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Writing a PPP Lesson Plan - Coggle Diagram
Writing a PPP Lesson Plan
Lesson Plans
Identify and address learners' needs
teaching context
textbook or materials used
types of activities/tasks
organize lessons within a time frame
guide class from starting point to outcome
step by step with smooth logical flow
provides and achieves learners' objectives
How is a unit best divided?
What are the objectives?
What activities are most effective?
What materials are needed?
When should an activity be carried out and for how long?
Considerations
Level of the students
Students' background
Aims
Present grammar point
Review grammar point
Present vocabulary related to chosen theme
Practise reading/learning comprehension
Assumptions
Think about students' existing knowledge
Anticipate problems and solutions
Duration of the lesson/time limit for each activity
Method or approach
Types of activities
Aids/Materials
Role cards/pictures/text//realia/magazines/handouts/board
Checklist
Clear objectives
: is it clear what students need to do every step of the lesson?
Varied activities:
are there varied activities to introduce, practise and produce the new topic?
Good theme development:
Does the lesson plan flow smoothly? Does every step make sense and have a linguistic aim?
Suitable resources:
Am I using good materials i.e. pictures, text, audio and handouts to teach this topic?
Appropriate Techniques:
What's the best way to present this topic? Personalization/brainstorming/listening comprehension/ reading text etc.?
Balance of teacher and student talk time:
teacher centered lesson? Interactive patterns i.e. individual work, pair work or group work?
Timing:
How long will each step take? How much time for the whole lesson?
Elicitation:
Am I asking the right questions to elicit the function and use of a structure?
Exploitation of linguistic material:
Am I extracting the most out of the topic, language and material or is it too superficial?
Cover Page
H. Teaching aids, materials or resources
include thorough description of or links to materials
newspaper, flyers, brochures
video clips, movies, audio recordings
pictures, flashcards, cards, charts
textbooks and handouts
computer
projector
the board
G. Time
Appropriate balance among introduction, analysis, practice and production?
How long will it takes students to read text/answer questions/do pair work?
How will it take me to set up activity/give instructions/provide feedback/correct mistakes?
Duration of whole teaching period?
F. Anticipated problems and solutions
After planning
identify unresolved problems you and your students might encounter
Evaluate each step of lesson
What if...?
Should I add another activity?
Am I giving students enough thinking time?
Is the meta language clear enough?
Will this activity take more than 3 minutes?
Will my questions leader to the answers I am looking for?
Am I explaining or eliciting enough?
Before planning
incorporate accommodations or modifications in the plan
create step by step plan including activities from textbook
initial evaluation of materials
Think about what students might find difficult or confusing
E. Assumptions
What do they need to know for my aims to be achieved?
What do they need to know for this lesson to be successful?
What do I know or assume students already know about what I'm doing to teach them today?
D. Learning objectives or goals
Should clarify aims in more detail
Should be specific
What students accomplished after a completed lesson
C. Aims and sub-aims
Be clear and concise
Be observable
Contextualize outcomes
Use action verbs: Students will identify, describe, interpret, produce etc.
Be learner centered
linguistic purpose of the lesson
sub aims: problem solving, critical thinking, planning etc.
main aim: linguistic aim
linguistic aims must be clear and concise
what the teacher wants to achieve regarding students' linguistic competence
pronunciation aim: sounds or pronunciation feature related to grammatical structure
structural aims: grammar pattern or structure to achieve communicative aim
communicative aim: theme and context of the lesson
B. Lesson type
integrated skills
combination of both
skills focused
speaking, listening, reading, writing
language focused
grammar, vocabulary, pronunciation
A. Level of students and class profile
monolingual or multilingual class?
Kids, teens, young adults, business professionals?
Students' needs, wants and preferences
Current language ability
How much can they understand?
What is the level of my class?
Procedure Pages
Start of Lesson
Warm Up
Homework Correction
Presentation Stage (PPP)
Present students with new language
only for understanding main topic; don't spend too much time on this stage
students should understand what is required to practise in the next step
use gestures, pictures, jokes to stimulate and motivate students
Step 1. Create interest
personalization
brainstorm
prediction
Use communicative and meaningful activities
do not present target language here
Step 2. Presentation of new language in context
clear context, clear purpose
grammar is presented via a dialogue, text, listening activity or situation
show how language is used in real life
Step 3. Elicitation of functions and grammatical structure of TL
ask concept questions; students actively involved
prepare well: function, form and context
elicit the concepts of the function and form
use clear examples and simple questions
don't use TL in concept questions
improves comprehension and retention
aids the student when studying outside the classroom
Elicitation can be a step (establish communicative function) and a technique (draw knowledge from students)
Step 4. Model new language
teacher gets student to repeat new TL
first opportunity for students to use TL aloud
No correction given
gain a little familiarity
Step 5. Pronunciation
highlight pronunciation points associated with the new language (grammar structure)
distinct from modelling step; includes instruction and correction
Step 6. Systemization
comprehensive reference for students
document all the information students need to use TL correctly on the board
name of grammar point
communicative function
one example exponent
done through elicitation
structure
intonation, stress or pronunciation point
Practice Stage (PPP)
Controlled practice; interactive and meaningful
Mechanical drill
: reinforcement of TL and fluency
100% teacher controlled
focus on accuracy not meaning
options: repetition, substitution (verb agreement), transformation (change in meaning)
main purpose: memorize structure, gain familiarity with the form
no creativity from students
Communicative drill:
give context in preparation for production stage
mostly teacher controlled; student makes alot of decisions
students can be semi-creative; make choices about what to say using new TL accurately
both accuracy and meaning are important
options: surveys, say something true about yourself, guessing games, exchanging personal info, role plays (students decide roles), story details
main purpose: be creative but use new language accurately
Meaningful drill:
adds meaning to interaction
mostly teacher controlled
students aware why they're using TL and when
no creativity from students but given freedom to choose
meaning is important but accuracy more important
options: questionnaire, find the difference, role play with situation cards, information gap (find someone who), matching
main purpose: make connections between new language and when to use it
Interaction Patterns
Teacher-Student (Lockstep)
introduce new topic: set situations, give instructions, mechanical drills, feedback, error correction etc.
Pair Work S-S:
role play, simulations, meaningful and communicative drills, problem solving activities
Group Work:
role play, simulations, communicative drills, problem-solving activities, discussions, debates
Individual Work:
reading, writing, grammar exercises, reflection
Production Stage (PPP)
moves from accuracy (practice) to fluency
supplement this stage with reading and writing skills
Top focus is achieving meaningful communication
Students should be able to call upon their full range of language resources, not just TL. Students make their own choices about the language to apply to achieve the communicative aim.
Options: communicative activities, language games, role-play (not controlled), projects, discussions