1. TESOL Materials Design and Development
Week 11
PDP Framework 1

2. The Tradition Continues

3. Warm-up & Opportunity for outcome feedback:
Think about the following Qs:
When are the tasks given to Ss in a receptive skills lesson; before or after they read or listen? Why?
Why is teacher translation of reading and listening materials not helpful for Ss?
If a text is difficult for the Ss, what do we simplify the text or the reading or listening tasks? Why?
Why shouldn’t a teacher pre-teach all the difficult words in a text? What skill do Ss need to develop to become better readers/listeners?

4. The PDP Framework Is it for productive or receptive skills?
What skills can we teach using the PDP framework?
What framework do we use to teach productive skills?

5. PRE
What happens in
each stage?
DURING
POST

6. Pre-Stage When does it happen in the lesson?
What happens in this stage?
Why?

7. Schema Theory & Schema Activation

8. What needs to be activated and assessed prior to reading or listening?
General world knowledge about social relationships and casual structures
Specific knowledge about topic of the text
Knowledge about the text’s organization (genre)

9. Good readers and listener use prior knowledge to:
make predictions
visualize
ask questions to monitor comprehension
draw inferences
confirm hypothesis… that’s what I expected
determine what is important in the text
demonstrate to others that they have understood what they have read

10. During Stage When in the lesson does it happen?
What happens in this stage of the lesson?
When are the tasks given to Ss? Why are the task given at that time?
What is the purpose of a reading lesson? If we give tasks after the Ss watch, listen or read, what are we assessing; memory or comprehension?
How does it happen; i.e., how are the activities sequenced?

11. Sequencing of Tasks Task are given before learners read or listen
Tasks are sequenced from:
General to specific
Easy to Difficult
Concrete to abstract

12. During Stage
What happens first: Skimming activities or scanning activities? Why?
What are some example of skimming activities?
What are some example of some scanning activities?
Where in the PDP lesson is the SLO achieved?
What kind of activity do we need to assess Ss comprehension of the listen/reading text?
Can you give me some example of these kinds of activities?

13. Skimming Activities ordering/numbering items of main ideas
making a list of main or significant events
reading or listening for the mood, feeling or tone of the text or passage
outline the main or fill in an outline where the details are provided but not the main ideas
ranking the importance of the main ideas or significant events
checking off relevant information from a text or picture
select the correct response such as what’s the best title for this passage
label pictures, graph, or graphic organizer
matching picture with description
matching two general pieces of information
writing summary statements

14. Scanning Activities
checking off relevant information from a text or picture
ordering/numbering items
label pictures or parts of pictures
matching two pieces of information
select the correct response fill in graph, or graphic organizer
fill in the blanks
ranking
true/false
multiple choice
writing short answers

15. A list of Comprehensive Assessment Activities
Summary
Retelling
Sequencing a summary
Sequencing pictures
Using pictures to retell the text
Synthesis such as making inferences, drawing conclusion or reading/listening between the lines
Application of new knowledge; e.g. using what they have learned to identify the technique being used
Discussion
Debate

16. During Stage
A cloze activity checks Ss comprehension at the word/sentence level. Is this a good final assessment activity of a listening or reading text? Why or why not?
Why do we need to check Ss comprehension at the text/discourse level?
Is the whole meaning of a text stated directly? When we listen or read something and understand more than was said or written what are we doing? Is this an easier or harder task?
Where in the reading lesson should Ss be reading/listening between lines, making inferences and drawing conclusions? Why?

18. Building Schemata Building Connections
Text to Self
choose texts with characters the same age as the students, or had similar problems and experiences
let learners share connections from past experiences
? ? ?
? ? ?

19. Building Schemata Building Connections
Text to Text
compare characters, their personalities, and actions
compare story events and plot lines
compare lessons, themes, or messages in stories
find common themes, writing style, or perspectives in the work of a single author
compare treatment of common themes by different authors
compare different versions of familiar stories

20. Building Schemata Building Connections
Text to World
create posters and ads
write in a reading or listening response journals
complete projects about the topic or theme
perform role plays or skits

21. Post Stage When does it happen in the lesson?
What happens at this stage of the lesson?
Why?
If the POST stage is “extra icing on the cake” why do I believe it is essential to include in any reading or listening lesson?
How does the POST stage relate to Tomlinson’s aspects of good materials?

22. PRE
Why the
diamond?
DURING
POST

23. Look at these two SLOs. How are they different?
By the end of the lesson SWBAT ask and answer questions using frequency adverbs (always, usually, sometimes, seldom, never) in the dialog (A: How often do you ___? B: I _____ _____.) BY doing a classroom survey.
By the end of the lesson SWBAT demonstrate their comprehension of the text, “That’s Her Problem” BY retelling the story with picture support.

