandfamiliaritywithICT.
SimpletaskscanbecreatedbyusingtheInternet.Forexample,bygooglingimagesofpolicemen
eating,youcancreateausefulcompareandcontrastactivity(below).Studentscanalsousethe
Internettoresearchacertaintopicandcanevenbeencouragedtocreateablogorforumtodiscuss
theircourse.
36 References
1.Scrivener,J(2011)LearningTeaching(3rdEdition),Macmillan,Oxford
2.Ibid
3.Ibid
4.Ibid
5.Ibid
6.Harmer,J(1998)HowtoTeachEnglish,Longman
7.Ibid
8.Ibid
9.Cunningham,S&Moor,P(2007)CuttingEdgeIntermediate,Longman
10.BarrattandSharma(2007)BlendedLearning,Macmillan
37 Further Reading
BarrattandSharma(2007)BlendedLearning,Macmillan

Cunningham,S&Moor,P(2007)CuttingEdgeIntermediate,Longman
Flower,J(1993)PhrasalVerbOrganiser,Heinle
Hadfiled,J(1984)ElementaryCommunicationGames,Longman
Hadfiled,J(1984)IntermediateCommunicationGames,Longman
Harmer,J(1998)HowtoTeachEnglish,Longman
Kay,Susan(1998)RewardSupplementaryResourcesStarterUpperIntermediate,Macmillan
Murphy,R,(1994)EnglishGrammarinUse,CambridgeUniveristyPress
Nunan,D(1998)SyllabusDesign,OxfordUniversityPress
Rinvolucri,M(2002)Humanisingyourcoursebook,DELTAPublishing
Scrivener,J(2011)LearningTeaching(3rdEdition),Macmillan,Oxford
Swan,M(1995)PracticalEnglishUsage(2ndedition)OxfgordUniversityPress
Swan,M&Smith,B(2001)LearnerEnglish(3rdEdition)CambridgeUniversityPress
Swan,M&Walter,C(2001)TheGoodGrammarBook,OxfordUniversityPress
West,C(2009)RecyclingAdvancedEnglish,CambridgeUniversityPress
Wright,J(2002)IdiomsOrganiser,Heinle
38 Useful Websites
OnlineEFLbookstore
www.keltic.co.uk
Lessonplansandresourcesforalllevels,languageandclasstypes
www.onestopenglish.com
AudiovisualclipsandlessonplansMultiplelevel
www.filmenglish.com