1 2 © Sirelda García Cabrera, Diana Rosa Morales Rumbaut, Ivanie Lucena Jiménez, 2024 © Sobre la presente edición: Editorial Feijóo, 2024 ISBN 978-959-312-642-7 Corrección: Miriam Artiles Castro Universidad Central «Marta Abreu» de Las Villas Carretera a Camajuaní km 5 ½, Santa Clara, Villa Clara, Cuba. CP 54830 3 Lesson planning in ELT It is a useful tool for both, undergraduate and novice teachers. It provides a compilation of theoretical and practical materials and methodological procedures, ideas, and examples covering a wide range of up-to-date topics concerning lesson planning in ELT. It helps to better understand the process and products of lesson planning to succeed in such a task. It follows a glocal view that considers what is globally accepted regarding lesson planning and locally relevant for the Cuban context. 4 Índex Lesson planning in ELT ................................................................................................................ 2 Getting started with lesson planning............................................................................................... 6 Lesson planning: Cornerstone in ELT ........................................................................................ 6 1. New Trends in FLT: .......................................................................................................... 7 2. Modern Approaches in FLT: .............................................................................................. 8 Communicative Language Teaching Models .............................................................................. 8 Section 1. The lesson plan ............................................................................................................. 9 1: Setting Learning Objectives................................................................................................. 13 Identifying Learning Objectives........................................................................................... 13 The Objective of the Lesson ................................................................................................ 13 Writing SMART Objectives ................................................................................................ 14 Writing the lesson objective ................................................................................................ 14 Writing Learning Outcomes ................................................................................................ 15 Three Parts of an Objective ................................................................................................. 15 A model ................................................................................................................................. 19 Example of lesson objectives: SPEAKING............................................................................... 20 Example of lesson objectives: WRITING ................................................................................. 21 Practicing Objective Setting .................................................................................................... 22 Using British Council Lesson Plans to Inspire Objectives .......................................................... 22 2: Designing Lesson Sequences ................................................................................................... 23 2.1. Analyzing Lesson Structure .............................................................................................. 23 2.2. Lesson Formats ................................................................................................................ 23 2.3. Selecting and Sequencing Activities .................................................................................. 26 2.4. Creating a Lesson Sequence.............................................................................................. 26 3: Selecting and Creating Teaching Resources .............................................................................. 27 3.1. Identifying Appropriate Resources .................................................................................... 27 3.2. Adapting Existing Resources ............................................................................................ 27 3.3. Creating Original Resources ............................................................................................. 28 3.4. Evaluating and Refining Resources ................................................................................... 28 4: Planning Lessons for Different Levels and Contexts.................................................................. 31 4.1. Planning for Early Childhood and Primary Education ......................................................... 31 5 4.2. Planning for Secondary Education ..................................................................................... 31 4.3. Planning for Adult Learners .............................................................................................. 31 4.4. Adapting Lesson Plans from the British Council ................................................................ 32 5: Teaching Strategies and Approaches ........................................................................................ 34 5.1. Methodological Approaches.............................................................................................. 