24. Receptive Skills SLO Formula
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)__________.

25. Example
By the end of the lesson, SWBAT demonstrate their understanding of the conversations, “Problems at the Airport” BY describing the inferred conclusions about what each speaker will do.

26. You Try Write and SLO for the following:
fable “The Hungry Father-in-Law”
debate “Should We Build the New Library”
public service announcement “What to Do in Case of a Fire”

27. Compare Yours to Mine
By the end of the lesson, SWBAT demonstrate their understanding of the fairytale, “The Hungry Father-in-Law” BY inferring the moral that we can learn form the story.
By the end of the lesson, SWBAT demonstrate their understanding of the public service announcement, “Should We Build the New Library” BY summarizing the debate using a graphic organizer.
By the end of the lesson, SWBAT demonstrate their understanding of the debate, “What to Do in Case of a Fire” BY drawing a diagram or making a poster that shows the sequence described in the announcement.

28. Look at these tasks. Put them in correct order using PDP framework
Give task a series of T/F statements, let Ss read statements, then Ss listen to text. Ss check answers together, T elicits correct answers from group
Give Task: “Why is the older lady worried?” “What suggestion will the clerk make.” Ss read Qs. Ss listen to text. Ss check answers together, T elicits correct answers from group
Give Ss a bus schedule and a map of the US. Ask Ss to plan a trip to some place in the US. Ss will describe what bus/buses they will take. How long it will take and the cost of the travel.
Show picture of bus station. Elicit background knowledge by using guiding Qs: “Where do you think this is? What’s happening? Etc…”
Give task: “How many people are speaking? Where are they?” Let Ss read Qs. Ss listen to the text. Ss check answers together, T elicits correct answers from group
Introduce topic: “Long distance travel by bus.” Ask Ss if they have every gone a long distance by bus? Ask if they’ve traveled by bus in an English speaking country?
Give task: Each Ss gets a bus ticket with a destination. Ss must listen and find their bus number. Different Destination for each Ss. When Ss hear their bus number they should stand up. T play tape several time until most/all Ss can stand up when their bus number is called.

29. What order did you come up with?
Pre
4: Assess Ss prior knowledge
6: Intros topic and allows Ss to share past experience to create interest and relevance
During
5: It a general listening task
1: It a easy specific listening task.
7: It’s a more difficult specific listening task
2: It’s the most difficult listening task because it requires Ss to use inference and draw conclusion which assess Ss knowledge at the text/discourse level
Post
3: Ss do a task that moves beyond the text that allows personalization of topic/theme and gives them a chance to connect topic theme to their own lives

30. Role of Grammar vs. Role of Vocabulary in the Language Classroom
Let’s start by looking at some statements.
Give me a thumbs up if you agree
Give me a thumbs down if you disagree

31. “That vocabulary is more important than grammar is not true
“That vocabulary is more important than grammar is not true. If you know a bunch of words and don’t know how to put them together, there are very few chances for you to be understood.”

32. “You don’t really need to teach grammar explicitly, saying things like, ‘this is the past perfect tense and you form it like this’. That’s unnecessary. I think it’s better to teach learners to communicate, to practice as much English as possible in class with real language. Grammar will look after itself.”

33. “I get really annoyed when I teach a grammar point and then a few minutes later they make a mistake with it.”

34. “For students to use grammar correctly it should be presented in a context, its meaning and use should be clarified, and then they should practice using it.”

35. “Without grammar, little can be said; without vocabulary, nothing can be said.”

36. “If you give students plenty of examples in different situations where the structure is used, they should be able to work out the rules for themselves.”

37. How many words? 500,000 to 1,000,000 words in English
Educated native English adult knows about 20,000
We learn about 1,000 a year
We use about 1,800 in everyday conversation
Now, as to vocabulary. Which ones? Vocabulary programs expand vocabularies, we looked for the essential words, those that teachers assume kids already have heard. 37

38. Threshold Levels
Everyday conversation learners need 1800 to 2000 words for 80% comprehension.
For non-academic reading texts learners need about 5000 words for 90% comprehension.
For academic texts, the number of words needed for 80% comprehension varies dramatically by genre.

39. Three Lessons to be Learned
Identify what the most frequent 2,000 to 5,000 vocabulary items
Help learners learn how to learn vocabulary on their own
Don’t begin reading instruction with low level learners until they have a threshold vocabulary level of at 1200 words.