1. Materials and Lesson Planning
Week 3

2. Reflection on Homework
Discuss in small groups or with a partner:
What is the difference between statements of aims and statement of objectives?
What are three benefits of writing statement of objectives from the student perspective?
What type of verbs do we use? Why?

3. Reflection on Homework
Discuss in small groups or with a partner: 4. What is the relationship between an SLO and a Lesson Plan?

4. Homework for Next Week
Read and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4”
Questions p. 174
Reading p
P175 EIF
p189 ECRIF triangle

5. Student Learning Objectives

6. Student Learning Objectives
What is a student learning objective?
What do we mean by “observable behavior?”
Which of the two (below) is an aim and which is an objective?
A. By the end of the lesson SWBAT ask and answer Qs
using frequency adverbs (always, often, sometime,
seldom, never) in the dialog (A: How often do you
_____? B: I _____ ______.) by conducting a class
survey of Ss daily routines.
B. Students will come to appreciate and understand
French culture

7. Student Learning Objectives
Think about the following questions:
Why should we use a student learning objective (SLO)?
When should you make a SLO?
How do you prepare students to succeed in reaching the SLO?
How do you know if the SLO is too easy or too hard?

8. “SMART” objectives S - specific M - measurable A - achievable
R – relevant
T – time bound

9. Realistic Objective?
To make sure it’s a fair test, I’m going to give you all the same task. All I want you to do is climb up into that tree…

10. What is the difference between the verbs in the left column and the verbs in the right column according to learning objectives?
Rank Understand Answer Appreciate
Create Learn
List Know
Ask
Use
Give
Identify
Write
Tell
Categorize
Describe
Evaluate
Paraphrase
Retell

11. Look at the sample objectives on the next slide and answer the following questions:
Which is the clearest?
Which best indicates the student behavior you want to see by the end of the lesson?

12. By the end of the lesson, students will be able to (SWBAT) use Spanish to introduce themselves and their peers to each other
By the end of the lesson, SWBAT demonstrate the ability to greet each other by using “Hola Mi Nombre es…..” by doing a mingle activity in which students meet and greet each other in Spanish.
By the end of the lesson, SWBAT demonstrate the ability to understand how Spanish is used to greet someone and introduce people to each other.

13. What do you think of this objective?
By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs BY completing a fill-in-the blank worksheet.
Let’s make something more meaningful, authentic and measurable
Remember the goal of a speaking lesson is to have the Students using the language productively
the behavior you need at the end of the lesson involves using the Target Language.

14. Some possible changes:
By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs…
by producing the correct form of the third person singular for regular and irregular verbs in writing - given the infinitive forms.
by identifying incorrect forms of 3rd person singular regular and irregular verbs and providing the correct form.
by telling the correct forms in a when describing someone’s daily activities.

15. A more appropriate SLO
By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs BY interviewing their partner about their daily routine and then sharing what they have learned with another classmate in a double interview activity

16. Creating Objectives
* Remember the key is to think about the language needed to complete a communicative task that students will demonstrate by the end of the lesson; this task should be based on what the students have learned from all the activities they participated in during the lesson.
It might be helpful to use the following “formula”:
By the end of the lesson, SWBAT demonstrate (TL – functons & notions – knowledge, & skills) by (doing something = the assessment activity)__.

17. SLO Formula
By the end of the lesson, SWBAT ______________________ by __________________________.

18. An Example from Lesson 1 By the end of the lesson, SWBAT
make statements about and ask basic questions using comparatives (i.e.: “X is taller than Y” and “Is X taller than Y?”) by
conduct a class survey about famous Korean people.

19. Practice
Make detailed objectives for the following productive skill lessons:
Vocabulary: family members (mother, uncle, etc); asking/answering Qs about family
Function: giving and receiving directions; drawing the route/path on a map
Grammar: simple past tense; asking answering questions about past activities

20. Vocabulary Function Grammar
By the end of the lesson SWBAT describe their family using the TL (mother, father…) by describing people in a family photo album.
Function
By the end of the lesson SWBAT ask for and give directions using the TL (A: Excuse, me can you tell me where the ____ is? B: Yes, ….. ) by doing “Find the Treasure” information gap activity.
Grammar
By the end of the lesson SWBAT ask and answer Qs using a dialog in the simple past tense e.g. (A: What did you ___? B: ____ I _____.) by doing a “Conversation Grid” interview activity.

21. Language Analysis: What you do before you write an SLO
Select the grammar topic
Fine-tune: What is, isn’t included, other meanings, negative form, question, typical Student problems
Make sentences and choose one as a representative
Decide on a situational context or text to teach the grammar form
Analyse the form, meaning and use
Write your student learning objective (SLO)

22. Let’s Practice Together
Using “Tag questions”

23. Let’s practice together
What are some typical sentences?(5-10)
What do we need to consider? E.g. Verb form, pronunciation, negative, answering
What are some common student errors?
Where might they have difficulty?
What situations and places is the grammar usually used in?

24. Some sample tag questions:
You like tag questions, don’t you?
This isn’t a problem, is it?
You didn’t kiss him, did you?
You should ask you mother about it, shouldn’t you?
You can go to the party, can’t you?
You aren’t eating the cookies, are you?
She won’t marry him, will she?
You haven’t completed your homework, have you?
This has helped, hasn’t it?
They couldn’t come, could they?

25. Additional Fine-Tuning
You (do) like tag questions, don’t you?
You don’t like him, do you?
She doesn’t play tennis, does she?
You (do) know her phone number, don’t you?
This isn’t a problem, is it?
She is pretty, isn’t she?
You aren’t eating the cookies, are you?
You’re happy, aren’t you?

26. Make Your Own SLO
It’s time to start thinking about your mid-term project which will be due in week 10.
You will be writing a lesson plan and selecting, adapting and supplementing materials for each stage of the lesson
The first step is to make your SLO and chose your target language