34 5.2. Engaging Instructional Techniques .................................................................................... 35 5.3. Adapting to Different Learning Styles ............................................................................... 35 6: Assessment and Feedback ....................................................................................................... 38 6.1. Formative and Summative Assessment .............................................................................. 38 6.2. Assessment Tools and Techniques..................................................................................... 38 6.3. Providing Feedback and Adjusting Instruction ................................................................... 39 7: Integrating Technology in Lesson Planning .............................................................................. 41 7.1. Exploring Digital Resources ............................................................................................. 41 7.2. Designing Technology-Enhanced Activities ....................................................................... 42 7.3. Planning a Technology-Integrated Lesson .......................................................................... 42 Section 2. Planning speaking lessons............................................................................................ 44 Learning about Speaking......................................................................................................... 44 The SPEAKING lessons ......................................................................................................... 45 Formats of Speaking Lessons .............................................................................................. 47 Planning writing lessons.............................................................................................................. 62 Learning about Writing ........................................................................................................... 62 Purposes writing serves in foreign language teaching ................................................................ 63 THE STAGES OF WRITING lessons ...................................................................................... 66 Writing Lesson Formats .......................................................................................................... 68 Upgrade yourself professionally .............................................................................................. 77 Annex ........................................................................................................................................ 88 Model speaking LESSONS ..................................................................................................... 88 Model writing lessons ............................................................................................................... 118 6 Getting started with lesson planning Lesson planning: Cornerstone in ELT Learning to plan a lesson is just like any other skill. It takes time and practice. Experience on this concern is acquired with the time. Developing any skill goes through a series of concise stages: recognition, practice, production and creation. The same happens with lesson planning, as a process of learning, pre-service teachers first need to get familiar with the process of planning a lesson, then practice and reflect on how to do it with mediation or support, of model or examples to follow and the help of the trainer, until he or she is able do it by him/herself, until becoming conscious competent teachers. Planning the teaching learning process (TLP) is one of the main activities of the teacher. Effective planning is based on the knowledge of: • The general goals of the educational level • The objectives of the course or subject • Students’ abilities, aptitudes, needs and interests • Communicative-Linguistic and cultural-educative contents to be enhanced in accordance with the themes of the subject. 7 Although planning is the shared responsibility of administrators, supervisors, and teachers, the individual teacher must modify any existing plans and originate his or her own plans for teaching in the classroom based on students’ needs and according to his-her teaching style. Planning the unit and its lessons are the main planning tasks for teachers. It is a form of decision making and it requires previous self-methodological preparation. In the context of teaching English as a foreign language (FLT), “new trends” and “modern approaches” can refer to related concepts, although they are not identical. 