Context

Performance Goals

Lesson Objectives

Learning Objectives

• One sentence• Explain what you want the learner to be able

to do independently• Guide your lesson• Focus your learners

Given a map, tourist police will be able to use imperatives and sequencing words to give directions to a bule with no more than one request for clarification.

A Learning Objective Includes:

• Audience: the learner• Behavior: An action verb that describes what

the learner will be able to do• Condition: Special conditions for assessment,

if any• Degree: Minimum standards for acceptable

performance in the new skill

Given a road sign, traffic police will be able to explain traffic laws using modals correctly 9 out of 10 times.

Behavior

Must be observable & measurableHow do we know if they succeeded?

• Understand• Know• Learn• Appreciate• “Get a feel for”• “Be exposed to”

Fix the Immeasurable Objectives

• Given a crime scene sketch, officers will be able to know 100% of the evidence present.

• Given an account of a kidnapping, officers will be able to understand the passive voice four out of five times.

• Given a rape case, officers will be able to learn sensitive language for talking to the victim at least 5 times during the interview.

Bloom’s Taxonomy

• Creating

• Evaluating

• Synthesizing

• Analyzing

• Applying

• Understanding

• RememberingLess sophisticated

More sophisticated

Context: Domestic Violence

• Performance Goal: Handling Emergency Calls

Functions Language Samples

Grammar Vocabulary

Ask for current situation

Where are you now? What is happening now?

WH Q’s, present progressive

Calm someone down Calm down, Help is on the way, Be patient;

Imperative

Ask for history of violence

Has your husband been violent toward you in the past?

Present perfect

Warm Up & Review: A quick (5-10 minute) activity to review previous vocabulary/grammar AND make the students awake and active

Connect to previous lesson:Make a connection between what the students learned before and what they will learn next. These connections help them build knowledge and focus their mind on the lesson

Objectives / Set induction:Write the objectives on the board, so learners can copy them and refer to them later. This let’s learners know what they will be doing, and they can assess their progress at the end of the class

Presentation: (lecture style)Start the class by presenting any new information. Use visuals, text, realia, or just writing on the board to help students understand the new material

Guided Practice: (cooperative learning)There activities allow the learner to practice the new material. Use scaffolding to help learners slowly master the material. Use a lot of group/pair work so students can help each other. Reduce the scaffolding with each activityMove from:

Whole class group/pairs Receptive skills productive skills (listening, reading) (speaking, writing)

Independent Practice:Remove all scaffolding and allow each learner to complete the objectives independently

Reserve:Always have some activity ‘just in case’ you finish your lesson plan early.