TSL3106 Lessons 2 and 3

TEACHING READING SKILLS AND VOCABULARY IN THE PRIMARY ESL

CLASSROOM

LESSON 2: LESSON PLANNING FOR LOWER PRIMARY AND UPPER PRIMARY CLASS

MOHD ISKANDAR DAUD (IPGKKB)

TSL 31061

Mohd Iskandar Daud Lesson 2 2012

TSL 3106

This lesson will discuss:The reasons for designing a lesson planThe general principles of teachingFactors to be considered for lesson planningStages in a reading lesson: pre, while and post–readingThe format of a lesson plan.Lesson plan samples

KBSR lesson plan KSSR lesson plan

Learning outcomes & objective(s) / Content standard, learning standard & objective(s)


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What is a lesson plan?

Some defs:1. A map / A framework of a lesson 2. Highly organized outlines that specify the

subject matter to be covered, the order in which the information will be presented, and the timeline for delivering each section or component of the subject matter

3. An art of combining a number of different elements into a coherent whole so that a lesson has an identity which students can recognise, work within and react to (Harmer, 2001)

4. A unified set of activities that cover a period of classroom time (Brown, 2001)Mohd Iskandar Daud Lesson 2 2012

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Reasons for designing a lesson plan

Why is designing lesson plan important? 1. Creating an effective lesson plan is the key to

effective teaching and a critical factor in achieving positive student outcomes

2. One of reasons is that it helps them consider very important elements and questions before the actual instruction, and thus enhance the probability of successful teaching activities.

3. Lesson plans provide a framework for an individual lesson. They should contain sufficient detail for another teacher to be able to deliver the lesson in your absence.


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Reasons for designing a lesson plan (cont)

4. The process of planning each lesson forces you to reflect on what you want to accomplish in each class and how best to do so.

5. Planning helps you control how class time is used and, as a result of reflection, use that time as productively as possible.

6. Lesson plans can be used, with revisions and adaptations, each time you teach the class and they can be put in your teaching portfolio, to be used when you apply for better teaching positions.

Any other reasons you can think of?


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Other reasons for designing a lesson plan

It will lead you through the classIt will allow you to combine different

activities or exercises thinking about your students´ characteristics

It will help you to design a class with different components to keep your students’ motivation and interest

Something the teacher wants to improve (Lindsay, 2000)

And a host of other reasons!


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Principles of Teaching

From Brown, H.D, 2001.12 principles of teachingA. COGNITIVE PRINCIPLES1. Automaticity

A timely movement of the control of a few language forms into automatic processing of a relatively unlimited number of language forms. Don’t overanalyse language, it impedes automaticity.

2. Meaningful Learning Subsuming new information into existing structures &

memory systems. Capitalise on interest, goals, career, etc – create longer retention


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3. The Anticipation of Reward Rewards are given, tangible or intangible, short term or

long term, to attract positive behaviour. The most powerful factor in directing one’s behaviour.

4. Intrinsic Motivation Needs, wants or desires come from within the learner.

Behavior itself is rewarding, no need for external reward.

5. Strategic Investment Learner’s own personal ‘investment’ - time, effort,

attention to L2, etc- in the form of an individualised battery of strategies to comprehend and produce the language.


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B. AFFECTIVE PRINCIPLES6. Language Ego

As learner learns, he develops second identity (new mode of thinking, feeling and acting) – this creates sense of fragility, a defensiveness and raising of inhibitions

7. Self-Confidence Learners’ belief they are capable of accomplishing a

task is partially a factor in their eventual success

8. Risk-Taking Learners must be willing to become ‘gamblers’ –

attempt to produce and interpret language that is a bit beyond their absolute certainty (take chances)


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9. The Language-Culture Connection Language and culture intertwined – language comes

with values, customs, etc. Familiarise learners with cultural connotations, filter negative ones, etc. Culture may affect language learning positively/negatively.

C. LINGUISTIC PRINCIPLES10. The Native Language Effect

Native language has strong effect on L2 learning – both facilitative and debilitative effects. However, debilitative effects are ,more salient.


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11. Interlanguage Learners go through systematic/quasi-systematic

developmental process as they progress to full competence in the target language. Successful interlanguage development is partially a result of utilizing feedback from others – neither here nor there situation. Learners often come up with own structure – eg: Does John can sing?

12. Communicative Competence Competence to aim for – organisational (grammar &

discourse), pragmatic (functional & sociolinguistic), strategic, psychomotor (pronunciation). Pay more attention to language use, fluency, authentic language and students’ eventual need.


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Factors to consider for lesson planning

Planning for a lesson requires us to think of many aspects. Some of them would be:

1. Fulfilling the needs of the curriculum – eg: aims/objectives

2. Realistic aims - considering realistic goals for the lesson, not too easy but not too difficult. You may find the following checklist useful: What do the students know already? What do the students need to know? What did you do with the students in the previous class? How well do the class work together? How motivated are the students?