1. New Trends in FLT: New trends in FLT refer to emerging practices and innovative approaches gaining relevance in English language teaching. These trends may include the use of authentic materials (such as real- world news or situations) and global communication in English. For example, incorporating technology and student-centered methodologies are current trends in FLT. 8 2. Modern Approaches in FLT: Modern approaches encompass methodologies and strategies used for effective and up-to-date English language instruction. These approaches are often based on recent research and adapted to the needs of today’s learners. For instance, the task-based approach emphasizes practical language use and student engagement. In summary, both terms relate to the evolution of English language teaching, with new trends specifically focusing on emerging practices, while modern approaches encompass a variety of updated methodologies. Staying informed about both can enhance classroom teaching quality. Communicative Language Teaching Models These days, Communicative Language Teaching (CLT) is by far one of the most popular approaches and methods in language teaching. In CLT there are different models to follow while planning lessons. It is important to notice that they all offer advantages and disadvantages. It has been pointed out that there is no perfect method just GOOD PRACTICES. 9 Section 1. The lesson plan Without a plan, teachers might struggle to maintain coherence and progression in their lessons. A lesson plan is a document that describes the activities and contents to be carried out in a class or school activity. It is a planning tool that helps teachers structure the theoretical and practical pedagogical content of their subjects. The lesson plan makes it possible to anticipate the objectives, methods, forms of presentation and evaluation activities to be used in the teaching-learning process. It is the result of the process of methodological self-preparation, Thus, in this official document, the teacher foresees, in a logical way, how the lesson will take place, its fulfillment is not a straitjacket, that is, the lesson plan is a flexible guide that the teacher designs, but it is adjusted to the needs that will appear in the educational practice that takes place in the classroom. In short, writing an effective lesson plan is not simply filling in a lesson plan template as some teacher trainers think, it is the result of a thinking process and study, which should take place before writing the lesson plan, about the what, what for, how, with what, and for whom the lesson is planned. 10 11 12 Task: Now that you have studied the seven steps to effective lesson planning write a brief critical reflection based on your GOOD teaching practices and the theory behind it. Do not forget to include the following aspects: Logical order of the steps you follow ✓Steps you have added or not followed in GOOD teaching practices ✓The role of creativity when planning a lesson ✓The flexibility of the steps 13 1: Setting Learning Objectives Identifying Learning Objectives Learning objectives are statements that describe what students will be able to do by the end of a lesson or unit. Establishing clear objectives is fundamental for planning effective lessons, as they guide the selection of content, activities, and assessment methods. When identifying learning objectives, it is important to consider: • The students' language proficiency level • The language skills you want to develop (listening, speaking, reading, writing) • The topics or communicative functions to be addressed • The students' prior knowledge The Objective of the Lesson An effective lesson plan begins with well-defined and clearly articulated objectives. These objectives serve as a roadmap, outlining the desired learning outcomes for students. Understanding Objectives Definition: An objective is a concise statement that describes what students should know or be able to do by the end of the lesson. It focuses on the destination rather than the journey, providing a clear target for both teaching and learning. Importance of Clear Objectives Guidance for Activities: Well-written objectives help educators select appropriate activities that align with the intended outcomes, ensuring that each lesson remains focused and purposeful. Evaluation Tool: Objectives provide a framework for assessing student learning at the conclusion of the lesson, allowing teachers to measure progress effectively. Student Awareness: Clearly articulated objectives inform students of what is expected from them, fostering a sense of direction and purpose in their learning journey. Crafting Effective Objectives Writing a precise objective is crucial for ensuring that your lessons are aligned with educational standards and long-term instructional goals. A well-defined objective not only clarifies your 14 expectations for student performance but also guides your planning for lesson content and assessments. Writing SMART Objectives For learning objectives to be effective, they should be SMART: • Specific: They should be clear and concise, avoiding ambiguity. • Measurable: They should be able to be evaluated to determine if they have been achieved. • Achievable: They should be realistic and appropriate to the students' level and context. • Relevant: They should be meaningful and contribute to the development of language competencies. • Time-bound: They should specify a timeframe for achieving them. Examples of SMART objectives for an English lesson: • By the end of the lesson, students will be able to describe their daily routines using the present simple tense. • In pairs, students will write a 5-7 sentence paragraph about their favorite hobbies, using vocabulary learned in class. Writing the lesson objective When crafting lesson objectives, it is essential to specify the level of content assimilation expected from students. These levels of assimilation can be categorized as follows: Levels of Assimilation • Recognition: Students should be able to identify, recognize, and