8/11/2019 FLL Lessonplan

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Greater University Tutoring Service

Foreign Language Learners

Lesson Planning: Structured/Themed Conversational Practices

Occasionally FLL fac ilitators may find it strategic to plan ahead and have a themed conversational lesson

during group meetings, as an alternative to unplanned, spontaneous, organic conversational prac tice

(which has its own benefits). Planning structured conversations for foreign language practice c an be quite

similar to what instructors do in class to teach students. On that note, this handout borrows a framework

designed by those in foreign language pedagogy to guide you through how to think about your lessons

and provide a general sketch of what it can be like.

A common thematic lesson planning strategy is the Five-Phase Lesson Plan1

Overview Stating the objectives and orienting students to the lesson, as a kind of organizer to the

lesson, assisting students in structuring their rec eption and response to lesson. For example, have

a syllabus outlining target vocabulary groups or subthemes of lesson beforehand, in addition to

a list of goals to achieve through the lesson. 

. The five

phases are O v e r v i e w  , P r e p a r a t i o n  , Drill/ Prac t ice , C h e c k/ A c c o u n t a b ilit y  , and Follow-up  

respec tively.

Preparation Entails initial presentation of the material (vocabulary, phrases, etc. of concern)

that serves as an input for subsequent active usage of the material. For example, use giant flash

cards to get students oriented and memory-activated with the set of vocabulary; provide a text,

video, or audio to help introduce vocabulary or phrases within certain context.

Drill/Practice Encouraging students to reproduce what they have learnt in the previous input

session through (non-)conventional language production methods such as responding to a

question, fictional text production (such as ads, letters, stories), or even a projec t such as a

collage involving text-picture association. Effort should be made (on the facilitator’s part) to try

to vary student response patterns in Q&A form of prac ticing the vocabulary. Also, pay attention

to group dynamics, as some students may require more gradual movement (in terms of comfort)

from group production of responses to individual responses. Consider various factors and

multiple approaches to error of text production by the student – be a supportive and flexible

peer fac ilitator. 

Check/Accountability Providing certain opportunities for students to demonstrate their

understanding and ability to employ the material provided in active language production. Using

assessment methods such as a mini-quiz or mini-presentation (holding students accountable for

their production) would help provide the facilitator with a more meaningful evidence of the

students’ mastery of the material and help guide future plans in instruction/practice.

Follow-up Reflection of the whole lesson should be done to review the effectiveness of the

lesson in assisting students master the target vocabulary or theme, such that the students may

be more comfortable and apt at production of language with regards to the theme selected.

Go over the objectives of the lesson and think about what could be done to enhance what has

been achieved or to compensate for unreached goa ls. 

1 Benjamin Rifkin, Guidelines for Foreign Language Lesson Planning. Foreign Language Annals, 36(2): 167-179.