1. Materials Design and Development Week 12 Sample Listening Lesson & Processing the Park Lesson

2. Homework for Next Week Start thinking about the kind of lesson you want to do: Reading or Listening and begin searching for the appropriate text

3. Listening Lesson – “THE PARK” Beginner Level Ss  Elementary to Middle School What do Ss already know? Ss already know some park-related vocabulary, basic sentence formation and present continuous tense.

5. A park

6. A: What can you do in a park? B: I can walk in a park.

7. A: What can you do in a park? B: I can ____ in a park. What can you do in a park? A: I can ____ in a park. What can…?

8. What do you see?

10. A pigeon

12. Pigeons in a park

13. Which one is a pigeon? 12

15. Statue of Liberty

16. 1 2

18. A hoop and a stick

19. Hoops or Sticks?

20. Hoops

21. A hoop or a stick?

22. A stick

24. A paper bag

25. Yes or No?

27. 1 2

29. Entrance

30. An entrance?

32. Circle what you hear

33. A: What did you circle? B: I circled ________. What about you? A: I circled…… B:

34. Listen for What’s Wrong

35. Word List Hoop Horse Two Park Sitting Pigeon Man Looking Nearby Paper Pigeons Bird Eating Playing

36. Answers Park Sitting Pigeon Looking Nearby Paper Pigeons Bird Eating Playing Hoop Man Horse Two

37. Review I You He She It We They

38. Describe What You See

40. A: What did you circle? B: I circled ________. What about you? A: I circled…… B:

41. Draw Your Favorite Park Do you have a favorite park? I do:

42. Tell Your partner about your park

43. Processing How was the whiteboard used in the park lesson? Why was this important? How did it help with Ss learning? How did it help T stay organized?

44. White Board for Park Lesson KeywordsNon-keywordsReview for Present Continuous Verbs

45. Processing How does the Park Lesson illustrate the PDP framework? For example: –What happened in the Pre stage of the Park lesson? –What happened in the During stage of the Park Lesson? –What happened in the Post stage of the Park Lesson?

46. In the Pre-Stage 1.activate schema 2.assess prior knowledge 3.generate interest in the topic 4.build rapport with our Ss 5.elicit and/or pre-teach the key vocabulary words.

47. In the During Stage Ss are given tasks to give them a reason to read or listen Tasks are given before Ss read or listen Task allow Ss to demonstrate understanding Tasks are sequenced –General to Specific –Easy to Difficult –Concrete to Abstract

48. Memory ≠ Comprehension Because we only remember: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss with others 80% of what we personally experience 95% or what we teach others

49. In the Post Stage Ss have a chance to move beyond the text Ss are allowed to personalize the topic or theme Ss integrate other skills Ss make “text to self” and “text to world” connections by doing tasks that allow them to see how the topic is relevant to them and their world

50. Processing Continued Look at the lesson plan and fill in the missing stages. –Pre –During –During/Post (one time) –Post

51. Processing Continued How did T assure mastery of the key words in this lesson; i.e., where did the Ss encounter the key words? What is the purpose (objective) of a listening lesson? Where in the During is the objective achieved? In the Park Lesson, what activity had the Ss show the most comprehensive or “in depth” understanding?

52. Processing Continued If the Ss were speaking, what did the T provide on the WB or PPT? Why did the teacher provide it? Why did the teacher have the Ss read and fill in the blanks of the cloze before letting the Ss listen? Why would the Park Lesson make a bad EIF lesson?

53. Park Lesson as EIF Step 1: introduce the topic = E Step 2: show pictures and elicit vocabulary = E Step 3: pre-teaching vocabulary = E Step 4: listening task #1 = E Step 5: listening task #2 = E Step 6: cloze activity = E Step 7: review of present continuous and then the Ss talk about the picture. = I Step 8: Ss begin by listening to the text one more time while looking at a different park picture. Ss then talk about the differences. = I Step 9: Describe your own park = F

54. What framework do we use for the productive skills? What framework do we use for the receptive skills? Where is the SLO achieved? How are the Encounter and the Pre stages similar? How are they different? What’s the focus of the Internalization stage? How do we facilitate Ss success? What’s the focus of the During stage? How do we facilitate Ss success? What’s the focus of the Fluency stage? How do we facilitate Ss success? What’s the focus of the Post stage? How do we facilitate Ss success?

55. What do we mean by Keywords? Key words are words that are related to the main idea, topic, or theme of the text being studied. Key words are also words that are associated with significant details in the text.

56. 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.

57. 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)__________.

58. 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.

59. You Try Write and SLO for the following: 1.fable “The Hungry Father-in-Law” 2.debate “Should We Build the New Library” 3.public service announcement “What to Do in Case of a Fire”

60. 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.

61. Look at these tasks. Put them in correct order using PDP framework 1)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 2) 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 3)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. 4)Show picture of bus station. Elicit background knowledge by using guiding Qs: “Where do you think this is? What’s happening? Etc…” 5)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 6)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? 7)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.

62. 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

63. Introduction to Bloom’s Taxonomy Sequencing of tasks and questions in reading activities is not a new idea Bloom introduced his taxonomy of reading questions in 1956 Bloom, like Grellet, believes that tasks should move from easier to more difficult, and from concrete to more abstract forms of thinking

64. Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Warning: This is more appropriate for Native Speaker learners, so use this information carefully.

65. Knowledge Useful Verbs Sample Question Stems Potential activities and products tell list describe relate locate write find state name What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Make a list of the main events. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the.... in the story. Make a chart showing... Make an acrostic. Recite a poem.

66. Comprehension Useful Verbs Sample Question Stems Potential activities and products explain interpret outline discuss distinguish predict restate summarize compare describe Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events.

67. Application Useful Verbs Sample Question Stems Potential activities and products solve show use illustrate construct complete examine classify Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? Would this information be useful if you had a...? Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material.

68. Analysis Useful Verbs Sample Question Stems Potential activities and products analyze distinguish examine compare contrast investigate categorize identify explain separate advertise Which events could have happened...? If... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? Why did... changes occur? Can you explain what must have happened when...? Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person.

69. Synthesis Useful Verbs Sample Question Stems Potential activities and products create invent compose predict plan construct design imagine propose devise formulate Can you design a... to...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

70. Evaluation Useful Verbs Sample Question Stems Potential activities and products judge select choose decide justify debate verify argue recommend assess discuss rate prioritize determine Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think... is a good or a bad thing? How would you have handled...? What changes to... would you recommend? Do you believe? Are you a... person? How would you feel if...? Prepare a list of criteria to judge a... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

71. Homework PDP Framework read and answer Qs Post entry and reply to two others on discussion board