infer new content. • Reproduction: Students should be capable of practicing, repeating, imitating, and replicating the content presented. • Application: Students should be able to put the learned content into practice, applying it in relevant contexts. • Creation: Students should demonstrate their ability to create, innovate, and construct using the content in various contexts beyond the classroom. Writing the learning outcomes 15 Writing Learning Outcomes To effectively write learning outcomes, consider the following three components: • A Measurable Verb: Choose a verb that clearly indicates the expected action. • Important Conditions: Specify any conditions under which the performance is to occur. • Criterion of Acceptable Performance: Define the standard that must be met for the performance to be considered successful. Three Parts of an Objective Objectives should not be complex; they should convey three key elements: • Action: What the student will be able to do. • Conditions: The context or circumstances under which the student will perform the action. • Mastery Level: The standard of performance required for the student to demonstrate mastery. Action • When you think of what you want students to know and be able to do, it is critical to think in terms of an action—a behavior you can observe. • Students can show what they have learned by talking or writing about it, performing a skill, or acting out a set of behaviors. Action words can describe exactly what you expect the student to do Some words which suggest actions “Do,” (I. Enriquez, 2016) 16 Knowledge verbs Comprehension verbs Application verbs Analysis verbs Synthesis verbs Evaluation verbs Define Memorize List Recall Repeat Relate Name Restate Discuss Describe Identify Locate Report Explain Express Recognize Review Interpret Apply Practice Illustrate Demonstrate Dramatize Use Translate Express Write Distinguish Differentiate Appraise Analyze Criticize Compare Contrast Examine Relate Compose Plan Propose Create Prepare Organize Arrange Judge Appraise Evaluate Revise Select Measure Value Assess 17 Start Generally, when you write the action, you start with the phrase, “the student will” and add the verb and phrases that clearly describe what the student will be expected to know or do: • The student will write a five-paragraph essay. • The student will paraphrase the meaning of a poem. • The student will throw the ball. • The student will greet customers. Conditions • Once you have described the action or behavior you expect, you are now ready to describe the conditions. • You are really just thinking about the circumstances in which you want the action to occur. • When you are describing the conditions, you can include prompts, materials, directions, time limits, or special locations that the student will use when performing the observable behavior Taken from Designing Lessons for the Diverse Classroom. A Handbook for Teachers by Debby Houston, Ph.D. (2002) • Conditions can also be described in terms of the circumstances that will exist while the student performs the behavior. You can describe circumstances in a variety of ways. Some examples are provided in the chart below. 18 Type of circumstances Examples Location or setting in the library, in a group, at a job site Context preparation for a speech to the class Format multiple-choice test, writing probe, worksheet Time within an hour, for one week, in one minute Directions using a 3-step process, following the scientific method, without notes • Your conditions may include any assistance that the students will be given to demonstrate what they have learned. Students will be able to use this assistance to perform the task. The following chart provides examples of the types of assistance that can be incorporated into your objective Type of assistance Example Prompts a report outline, a story starter, a writing prompt, a list of words Tools or materials a calculator, flash cards, laboratory specimen Generally, when you write the conditions, you start with the word “given” then add a description of the situation or circumstance that will be used. ❑ given a topic on current events ❑ given a calculator and five-minute time limit ❑ given a set of sixteen spatial problems Conditions often reflect the type of assessment you should use to measure whether or not the student has met the objective. It is important that you align the conditions described in the objective with the assessment procedures. 19 Mastery Level • The last part of an objective is the mastery level. The technical term for this is proficiency. • A simple way to think about mastery level is when the student “gets it!” Mastery is really a type of pass/fail grading system. • Mastery level is often expressed numerically such as 90% accuracy or 4 of 5 times. • Generally, when you write the mastery level, you start with the word “with,” then add a description of the mastery level. ❑ with 90% accuracy ❑ with no errors ❑ with accurate vocabulary A model Once you have determined the three parts of an objective, you will combine them to clearly communicate the lesson expectations. The model below shows how the parts of the objective are combined. 