1. YL Material Design & Development
Week 7
SLO for Mid-Term Project
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 Work on you mid-term project.
Reflection on Homework
Discuss in small groups or with a partner:
1) How can working with a textbook help a teacher? How can working with a textbook help the learners? How can working with a textbook hinder teaching and learning?
2) The chapters don’t discuss this directly, but what do you think is meant by the terms: Select, Adapt, Reject and Supplement when working with and without textbooks?
3) How can the teacher involve children in the planning? Why is involving your students in the planning a good idea? How does it help Ss learning?

4. 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)__.

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

6. 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

7. Backwards Planning Ask yourself these questions:
What do my Ss need to be able to do in order to do _____? What activity will help prepare my Ss to _____?

8. 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 

9. 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 

10. 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

11. 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

12. 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

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

14. 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

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

16. 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).

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

18. 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”

19. 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

20. 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

21. 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.