1. TESOL Materials Design and Development
Week 15
Receptive Skill SLO
Keywords
Lesson Planning 1

2. What Remains: Today: Write SLO, pick keywords, brainstorm PRE
Next Week: Rough draft of receptive skill lesson and material projects due, conferencing
Week 16: Final project due

3. Use this formula to create a Receptive Skill SLO
By the end of the lesson, SWBAT demonstrate their understanding/comprehension of the __________ (text/passage/story/dialog/conversation/article/etc.),_________ (title of text) BY ______(doing something)__________.
Sample SLOs on page 79,
Practice on pages 80 and 92

4. Keywords What are keywords? How do know which words to pre-teach?
Look at page 101 in your book. How many words do you see in the “Language Point” section?
How many words are appropriate to pre-teach? Why?

5. Choosing Keywords
Look at listening script for the “Korean Food” lesson (p. 109). Underline all the difficult words, that is, words middle school or upper elementary school Ss would have trouble with
Re-read and circle all key-words; that is, words that have to do with the MI and important details.

6. Classifying
Look at the list on page 101 again and compare it to the words you underlined and circled
Sort the words into the chart

7. Activate schema and assess prior knowledge with the menu activity
재승’s World Famous
Korean Restaurant

8. List of Difficult Words
tasty
texture
chewy
beef
pork
vampire
bugs
marinated
slurping
squid
octopus
blood sausage
blood soup
silk worm larvae
miso soup
buckwheat noodles

9. What words would I teach?
The “Korean Food” lesson is interesting because the words for the food have been made strange by being expressed in English.
I would teach this lesson in the PRE stage differently than the way described in the course packet
I would use a collaborative discovery activity, so Ss could discover the meaning of the Korean words made strange

10. Choosing Keywords Now look at your texts:
How many difficult words are there?
Are all the difficult words keywords?
If you have more than 6-8 keywords, is the text too difficult for your learners?
How will you scaffold Ss learning if the text is too difficult?

11. Lesson Planning-Pre Questions to ask your self: What is your text?
What is your SLO?
How will you motivate the Ss to engage in the lesson?
How will you encourage the students to predict/anticipate the reading/listening lesson?
How will you check their prior knowledge?
Which words will you pre teach?
How will you teach/assess their understanding of new words?

12. Lesson Planning-During
What simple question can I ask to have my students notice the …
form, setting, genre, mood, gist (see end of reading on PDP framework)
How will my students show that they have understood the story or listening text?
What materials will I use to support them? How will I include VAKT? Peer learning?
Do each of my activities have a purpose given before the Ss listen/read?

13. Lesson Planning-Post
What aspect of this lesson can I transfer to another skill? Is there a language point, a theme or a topic which will lend itself to a speaking or writing activity?
What materials do I need to support this?

14. Materials
Remember, “[materials] refers to anything which is used by teachers or learners to facilitate the learning of a language”
Possible materials:
Pictures, PowerPoint, realia, drawing of the white board, teacher talk (for example: CCQs, guiding questions, focusing questions, instructions and anecdotes) a game, worksheets, (SARSed) course book pages, drawing of the seating arrangement,
Must be age-appropriate (Tom. A-6)
Must support/match the lesson.
Must be labelled to match the lesson plan.
Must follow Tomlinson’s guidelines, (for example, A-2 help the learners feel at ease, A-10 different learning styles)

15. Aspects of Tomlinson’s Features not in Receptive Skill Lessons
8. Draw learners attn to input (unless the post writing task is using the reading as a model then you may want to draw attn to the genre and pattern of organization in the writing)
9. Communicative purposes not required
13. Silent period – will happen naturally
15. Not too much controlled practice

16. Planning for Clear Instructions
What info do Ss need to know?
page # or materials
task
purpose
groups
time
special considerations such as turn taking, not showing your paper, etc
How will T convey that information?
using focusing Qs
previewing
short & simple instructions
chunking
CCQs
modeling
providing visual as well as verbal instructions

17. General Tasks
Make a list of all the general listening and reading tasks that you can think of
Discuss with your group which tasks are appropriate for your text

18. Specific Tasks
Make a list of all the specific listening and reading tasks that you can think of
Discuss with your group which tasks are appropriate for your text
How many tasks do you think are appropriate?

19. Assessment Activity
Make a list of all the assessment activities you can think of for listening and reading texts
Discuss with your group which assessment task is appropriate for your text