<p> LA SALLE UNIVERSITY – SCHOOL OF EDUCATION SCIENCES BA IN SPANISH, ENGLISH, AND FRENCH - FOREIGN LANGUAGE DIDACTICS LESSON PLANNING</p><p>A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. The detail of the plan will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of students.</p><p>PRESENTATION – PRACTICE - DEEP-END STRATEGY ARC OHE/III ESA PRODUCTION By encouraging students into Authentic use + SS should Observe (read or listen Engage SS. Unless SS are The T introduces a situation immediate production (throwing Restricted use + to language) which will then motivated with the class, which contextualizes the them in at the deep end), the T can Clarification and focus. provoke them to Hypothesize about their learning will be less language to be taught. The see if and where SS are having A communicative how the language works before effective. language (vocabulary and/or problems and return to either activity will demonstrate going to Experiment on the basis of Study the language. Focus structure) are then presented. presentation or practice as and “authentic” use, that hypothesis // Show SS on how something is The SS now practice the when necessary. T and SS can whereas a drill, jazz examples of the language like structured and done. language using choral or decide at which stage to enter. chant, elicited dialogue dialogues (Illustration), then give Activate the new language. individual repetition, cue- or guided writing will them discovery activities and SS are encouraged to use response drills, etc. Later the SS Production – presentation + practice provoke restricted use questions about the language all the language they know make sentences, dialogues or – practice + of language by SS. (Interaction). As a result, SS will get through communicative texts of their own presentation Finally clarification new facts about language activities. language is that which (Induction). the T and SS use to explain grammar, give examples, analyze errors or repeat things. (Taken from Harmer, Jeremy. (2001). The practice of English language teaching. London: Longman ELT)</p><p>THE DIFFERENT COMPONENTS OF A LESSON PLAN</p><p>ANATOMY OF A LESSON PLAN Title: pearl harbor Time: 90 minutes</p><p>Materials: VCR, tape, poster, pictures</p><p>Objectives: Objectives 1- The SS will summarize reasons for U.S. entrance into WWII 2- The SS will evaluate the pros and cons of these reasons. Anticipatory Set Setting the stage: Show picture of Pearl Harbor bombing.</p><p>Instructional Discuss: Background from h.w. reading. input Construct: Time line of WWII events. Groups: Posit “legitimate” reasons for a Modeling country to go to war. Refer to textbook Guided and previous class notes. practice Show: Anti-Japan & anti-German posters and newsclips (video).</p><p>Journal: What role did emotions play in Independent the U.S. entrance into WWII? Defend or practice critique the reasons for going to war.</p><p>Checking for comprehension during each activity</p><p>Taken from http://www.huntington.edu/education/le (Taken from The TKT course, p. 92) ssonplanning/Hunter.html STANDARD LESSON PLAN FORMAT</p><p>1. Warm-up The warm-up can be as simple as telling a short story or asking students questions. The warm-up can also be a more thought-out activity such as playing a song in the background, or drawing an elaborate picture on the board.</p><p>2. Presentation The presentation can take a variety of forms: - Reading selection - Soliciting students' knowledge about a specific point - Teacher centered explanation - Listening selection - Short video - Student presentation The presentation should include the main "meat" of the lesson. For example: If you are working on phrasal verbs, make the presentation by providing a short reading extract fileld with phrasal verbs. </p><p>3. Controlled practice Generally, controlled practice involves some type of exercise. Remember that an exercise doesn't necessarily mean dry, repetitive exercises, although these can be used as well. Controlled practice should help the student focus on the main task and provide them with feedback - either by the teacher or other students.</p><p>4. Free practice Free practice integrates the focus structure / vocabulary / functional language into students' overall language use. Free practice exercises often encourage students to use the target language structures in: - Small group discussions - Written work (paragraphs and essays) - Longer listening comprehension practice - Games The most important aspect of free practice is that students should be encouraged to integrate language learned into larger structures.</p><p>5. Feedback/Assessment Feedback allows students to check their understanding of the lesson's topic. Feedback can be done quickly at the end of class by asking students questions about the target structures. Another approach is to have students discuss the target structures in small groups, once again giving students the chance to improve their understanding on their own.</p><p>(Taken from http://esl.about.com/od/esleflteachingtechnique/a/lesson_format.htm)</p>