𝐶𝑜𝑛𝑑𝑖𝑡𝑖𝑜𝑛𝑠 + 𝐴𝑐𝑡𝑖𝑜𝑛 + 𝑀𝑎𝑠𝑡𝑒𝑟𝑦 𝐿𝑒𝑣𝑒𝑙 Example: Given a writing prompt, the student will write a paragraph with no punctuation errors about how to manage the family economy 20 In Cuba Instruction and Education go hand in hand, that’s why the objective is divided into four parts: Skill, goal, (action verb) What to do? Knowledge, What to learn? Procedures, How to learn it? What for? Identify, recognize, analyze, infer, deduce, reproduce, summarize, imitate, use (CF) Linguistic communicative contents: V, G, P CF, Way: Methods, techniques, Procedures to learn/ how to do the action or develop the skill Educative & cultural content/intention: cross curricular goal, glocal topics, values Example of lesson objectives: SPEAKING Presentation: Controlled practice: Less controlled practice: Free practice: To identify the patterns of the simple present tense, the necessary vocabulary and pronunciation to talk about daily routines by understanding a mini dialogue and the way people plan their time and daily activities effectively To identify the grammatical structure, the vocabulary and the pronunciation used To reproduce the patterns of the simple present tense, the necessary vocabulary and their pronunciation and spelling to talk about daily routines by completing some cloze dialogues while planning our time effectively and showing respect for peoples’ daily activities and time To practice the grammatical To practice the simple present, the necessary vocabulary and pronunciation to talk about daily routines by role playing in pairs some dialogues showing respect for people’s daily activities and time Practice the grammatical structure, the vocabulary and the pronunciation used to ask and talk about To talk about daily routines accurately and fluently by performing in pair and small groups some conversations and interviews while showing respect for people’s daily activities and time To apply the grammar structure, the vocabulary and the pronunciation used to ask and talk about pet animals by means of oral and 21 to ask and talk about pet animals by means of a mini-dialogue, imitation-repetition in order to promote taking care of the environment and being careful with fauna. structure, the vocabulary and the pronunciation used to ask and talk about pet animals by means of pair work and individual activities, while promoting taking care of the environment and being careful with fauna. pet animals by means of pair work and individual activities, while promoting taking care of the environment and being careful with fauna. written exercises while promoting taking care of the environment and being careful with fauna. Example of lesson objectives: WRITING Presentation of model text: Guided writing: Free writing: The students should be able to identify the main characteristics of a descriptive text about clothes and accessories, following a model approach, by doing oral and written activities while working individually and in pairs, to promote economic resilience. The students should be able to: •identify the main characteristics of a written text to describe a place, following a product/model The students should be able to reproduce the main characteristics of a descriptive text about clothes and accessories, following a model approach, by doing oral and written activities while working individually and in pairs, to promote economic resilience. The students should be able to: • write, in pairs, a text describing a historical /cultural place taking as a guide the model text already The students should be able to write a descriptive text about clothes and accessories, following a process approach, by doing oral and written activities while working individually and in pairs, to promote economic resilience. The students should be able to: • Write a text describing a famous historical place by following a process approach 22 approach, by doing oral and written activities while working individually and in pairs •to continue reinforcing national identity by acknowledging the importance of historical and cultural Cuban places presented by following a product/model approach •to continue reinforcing national identity by acknowledging the importance of important Cuban places. • Show national identity with Cuban history Practicing Objective Setting Exercise: Write SMART objectives for the following model lesson: Level: A2 (Primary) Topic: Farm animals Duration: 45 minutes Instructions: 1. Individually, write 2-3 SMART objectives for this lesson. 2. Share your objectives with a partner and receive feedback. 3. Revise and adjust your objectives based on the feedback received. Using British Council Lesson Plans to Inspire Objectives The British Council's TeachingEnglish website offers a wide variety of lesson plans for different levels and topics. These plans can serve as inspiration and models when setting learning objectives. Exercise: 1. Explore some British Council lesson plans related to your teaching context. 2. Identify the learning objectives in the lesson plans. 3. Adapt and personalize those objectives to create your own. Recommended Resources: • British Council Lesson Plans: Lesson plans | TeachingEnglish | British Council https://www.teachingenglish.org.uk/teaching-resources/teaching-secondary/lesson-plans 23 • Article: "How to Write Effective Learning Objectives": https://www.teachingenglish.org.uk/article/how-write-effective-learning-objectives 2: Designing Lesson Sequences 2.1. Analyzing Lesson Structure An effective lesson plan has a clear structure that guides the flow of the class. Typical lesson stages include: • Warm-up: An engaging activity to introduce the topic and activate prior knowledge. • Presentation: Introduction of new language or concepts. • Practice: Controlled and guided activities for students to apply what they've learned. • Production: Open-ended activities that allow students to use the language creatively. • Wrap-up: A final activity to review and consolidate learning. Considering these stages can help you create a well-structured lesson that supports student learning. 