1. GSE YL Methods 1 Speaking and Listening Methodology Lesson Planning and Student Learning Objectives Lecturer: David Boesch

2. To make sure it ’ s a fair test, I ’ m going to give you all the same task. All I want you to do is climb up into that tree … Realistic Objective?

3. Planning lessons Discuss with a partner: What is the process you go through when you plan a lesson? What are some of the things you have to think about and consider when planning your lessons?

4. Some things to think about: Try to find these items on the Comparatives 1 lesson: Time management, seating/interaction, lesson, potential trouble areas, materials, instructions, comprehension check questions, objective

5. Backward Planning Start with your language focus. Decide what activity you want your students to do by the end of the lesson. Plan the practice and Encounter stages necessary to prepare them to achieve your SLO.

6. Planning Lessons Why do we plan lessons? When should we plan lessons? What do the terms: “micro planning” and “macro planning” mean? What does a lesson plan look like? What are some things you need to consider when you plan your lessons? What are the basic principles of lesson planning?

7. Defining learning objectives for ELT 1. What is the difference between statements of aims and statements of objectives? 2. Why do we need written learning objectives? 3. What does Fadil mean by the term “observable behaviour”?

8. Student Learning Objectives Please answer the following questions on your own and then discuss your answers with a partner: 1. What is a student learning objective? 2. Why should we use one? 3. When should you make a student learning objective (SLO)? 4. What do you need to think about when you create an SLO? 5. Who needs to know the SLO? 6. How do you prepare students to succeed in reaching the SLO? 7. How do you know if the SLO is too easy or too hard?

9. What is the difference between the verbs in the left column and the verbs in the right column according to learning objectives? RankUnderstand Answer Appreciate Create Learn ListKnow Ask Use Give Identify Write Tell Categorize Describe Evaluate Paraphrase Retell

10. Now look at these sample objectives from a French language lesson and answer the following questions: Which is the clearest? Which best indicates the student behavior you want to see by the end of the lesson?

11. 1. By the end of the lesson, s tudents w ill b e a ble t o (SWBAT) use French to introduce themselves and their peers to each other 2. By the end of the lesson, SWBAT demonstrate the ability to greet each other by using “Bonjour, je m”appelle…” by doing a mingle activity in which students meet and greet each other in French. 3. By the end of the lesson, SWBAT demonstrate the ability to understand how French is used to greet someone and introduce people to each other.

12. What do you think of this objective? By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs BY completing a fill-in-the blank worksheet. Please rephrase “completing a fill-in-the- blank worksheet” into something more observable and measurable might help you as the teacher to know what behavior you are looking for in particular.

13. Consider these possible changes: By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs… by producing the correct form of the third person singular for regular and irregular verbs in writing - given the infinitive forms. by identifying incorrect forms of 3rd person singular regular and irregular verbs and providing the correct form. by producing the correct forms in a written description of someone’s daily activities.

14. Creating Objectives * 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 (knowledge, skills, or use of TL) by (doing something = the assessment activity)__.

15. How to write learning objectives In order for learning objectives to be useful they must be precise about: making the learning objective as specific as possible. what the students must do in order for teachers to know that they have achieved the objective (observable behaviour) the level of proficiency the must attain the time in which the objectives will be achieved

16. “SMART” objectives S - specific M - measureable A - achieveable R – relevant T – time bound

17. Sample Lesson Objective Last week you experienced a sample lesson on “Comparatives”. What do you think the SLO (student learning objective) was for this lesson? By the end of the lesson, SWBAT ___________________________ by ________________________________ _________. Please fill in the blank with your partner.

18. By the end of the lesson, SWBAT make statements about and ask basic questions using comparatives (ie: “X is taller than y” and “Is x taller than y?”) by conducting a class survey about famous Korean people.

19. Pair work Make detailed objectives for the following productive skill lessons: Vocabulary: family members (mother, uncle, etc); asking/answering Qs about family photos Function: giving and receiving directions; drawing the route/path on a map Grammar: simple past tense; asking answering questions about past activities

20. Communicative Activities What is the goal of our speaking classes? “The aim of a communicative activity … is to get learners to use the language they are learning to interact in meaningful and realistic ways, usually involving the exchange of information or ideas.” Jim Scrivener Which of these activities are communicative? A. Repeating after the teacher B. Doing oral grammar drills C. Reading aloud from the course book D. Giving a prepared speech E. Role playing a scripted conversation F. Giving instructions to another student G. Improvising a conversation H. One learner describes a picture in a textbook while others look at it.

21. Communicative Activities Sample 1: Find Someone Who Sample 2: A Role Play Sample 3: An Information Gap

22. Find Someone Who… A: Introduces herself. B: Introduces herself. A: Do you like~~~? B: No, I don’t like ~~~. B: Yes, I like ~. (A writes B`s name if appropriate) B: asks a question

23. With a small group 1. What was the language focus of the activity you just experienced? 2. What are some other communicative activities?

24. What ingredients do I need to make a/an… Omelette Souffle Chocolate Cake Crème caramel

25. Role Play: The Recipe Game  Read your recipe carefully. Make a list of what you need to cook it and underline all the ingredients you will need.  Objective: Get everything you need to make your recipe. Exact amounts only!  Rules:  You can only get an ingredient by exchanging one other ingredient.  You can only send out one person to look for your ingredients. He or she can only carry one card.

26. What was the language focus for that activity?

27. Find out the names of the people at the party by asking questions, such as: A: Who is the man dancing with the woman? B: He is … Who is the man wearing a tall hat? A: He is….

28. Extension What was the language focus of that activity? What would I change if I wanted to make it into a fluency activity?

29. Discuss: Why are communicative activities good? How can they be difficult to use? Elect one member of your group to make notes of your discussion. On a chart like this: BenefitsChallenges 1. More motivating for students because… 1.How can I make sure they all use English? 2.…

30. Next class Sample lesson #2 No reading or homework!