He who every morning plans the transaction of

the day and follows out that plan, carries a thread

that will guide him through the maze of the most
busy life. But where no plan is laid, where the
disposal of time is surrendered merely to the
chance of incidence, chaos will soon reign.

Victor Hugo
French dramatist, novelist & poet (1802-1885)
Identifies the enabling objectives necessary to meet the
setting aims, the materials and equipment needed, and
the activities appropriate to accomplish the objective.

Enabling objectives are the basic skills and the life
skills that are necessary to accomplish the objective.
Materials and equipment should be identified and
secured well before class time to ensure that activities
can be carried out as planned.
Activities generally move from more controlled to a
less structured or free format. They should be varied in
type (e.g., whole group, paired, individual) and
modality (e.g., speaking, listening, writing).
For Higher
Level:
Difficult Unknown Far Abstract
LISTENING SPEAKING READING WRITING LANGUAGE
STRUCTURE
For Low
Level:
Easy Known Near Concrete

For Higher
Level:
Difficult Unknown Far Abstract
LISTENING SPEAKING READING WRITING LANGUAGE
STRUCTURE
For Low
Level:
Easy Known Near Concrete

The Actual Situation
Underline all the past verbs in the dialogue.
Look at these pictures. Order them in any way you
like, then make up a story and tell it to the rest of
the class. Can they give you the correct order of
your pictures?
How many mistakes are there in the following
passage? See if you can spot them.
Think about what you would do if you were a
millionaire, then exchange ideas with your partner.
Format:

Tr starts a lesson with a grammar presentation on the item to be
taught. (For example, if the grammatical item to be presented is
on nouns, the teacher would begin the lesson by saying, "Today
we are going to learn about nouns".

Tr provides structure and examples in which the rule is applied.
(Tr will outline the rules of different types of noun.)

Students complete the worksheet provided. (Ss would complete
exercises, in a number of ways, to practice using the structure
(Goner, Phillips, and Walters). In this approach, the Tr is the
centre of the class and is responsible for all of the presentation
and explanation of the new material.)

Strengths Weaknesses
Direct, can be very
efficient
Respects learners
intelligence
Can be dull, over-
technical, and
demotivating
Doesnt cater to certain
kind of learners
It encourages the belief
that learning a language
is simply a case of
knowing the rules
Truth- is the rule true?
Limitation- is it clear what the rule covers and what
it doesnt?
Clarity- is it clearly expressed?
Simplicity- is it uncluttered with sub-rules and
exceptions?
Familiarity- does it use concepts that the students
are familiar with?
Relevance- is it a rule that reflects students
specific needs and problems?
Integration of the four language skills (listening,
speaking, reading and writing)
Not practised in isolation but in a closely
interwoven series of activities as it reflects how
language is used in the real world.
Appropriate and correct input of the language
structure/content in the four language skills-
recycled and reinforced to instill confidence in
using the newly acquired language.
Warm-up/Reviewencourages learners to use
what they have been taught in previous lessons
Introduction to a new lessonfocuses the
learners attention on the objective of the new
lesson and relates the objective to their lives
Presentationintroduces new information,
checks learner comprehension of the new
material, and models the tasks that the learners
will do in the practice stage
Practiceprovides opportunities to practice and
apply the new language or information
Evaluationenables the instructor and learners
to assess how well they have grasped the lesson
Warm-up/Reviewencourages learners to use what
they have been taught in previous lessons.
Eg.:

1. A student takes one adverb and one verb, and mimes
the combination (catch a ball + lovingly).
2. The others have to guess what was on the cue cards,
formulated in a grammatical sentence:
You are catching a ball lovingly!
3. Teacher poses some questions related to adverbs of
manner for students to answer.

Introduction to a new lessonfocuses the learners attention on
the objective of the new lesson and relates the objective to their
lives.
Eg.
1. Teacher starts by asking students how often a good teacher they
have known gave homework, played games, made jokes, gave
punishments, praised, criticised, smiled, etc.
2. Questionnaire sheets beginning with How often followed by a
series of questions, are distributed for individual student to
complete.
3. Teacher goes through the questionnaires making sure all
questions, and instructions, are understood. Then, individually,
students complete the questionnaires.
4. Based on the questionnaire results, students then have to work
in groups, to present their report results using full sentences:
A good teacher I/we have known always smile...
A good teacher I/we have known never criticise...
5. Teacher explains the functions of adverbs of frequency by using a
substitution table.


Practiceprovides opportunities to practice and
apply the new language or information.
Eg.:
1. Teacher provides a cue question like What do you
do when you are bored and depressed?
2. Individually, students jot down a few ideas and
then, share ideas with each other; or try to find
other students who have similar reactions.
3. Group presentations and discussions.

Evaluationenables the instructor and learners to
assess how well they have grasped the lesson
Eg.:
1. Revising/summarising what has been taught in
class (get observable/measurable feedback).
2. Reminding the students to do the homework
given, or things they may need to bring for their
next lesson.



SequencingDo the activities move logically so
learners are progressively building on what they
already know? Do the activities flow well? Are
transitions between activities smooth?
PacingAre activities the right length and
varied so that learners remain engaged and
enthused?
Gauging difficultyDo the learners have enough
skill and knowledge to do the planned activities?
Are the instructions clear?
Accounting for individual differencesDo the activities allow
for learners of varying proficiency levels to receive extra
attention they might need, whether below or above the norm?
Are all students actively involved?

Monitoring learner versus teacher talkWhat is the balance
between learner talk and teacher talk? Does the lesson allow
a time for learners to interact, producing and initiating
language?

TimingWas the amount of time allotted for each part of the
lesson sufficient? If the planned lesson finishes early, is there
a backup activity ready? If the lesson wasnt completed as
planned, how can the next class be adjusted to finish the
material?


a. Give maximum
exploitation/practice
b. Interactive/allow
maximum learners
participation
c. Current
d. Relevant to topic/skill(s)
to be taught
e. Interesting
f. Attractive


g. Could help learners
learning
h. Suitable to learners
level
i. Challenging/motivating
j. Purposeful/meaningful
k. Clear/audible
l. Give maximum
language practice
m. Variety
Discuss the strengths and weaknesses of
Grammar in Isolation and Grammar in
Context