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Factors to consider for lesson planning(cont)

3. Variety of activities - an important way of getting and keeping the students engaged and interested.

4. Flexibility in lesson- expect the unexpected! Things don't always go to plan in most lessons.

5. Logical sequencing – helps to build lesson progressively towards accomplishing aims

6. Adequate pacing – activities neither too short nor too long, how well various techniques ‘flow’ together, transition from one activity to another


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7. Gauging difficulty – level of activities vs students’ linguistic ability; remember i+1

8. Individual differences – lesson normally aimed at majority students’ range of ability, pls take into account those of diff. ability. Suggested steps to counter problem: Techniques should include easy and difficult aspects or items Solicit easy answers from below average students, harder items from

above ave. Design techniques that involve all students actively – all range of

ability Small groups – assign heterogeneous range of ability for peer

learning or/and homogeneous range to encourage equal participation Use small group/pair work to circulate and give extra attention to

those below average or above the norm


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9. Balancing teacher talk and student talk – natural inclination for teacher to talk a lot, give students the chance to practise

10. Know your students – age, education level, occupation, reason for learning English, proficinecy level, etc

11. The institutional factors – needs (philosophy, aim, etc), constraints (budget, equipment, space, etc), supporting materials (books, computers, etc)

12. Preparing classroom lesson notes – be practical, not too much nor too little, give room to spontaneity


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13. Addressing multiple intelligences – does the lesson create a broad opportunity for learning by recognizing and addressing the diversity of learning styles among the students?

14. Application centered - does the lesson provide for students to be able to apply the learning to their personal, social, cultural, or global concerns?

15. Testing and assessment geared - does the lesson link into a measurable, valid, and cumulative assessment for the students to demonstrate what they have learned in a variety of ways?


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From Nesamalar Chitravelu, et al (2004) The general and specific objectives it sets out to achieve /

Learning Outcome, Skill Specs (KBSR)/ Content Standard, Learning Standard (KSSR)

Student characteristics – interest, motivation, proficiency, preference, etc

Previous knowledge – must be built upon old learning Tasks – based on what is taught Materials – based on topics and tasks Language requirements of task/activity – create

opportunities, etc Time – duration of lesson, time of day, duration of activity Amount and type of pupil-teacher participation Balance in allocation of time Sequence and grading of activitiesMohd Iskandar Daud Lesson 2 2012

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Principles/Factors of lesson planning (cont)

Conclusion:All the principles and factors of lesson planning point out to one direction, that is, the teacher MUST ALWAYS put the students first in mind when designing a lesson plan, not their own convenience!


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Stages In A Reading Lesson

There 3 stages to consider when designing a reading activity. Include them when planning for a lesson. 1. Pre-reading – before reading activity starts -

important to introduce the topic, to provide background knowledge (schema) that can stimulate interest in the topic of the text

2. While-reading – happens during the lesson – to enable pupils to achieve the lesson aims by handling the text in different ways. Activities include comprehension questions, using text for a group discussion, etc.


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Stages In A Reading Lesson

3. Post-Reading – after the reading activity is over – the purpose is to look out of the text to see its relevance to other related activities (related to the text) the pupils may find interesting or useful. Eg: eliciting moral values, etc.

NOTE: Please read – Christine Nuttal, 1989, Teaching Reading Skills In A Foreign Language, Heinemann, Oxford.

Pages 152 – 165. This book is WORTH BUYING if you want to know

a lot more about teaching reading skills.


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Format of a lesson plan

‘But plans – which help teachers identify aims and anticipate potential problems – are proposals for action rather than scripts to be followed slavishly, whether they are detailed documents or hastily scribbled notes’.

(Harmer, 2001)

DO NOT strictly follow lesson plan, make changes mid-way if it does not work well - pre, while, post reflection.


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Format of a lesson plan

There is not fixed format in preparing a lesson planHowever, some items are mandatory to be included

in the lesson plan to help make the plan workable. They are:

1. Topic2. Goal / Learning outcome (KBSR) / Content

standard (KSSR) – very general/broad3. Objectives (terminal & enabling)/ Learning

standard4. Procedures / steps5. Evaluation


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Analysing a lesson plan sample

Let’s study these lesson plan samples:

1. KBSR lesson plan

2. KSSR lesson plan: Sample 1 Sample 2 Sample 3


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Tutorial

In groups, find a suitable text and design activities for pre-reading, while-reading and post reading stages based on the text.

Present your ideas to the class.


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TSL3106 Lessons 2 and 3

Documents

Transcript of TSL3106 Lessons 2 and 3