1. YL Material Design & Development
Week 6
Inductive Teaching & Can Cant Lesson
Productive Skills Framework
Lesson Planning 1

2. Housekeeping: Name Cards
English Nickname: _________
address: ______________
Phone #: __________________
Your Picture
Something about your self:_________
______________________________ 2

3. Homework for Next Week
Read and answer the questions to Halliwell’s Working w/ and w/o Course Books Qs p. 188 reading pp Reflection on Homework
Discuss in small groups or with a partner:
What does S-M-A-R-T stand for?
How do we make an SLO specific and measurable? What do we need to include?

4. Which is deductive? Which is inductive?
Bottom-Up Processing
Examples I ▼
Rule
Top-Down Processing
Rule I ▼
Examples
Ss are given a task which
helps them discovery
the rule.
Teacher explains the rule
and Ss make examples
following the rule.

5. How to Read a Teacher’s Mind
I am going to ask you some questions.
I want you to guess the answers to the questions.
Watch me carefully. See if you can read my mind

6. How to Read a Teacher’s Mind
Before we play the game again, read these questions and try to guess the rule.
Guiding questions:
What kind of question is the T asking? Can you give some examples?
What does the T often do when he asks a question?
What is the answer when the T does that?

7. How to Read a Teacher’s Mind
Discuss with your partner, what is the rule?
Ask your partner some questions about yourself using the rule.

8. How did you find the rule?
Many examples,
Teacher draws attention to important details by asking questions.
Students try to use the rule (or explain their guess about the rule)
T gives feedback.
Students try again.
(Repeat steps 3,4&5 if necessary)
Provide many chances to practice to master the new rule.

9. Notice Link Want Succeed Challenge Play
How does inductive teaching help Ss initiate the active learning cycle? What’s the relationship between “confusion” and noticing and
Notice
Notice
Link
Want
Succeed
Challenge
Play

10. Sample Lesson #2
As you participate in this lesson, please try to take mental note of:
How the target language is introduced and practiced (EIF)
how the materials and activities target/access the different learning styles (VAKT)
what the SLO (student learning objective) is

29. A penguin can fly. O/X

30. A dog can swim. O/X

31. Yuna can’t skate. O/X

32. A chef can cook. O/X

33. A fish can walk. O/X

35. What questions did I ask you?
Hobby / Name
_________
____
________
______
Swim
Cook ramyun
Play baseball
Do taekwondo
Play WoW
What questions did I ask you?

36. Fix these sentences if they are wrong: I can’t swim
Fix these sentences if they are wrong: I can’t swim. She can cooking ramyun. He can plays baseball. She can do taekwondo. I can’t played computer games.

37. A: Can you ______?
B: Yes, I can.
No, I can’t.

38. A: Can he/she ______?
B: Yes, he/she can.
No, he/she can’t.

40. Copy this chart in your book
Hobby / Name
Play baseball
Choose and write three hobbies.
Write the names of three friends.
Ask your friends questions about their hobbies.

42. Processing: Discussion Questions
When did the students encounter the target language?
What do we need to provide our students when we teach this way?
How did I check that the students understood the form?
When did you learn the meaning and use of the new language?

43. Processing: Discussion Questions
What was the SLO for this lesson?
What steps were Encounter, Internalize and Fluency?
Look at the Internalize stage. What was the controlled practice, less controlled practice?
When did the teacher use SL? TL?
What was higher, STT or TTT? How does that help Ss learn?

44. Processing: Discussion Questions
How did the T assess the Ss prior knowledge?
How did the T create opportunities for peer learning and peer interaction?
What techniques, strategies and/or materials were used to make practice fun?
What was the objective of this lesson?
Was it achieved?
If you were to teach this lesson, what might be the most challenging aspect of the lesson for you?

45. Application Consider the language you prepared for this class.
Write an SLO for your lesson.
What realistic context can you use to have the Ss encounter the TL?
How will you check the form and meaning?

