Idiom of the Day IN THE LOOP To keep someone informed and up-to-date about what’s happening – usually in the workplace.

Lesson Plan for Session 3

Icebreaker Activity TIMELINES

Chapter Presentation by Students

Homework Review  STRATEGIES READINGS  CLASS DOJO  COMMENTS ON LLPs  COMMENTS ON JOURNAL ENTRIES RE LLPs

Classroom Activity Presentation by Students

Resource/Opportunity FACEBOOK AMERICAN ENGLISH AT STATE atState?fref=ts

Main Presentation From Language Learner to Language Teacher, by Don Snow Chapter 3 Course Planning: Knowing Where You Are Going

Chapter 3 - Course Planning: Knowing Where You Are Going Presenter: Diane Whaley

Goals  are the big picture of your course. They are specific objectives for your students.

Goals (p.38) pp38. What are goals? TThey usually fall into these 4 categories: 1. Language knowledge – vocabulary, grammar, cultural knowledge 2. Language skills – listen, speak, read, write, & translate 3. Language learning skills – strategies to be more effective language learners, knowledge of the process 4. Motivation – developing and maintaining students’ OWN motivation Most teachers focus on these. Most GOALS are already influenced by two things 1) what the school or college exam requires and 2) your own ideas of what students want.

Examples from Snow Case 1 – College English  NO National Exam  Freedom to choose the goals and design the course  Flexibility to change and do different things  There is probably a textbook. Maybe you have chosen it or maybe not Case 2 – High School Seniors  National Exam (Vestibular)  Less freedom to design the course. Most of focus is on preparing for the exam  Not enough time to cover ALL the material, NOR for adding fun activities

Goals p40. Why is goal setting so important?  Set the direction of the course.  If you know where you are going, it’s easier to get there.  Students also know where they are going  motivation  Students will trust you more if they feel you are taking them somewhere

Goals p42. General Principles for Goal Setting  Healthy Balance of Skills  Basic Skills and Knowledge  Skills and Knowledge Goals  Building students’ interest in English- language study Listening over speaking Reading over writing Communication over accuracy Vocabulary over grammar

Goals p42. General Principles for Goal Setting  Healthy Balance of Skills  Basic Skills and Knowledge  Skills and Knowledge Goals  Building students’ interest in English- language study General skills may be more useful than specific skills. Ex: conversation repair vs. how to open a bank account

Goals p42. General Principles for Goal Setting  Healthy Balance of Skills  Basic Skills and Knowledge  Skills and Knowledge Goals  Building students’ interest in English- language study Mix goals of skills and knowledge  more students will have a chance to shine.

Goals p42. General Principles for Goal Setting  Healthy Balance of Skills  Basic Skills and Knowledge  Skills and Knowledge Goals  Building students’ interest in English- language study Building Students’ Interest in English Study Keeping students interested, especially if your course is required.

Personal Experience  Attribution Theory – oversimplified, if students attribute their success to their own hard work, they will value the success more and be more motivated to continue.  I believe that students face a point where they believe impossible things become possible.  For me, it was in middle school learning a particularly difficult ice skating skill, making crossovers.  I almost gave up, but I continued to practice skating in circles.  When I was finally successful, I knew I could learn other moves too.

Materials: The Textbook p44. Advantages  Saves lesson preparation time  Provides continuity to the course  Facilitates students’ study and review  Students can see and mark progress in English p Disadvantages  Textbooks have a lot, (sometimes too much) information and details  Books show reading and writing better than listening and speaking  Finishing the book becomes more important than learning and using English

Personal Example  The course textbook was ALREADY chosen for this course.  Good points – we like the book. I can follow the book chapter by chapter (general to specific)  Bad points – The book can be difficult and has a lot of information.  We don’t have enough copies of the book  GOAL: Finishing this book means that you will complete U.S. college-level work.

Methods pp45. Methods normally come from: TThe recommendations of the textbooks and materials for the course. WWhat my colleagues are doing. TThe methods that my teachers used when I was in school. pp46. The method you SHOULD use MUST match your goals NOTE: not only one big goal, but there are also many small goals for various activities. TThe best way to develop language skills is to practice them... again and again. DDon’t shock or scare your students  if they REALLY hate something, they won’t do it (at all).

The Syllabus  p47. In the syllabus the TEACHER and STUDENTS both can see and share the goals of the course.  It has five parts: course name, teacher’s name and contact information, goals of the course, course plan, & evaluation criteria. 1. The students are given all the important information for the course. 2. It allows the teacher to set the goals in the beginning of the course. 3. It helps the students to get organized, builds their confidence in the teacher, and stimulates their intrinsic motivation.

Language Learning Projects (LLPs): Working toward Breakthrough  LLPs are not only for you but also for your students.  They prepare students to be autonomous learners.  If LLPs are new to your students, it will take practice to make a good plan… and also to follow the plan.  Explaining (by the teacher) and writing journals (reflection by the student) may be better in Portuguese. What do you think?

Discussion Questions 1. What are the goals for your classes? Think of one grade and make a general list of your course goals. 2. Do you include motivation building in your lessons? If yes, explain how you do this. If you don’t, what are some ways that you can motivate your students to do well in English? 3. Do you agree with Snow that developing listening skills is more important than developing speaking skills when starting to learn English? Explain. 4. How much do you use the textbook when you teach? What are the advantages and disadvantages of the textbook that you are using? Are they the same reasons that Snow gives? 5. What learning methods work best for you? Would any of them work for your students?

Discussion Directions  In a group, discuss ALL five questions (Portuguese or English).  Choose one person in each group to take notes in English.  Choose one person in each group to be the speaker.  Choose one person to write the group’s ideas and discussion points on a piece of paper.  After a few minutes, you will pass your paper to another group.  The speaker in each group will present another group’s ideas. Discussion Dynamic 1

Reflection Talk in your group about this activity. Did you like it? Why? Why did I do it? What kinds of skills did you practice? As students, what did you do in this activity? What are some of good points of this activity? What are some of the bad points? Provides review and incentive to read the book. Encourages discussion and provides speaking and listening practice. Talking helps you organize your thoughts. Allows us to share ideas.  NOTICE: groups didn’t read their own ideas.

Closing  Homework:  Everyone:

Closing  Homework (continued)  Chapter Presenters: 1. You may use some of my PowerPoint slides of Chapter Read the material on our website about Chapter Presentations. 3. Contact me for help. 4. me your materials by midnight on Saturday.

Closing  Homework (continued) Classroom Activity Presenters:

Closing  II. Any remaining questions????  III. Session Summary (by a student) Chapter Presenters and Classroom Activity Presenters for next session: PLEASE TALK TO ME FOR FIVE MINUTES AFTER THIS SESSION.

Thank You. Thank you for your attention and your participation today. If you have any concerns, questions, or comments, please contact me

Chapter Presenters and Classroom Activity Presenters for next session: PLEASE TALK TO ME FOR FIVE MINUTES AFTER THIS SESSION.