2.2. Lesson Formats There are several common lesson formats that teachers can use when planning their lessons. Among them are: Present-Practice- Produce (PPP), Test-Teach-Test (TTT), Task- based Language Teaching (TBLT), Engage, Study, Activate (ESA), Technology-Enhanced Learning (TEL). Next, there is a summary the main characteristics and stages of some of the most frequently used models in the Cuban context. Presentation, Practice, Production (PPP): The ‘P-P-P’ lesson model was an essential feature of Situational Language Teaching and was widely taught to EFL teachers in the 1980s/1990s. It is also called a ‘logical line lesson’ as it follows a linear sequence in which students are taught the language, given controlled practice and then use the language in a freer way. In the ‘P-P-P’ lesson plan model, the three P’s stand for: • Presentation: The teacher introduces new language or concepts. https://www.teachingenglish.org.uk/article/how-write-effective-learning-objectives 24 • Practice: Students complete controlled activities to practice the new language. • Production: Students use the language in more open-ended, communicative activities. Test-Teach-Test (TTT) or Task-Based Learning (TBL) The ‘P-P-P’ lesson plan model works well with lower levels when you can assume that the students have not seen this language before. However, its use is limited at higher levels, when you can assume that students are already familiar with the grammatical structures you are planning to teach. At higher levels, students may be familiar with certain grammatical structures but fail to produce of the lesson, provide practice in language gaps then assess how much they have learned. This model is called Test-Teach-Test and is also the model used in Task-Based Learning (TBL). The main phases of a ‘T-T-T’ or TBL lesson are as follows: Task-Based Learning (TBL): • Pre-task: Students are introduced to the topic and task. • Task: Students complete a communicative task using the target language. • Post-task: The teacher provides feedback and focuses on form. Test-Teach-Test (TTT): • Test: Students complete a task to assess their current knowledge. • Teach: The teacher presents and explains the new language. • Test: Students complete a similar task to demonstrate their learning. Engage, Study, Activate (ESA): Both the ‘P-P-P’ and ‘T-T-T’ models follow linear sequences. However, language lessons don’t always follow this model and the ‘E-S-A’ lesson plan model was developed to describe such non-linear lessons.‘E-S-A’ refers to the 3 elements present in a language classroom to help students learn effectively. A successful lesson sould ave a balance of trese elements: • Engage: Motivation and interest and feelings are stimulated • Study : students learn to analyze language materials, involves conscious attention to linguistic forms • Activate : Communicative activities are assigned with a particular context or topic, students use language as freely and communicatively as they 25 Technology-Enhanced Language Learning (TELT) Technology-Enhanced Language Teaching (TELT) can be effectively incorporated into lesson plans to enhance language learning experiences. Here’s how to structure a lesson plan using TELT principles: Lesson Plan Structure Using TELT 1. Objectives • Define clear learning objectives that utilize technology to improve language skills. For example: • Students will be able to use a specific language structure in conversation. • Students will enhance their vocabulary through interactive digital tools. 2. Materials Needed • List the technology tools and resources required for the lesson, such as: • Computers or tablets • Language learning apps (e.g., Duolingo, Quizlet) • Online collaboration platforms (e.g., Google Docs, Padlet) • Multimedia resources (videos, podcasts) 3. Introduction (10 minutes) • Begin with a brief introduction to the topic using a multimedia presentation. • Engage students by asking them to share their experiences with the language topic. 4. Main Activities (30 minutes) • Activity 1: Interactive Practice • Use language learning apps to practice vocabulary or grammar through games or quizzes. • Students can work in pairs or small groups, allowing for collaborative learning. • Activity 2: Online Discussion • Set up a forum or use a platform like Padlet for students to post their thoughts on a specific question related to the lesson. • Encourage students to respond to each other’s posts to foster interaction. 5. Assessment (15 minutes) • Conduct a formative assessment using an online quiz tool (e.g., Kahoot! or Google Forms) to evaluate students' understanding of the lesson content. • Provide immediate feedback based on their performance. 6. Closure (5 minutes) • Summarize key points of the lesson and encourage students to reflect on what they learned. 26 • Assign a follow-up activity using a technology tool, such as a short video presentation or a blog post about the topic discussed. 