46. Make your own SLO
* 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)__.

47. SLO Formula
By the end of the lesson, SWBAT ___________________________ by _________________________________________.

48. Your First Lesson Plan Draw an triangle on a piece of paper.
What steps are there to teach someone to ride a bike?
List the steps on your paper.
Put the first step at the top of the triangle and the last step at the bottom
First 
Last 

49. Your First Lesson Plan
Read through your lesson plan and label the stages E-I-F.
Look at your last step: Did you give your learner a clear task to let them demonstrate their SLO?
Write an SLO of this lesson plan using the formula you learned in this lesson.
Did you miss any steps? Add them in.
First 
Last 

50. Free By the end of the lesson, SWBAT demonstrate their
ability to ride a bike alone
BY riding the bike to the store
to buy two ice cream cones.
Encounter:
Introduce learner to bike
assess prior knowledge asks learner about parts of bike
introduce key concepts and vocabulary
model the task/skills for learner
Internalize:
controlled practice – trainer holds bike while leaner rides
less controlled practice – trainer removes support gradually so learner can internalize
Fluency:
learner rides bike with out support from trainer
learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. 1.
Controlled
Free

51. Scaffolding SLA Definition: Materials Development Definition
scaffolding explains how learning occurs as a result of “support coming from a more knowledgeable other that leads the learner to internalize what is being learned.” (Ko, Schallert and Walters (2003).
Materials Development Definition
scaffolding denotes the language support that the teacher or material developer builds into the productive skill lesson to facilitate the successful learning of the target language

52. Free By the end of the lesson, SWBAT demonstrate their
ability to ride a bike alone
BY riding the bike to the store
to buy two ice cream cones.
Encounter:
Introduce learner to bike
assess prior knowledge asks learner about parts of bike
introduce key concepts and vocabulary
model the task/skills for learner
Internalize:
controlled practice – trainer holds bike while leaner rides
less controlled practice – trainer removes support gradually so learner can internalize
Fluency:
learner rides bike with out support from trainer
learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. 1.
Controlled
Free

53. Visual Support
on the box
under the box
next to the box
in the box

54. EIF E = Encounter I = Internalize F = Fluency
Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language)
I = Internalize
Students “internalize” the target language through practice (controlled practice activities  free practice activities)
F = Fluency
Students “USE” the target language on their own  they become fluent in using the target language

55. What do you think this triangle shape represents?
EIF framework
What do you think this triangle shape represents? E
____ I
__________________ F

56. EIF breakdown of triangle shape
E  time needed to encounter and clarify the target language/skill.
I  Timed needed to work on accurately remembering and internalizing the target language/skill.
F  Time needed to work on fluently using the target language/skill (mastery).

57. Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle.
Why do you think this is so?

58. Why do you think this is so?
Imagine teaching “greetings” to your students. Would you teach them the whole dialogue at once?
Why?
E (encounter)
I (internalize) E I F
We call this “Language chunking”

59. Typical ENCOUNTER activities
brainstorming
describing a picture or pictures
using the people and things in the classroom
learning a dialogue (choral repetition and group drilling)
watch and follow a model
elicitation from students of vocabulary they already know
word map
story telling with guiding Qs to elicit concepts, term or vocabulary
reading/listening to sentences
reading/listening to a passage
puzzle/games that check Ss prior knowledge

60. Typical INTERNALIZE and FLUENCY activities
pair conversations & conversation grids
games
information gaps
interviews/surveys
mixers (“cocktail party”) such as “Find Someone who…”
dialogues and personalized substitution drills (less controlled internalize practice activity only)
role plays (usually only for fluency)
discussions & debates

61. Is there a difference between dialogues and role-plays?
Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity).
Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.

62. Creates more effective lessons
Backwards Planning
Second to
last activity
First practice
activity
SLO & Final
Activity
Warm-Up
Introduction
Creates more effective lessons
Saves planning time