INTRODUCTION TO LESSON PLANNING WHAT ARE YOU EXPECTED TO LEARN TODAY?
Warming-up activities Pre-speaking activities Types of Speaking Skills The speaking process Pre-activities (Reading, Writing, Listening and Speaking) While-activities Post-activities
They are activities to be used at the beginning of a lesson
to get students' attention, to help them put aside distracting thoughts. to get them ready to focus individually and as groups on the following activities.
PRE-ACTIVITIES They can also help the learners to focus their attention on the learning item
By preparting the students with the key words, the amount of information to be treated is reduced.
Pre- activities introduce the learners to the topic. They pre-teach vocabulary or relevant structures.
WHICH STRATEGIES MAY I USE FOR READING AND WRITING ? In this stage the focus is on these are pronounced.
accuracy.. accuracy
The learners only read or write a word/sentence if they know how
WHAT ARE PRE-READING ACTIVITI ACTIVITIES ES USEFUL FOR?
Let’s go on learning
Read more at Suite101: Improving ESL Reading Skills: Teaching Strategies: Pre-reading Activities for the ESL Learner | Suite101.com http://www.suite101.com/content/improving-esl-reading-skills-a13325#ixzz1LneBWxvP
The Speaking Process The speaking process includes activities that occur prior to, during, and after the actual speaking event. Before speaking, the speaker might determine the actual content of the message, how it should be presented, and what kind of audience will be hearing the message. While speaking, the speaker must attend to such things as presenting a clear message, tone of voice, suitable vocabulary, possible responses, the environment, and nonverbal gestures. Following speaking, the speaker might accept comments, answer questions, explain concepts not understood, and/or assess the process.
WHY IS IT NECESSARY TO DEVELOP SPEAKING SKILLS?
WHICH STRATEGIES MAY I USE FOR LISTENING AND SPEAKING? The teacher introduces new vocabulary by means of:
realia or flashcards WHAT DO THE LEARNERS DO THEN?
Students generate and explore ideas for speaking topics through a variety of pre-speaking activities such as the following:
Listening to a speaker
Constructing thought webs and graphic organizers
Jotting down ideas Reading and researching Reflecting Viewing a video
Listening to music
Types of speaking activities Leaving telephone messages
Conversations g n n i k k l a T
f f l e s e n o o t o
I n t s e r v i e w
WHAT IS THE LEARNERS’ PURPOSE FOR SPEAKING? Just as pre-writing precedes drafting, pre-speaking begins before students actually speak. Students' experiences, observations, and interactions inside and outside of the classroom have an impact upon what they say and how they say it. Pre-speaking activities involve thought and reflection, and provide opportunities for students to plan and organize for speaking .
Asking for clarification
Accuracy
Appropriacy
Fluency
Speaking Skills
Turn-taking
Clarity
Organization Encouragement
Could these skills be transformed transformed into into indicators indicators for assessment?
WHAT ARE WHILE ACTIVITIES? While activities help us to monitor and structure the learning process. They give us immediate feedback.
mbd.scout.com
They allow for adjustments and clarification to complete an activity successfully. red6747.pbworks.com
HOW CAN YOU IMPROVE THESE KIND OF ACTIVITIES? ACTIVITIES? The students combine the new language elements with familiar structures or activities.
They may also infer and summarize ideas from the text.
Useful tools for learners to apply... This This table This diagram What’s on the board
is
a substitution table a serie of columns something with structure something that can change its parts
Ask the learners to suggest other phrases or words that would fit into the different columns. http://www.tttjournal.co.uk/uploads/File/back_articles/Using_substitution_tables.pdf
RECOMMENDED ACTIVITIES FOR DEVELOPING READING COMPREHENSION
WHY DO WE USE POST ACTIVITIES? Post-activities help learners to consolidate and revise the main Issues of the activity or task.
to develop accuracy and fluency
to feel more responsible for their own learning
They allow transferring or applying inew learning items to other tasks/activities.
to develop self-confidence to practise
to create content They offer an opportunity to reflect on the learning process.
HOW CAN YOU IMPROVE POST-ACTIVIT POST-ACTIVITIES? IES? POST-ACTIVI TIES? BY REPORTING TO THE CLASS THEIR FINDINGS
Can you mention any other ideas?
BY REPORTING TO THE CLASS THEIR FINDINGS
USING THE LANGUAGE CREATIVELY
BY ROLEPLAYING, SHORT DIALOGUES
BY PRESENTING A POSTER
Finally, some observations to be considered in the classroom on a day-to-day basis • The teacher modelling standard English language usage. • The teacher using brief mini-lessons to instruct students about language usage and formats for a variety of speaking situations (e.g., informal and formal individual, small group, and large group situations) and purposes (e.g., to inform, to persuade, to share feelings, to respond, to entertain) • The students speaking for a variety of purposes and situations (e.g., small group discussion, conversation, formal speeches, drama, debates, storytelling)
• The students developing social skills by interacting in a variety of small group situations (e.g., reader response groups, collaborative and co-operative groups)
• The students learning to facilitate and participate in group discussions
• The students and the teacher assessing speaking abilities and practices using checklists and anecdotal notes
Reference Web sites: http://www.telt.um.edu.my/2presentation.html http://www.teachervision.fen.com/lesson-plan/resource/5775.html http://www.suite101.com/content/improving-esl-reading-skills-a13325 http://esl.about.com/library/lessons/bl_baker2.htm www.slideshare.net/chela894/the-speaking - - process
http://evasimkesyan.edublogs.org/2010/03/13/pre-and-post-activities /