7. Reflection • After the lesson, reflect on what worked well and what could be improved. Consider how technology facilitated learning and engagement. Incorporating TELT into lesson plans not only enhances student engagement but also helps develop digital literacy skills, which are essential in today’s educational landscape. Selecting an appropriate lesson format can help structure the sequence of activities and support student learning. 2.3. Selecting and Sequencing Activities When designing a lesson sequence, consider the following: • Variety: Include a mix of activity types (e.g. individual, pair, group work) to maintain student engagement. • Progression: Order activities from more controlled to more open-ended to scaffold learning. • Timing: Allocate appropriate time for each activity based on its purpose and complexity. • Transitions: Plan smooth transitions between activities to avoid disruptions. Example activity sequence for a lesson on "Describing Daily Routines": 1. Warm-up: Students discuss their morning routines in pairs. 2. Presentation: Teacher introduces vocabulary and grammar for describing daily routines. 3. Practice: Students complete a worksheet with sentence completion and matching exercises. 4. Production: Students create a short video describing their daily routines. 5. Wrap-up: Students share their videos with the class and provide peer feedback. 2.4. Creating a Lesson Sequence Exercise: 1. Choose a topic or theme for a lesson (e.g. hobbies, travel, food). 2. Brainstorm a variety of activities that could be included in the lesson. 27 3. Arrange the activities in a logical sequence, considering the lesson structure and progression of learning. 4. Estimate the time required for each activity and adjust the sequence as needed. 5. Write a detailed lesson plan outlining the activities, timing, and transitions. Refer to the British Council's extensive collection of lesson plans for inspiration and examples of well-structured lessons. Recommended Resources: • British Council Lesson Plans: https://www.teachingenglish.org.uk/lesson-plans • Article: "Designing Effective Lesson Plans": https://www.teachingenglish.org.uk/article/designing-effective-lesson-plans 3: Selecting and Creating Teaching Resources 3.1. Identifying Appropriate Resources Effective teaching requires a variety of resources to support student learning. When selecting resources, consider the following: • Relevance: Ensure the resources align with the lesson objectives and target language. • Level: Choose resources that are appropriate for the proficiency level of your students. • Engagement: Select resources that will capture students' interest and attention. • Variety: Incorporate a mix of textual, visual, and audio-visual resources. The British Council's TeachingEnglish website offers a wealth of high-quality resources for English language teachers, including lesson plans, activities, videos, and more. 3.2. Adapting Existing Resources In addition to using ready-made resources, you can also adapt existing materials to better suit your teaching context. This may involve: • Modifying content: Adjusting the topic, language, or level of difficulty. • Changing the format: Transforming a reading text into a listening activity or vice versa. • Personalizing: Incorporating local references or student interests. • Supplementing: Adding extra practice, extension, or scaffolding activities. https://www.teachingenglish.org.uk/article/designing-effective-lesson-plans 28 When adapting resources, ensure that the changes align with your lesson objectives and support student learning. 3.3. Creating Original Resources Sometimes, you may need to create your own resources to meet the specific needs of your students. This could include: • Worksheets and handouts: Designing activities, exercises, or reference materials. • Multimedia resources: Producing videos, audio recordings, or interactive presentations. • Realia and visuals: Collecting or creating authentic materials, such as menus, signs, or images. • When creating original resources, consider the following: • Clarity: Ensure instructions and content are easy to understand. • Aesthetics: Make the resources visually appealing and engaging. • Practicality: Ensure the resources are easy to use and accessible. The British Council's TeachingEnglish website provides guidance and templates to help you create effective teaching resources. 3.4. Evaluating and Refining Resources After using a resource, reflect on its effectiveness and make any necessary adjustments. Consider factors such as: • Student engagement: Did the students find the resource interesting and motivating? • Learning outcomes: Did the resource help students achieve the intended learning objectives? • Ease of use: Was the resource easy to implement in the classroom? Continuously evaluating and refining your teaching resources will help you build a collection of high-quality materials that support student learning. Recommended Resources: • British Council Lesson Plans and Activities: https://www.teachingenglish.org.uk/lesson-plans • Article: "Creating Effective Teaching Resources": https://www.teachingenglish.org.uk/article/creating-effective-teaching-resources • British Council Resource Bank: https://www.teachingenglish.org.uk/resources https://www.teachingenglish.org.uk/lesson-plans https://www.teachingenglish.org.uk/article/creating-effective-teaching-resources https://www.teachingenglish.org.uk/resources 29 Exercise: Resource Evaluation Review a lesson plan or set of teaching materials and evaluate the resources used. Consider the following criteria: 1. Relevance: How well do the resources align with the lesson objectives and target language? 