PDP lesson frame
par NADIA44 le Lun Jan 02, 2012 11:43 am
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Clear Learning ObjectivesReceptive
lessons are ones in which the main learning objective involves the
students demonstrating that they have understood a text which would
normally be challenging for them because of its language, style or
organization.
Ø Uses observable verbs describing student behavior.
PRE STAGE – Students become familiar with the topic, the language and essential vocabulary they will use during the lesson.
Ø Activates schema through use of visuals, topic-related discussion, or prediction.
Ø Provides background and situation related to the text in an interactive way.
Ø Pre-teaches or introduces key vocabulary and language structures related to the text.
DURING STAGE - Students interact directly with the text a number of times, each time
with a specific purpose that leads the students to gradually gain a
more detailed understanding of the text.
Ø Provides multiple opportunities (at least three) for students to hear/read the text.
Ø Each listening/reading has an interactive task requiring some kind of response from the students.
Ø Tasks
move from general to specific understanding. From getting the main idea
to looking for specific, discrete pieces of information/individual
words.
Ø Allows time for students
to check comprehension, as questions, clarify vocabulary and move toward
deeper understanding of the text.
POST STAGE – Students’ understanding of the text is reinforced through expanding
on the text or personalizing the topic using other language skill areas
(speaking or writing)
Ø Requires students to be creative and to expand on the text or personalize the topic using other skills.
Ø Allows students to reinforce the new vocabulary words/language structures using other skills.
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PPU lesson frame par NADIA44 le Lun Jan 02, 2012 11:41 am
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Clear Learning Objectives
Written in terms of: At
the end of the lesson, students will be able to……
- Includes specific target language, observable verbs describing student behavior AND a communicative task.
PRESENTATION STAGE - Students become familiar with the topic, the language and essential vocabulary they will use during the lesson.
Ø Elicits background knowledge related to topic or language point
Ø Finds out what the students already know related to the lesson.
Ø Provides background and situation – activates schema
Ø Introduces vocabulary/language structures inductively or deductively when appropriate
Ø Gives students time to write and reflect on new language structures or vocabulary and ask questions.
PRACTICE STAGE – Students go through a process of internalizing information in order
to prepare for later communication by practicing the language in various
ways moving from “teacher-controlled” to “student-centered” activities.
Ø Provides a variety of types of activities that focus on the target material/language.
Ø Teacher’s involvement gradually decreases as students take more control and move from controlled to freer practice.
Ø Uses
independent pair and groupwork with teacher monitoring to gradually
increase student talking time and decrease teacher talking time.
Ø Teacher
involvement in pair/groupwork is limited to error correction related to
target language and clarification of instructions as needed.
Ø Allows students to demonstrate their understanding as the teacher monitors and helps as necessary.
Ø Prepares
students for the “Use” stage where they will be able to use the
language on their own, mostly independently of the teacher, written
prompts etc.
USE STAGE – Students spontaneously produce the language required for the whole, real life task, real communication.
Ø Personalizes the material so that students use the language they have learned to talk about themselves, their lives, etc.
Ø Requires students to be creative with and expand on the target language in a real context.
Ø Allows students to demonstrate their independent control or learning of the new language/material.
Teacher involvement is limited to monitoring and checking on
toward achievement of student learning objectives
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