2. Level: Are the resources appropriate for the proficiency level of the students? 3. Engagement: Do the resources seem likely to capture students' interest and attention? 4. Variety: Is there a mix of textual, visual, and audio-visual resources? Provide a brief written evaluation of the resources, highlighting their strengths and areas for improvement. Reflection Questions: 1. What factors do you typically consider when selecting resources for your lessons? 2. How do you ensure the resources you use are engaging and effective for your students? Exercise: Resource Adaptation Choose an existing resource (e.g., a reading text, listening activity, or worksheet) and adapt it to better suit your teaching context. Consider the following adaptations: 1. Modifying the content (topic, language level, or difficulty) 2. Changing the format (e.g., transforming a reading into a listening activity) 3. Personalizing the resource to incorporate local references or student interests 4. Supplementing the resource with additional practice, extension, or scaffolding activities Explain the rationale behind your adaptations and how they improve the resource for your students. 30 Reflection Questions: 1. What are the benefits of adapting existing resources rather than creating everything from scratch? 2. What are some common challenges you face when adapting resources, and how do you overcome them? Exercise: Designing a Worksheet or Handout Create an original worksheet or handout to support a lesson in your subject area. Consider the following: 1. Clearly define the learning objectives and target language. 2. Design the resource with a clean, visually appealing layout. 3. Include instructions that are easy to understand. 4. Incorporate a variety of activity types (e.g., fill-in-the-blanks, matching, short answer). 5. Ensure the content and activities are relevant and engaging for your students. Share your resource with a partner and gather feedback on its clarity, aesthetics, and practicality. Reflection Questions: 1. What factors do you consider when creating your own teaching resources? 2. How do you ensure the resources you develop are effective and meet the needs of your students? Recommended Resources: • British Council Lesson Plans and Activities: https://www.teachingenglish.org.uk/lesson-plans • Article: "Creating Effective Teaching Resources": https://www.teachingenglish.org.uk/article/creating-effective-teaching-resources • British Council Resource Bank: https://www.teachingenglish.org.uk/resources https://www.teachingenglish.org.uk/lesson-plans https://www.teachingenglish.org.uk/article/creating-effective-teaching-resources https://www.teachingenglish.org.uk/resources 31 4: Planning Lessons for Different Levels and Contexts 4.1. Planning for Early Childhood and Primary Education When planning lessons for young learners in early childhood and primary education, consider the following: • Shorter attention spans: Incorporate a variety of engaging activities and frequent changes of pace. • Emphasis on listening and speaking: Focus on developing oral communication skills through songs, games, and interactive tasks. • Multisensory approach: Use visuals, realia, and hands-on activities to support learning. • Scaffolding and repetition: Break down tasks and provide opportunities for repetition and practice. • Classroom management: Plan for smooth transitions and establish clear routines and expectations. 4.2. Planning for Secondary Education When planning lessons for secondary students, keep the following in mind: • Developing language skills: Balance the focus on all four language skills (listening, speaking, reading, writing). • Promoting learner autonomy: Incorporate activities that encourage independent learning and critical thinking. • Relevance and engagement: Choose topics and tasks that are relevant and engaging for adolescent learners. • Differentiation: Provide options and adaptations to cater to different proficiency levels and learning styles. • Exam preparation: Incorporate practice with exam-style tasks and test-taking strategies. 4.3. Planning for Adult Learners When planning lessons for adult learners, consider the following: 32 • Learner autonomy: Encourage adults to take an active role in their learning and provide opportunities for self-directed study. • Relevance and practicality: Ensure the content and activities are relevant to the learners' needs and interests. • Diverse backgrounds: Accommodate learners with different educational and cultural backgrounds. • Flexibility: Be prepared to adjust the lesson plan based on the needs and feedback of the adult learners. • Collaborative learning: Incorporate pair and group work to foster peer learning and interaction. 4.4. Adapting Lesson Plans from the British Council When adapting lesson plans from the British Council's resources, consider the following steps: 1. Analyze the lesson plan: Carefully review the objectives, activities, and resources to understand the overall structure and focus. 2. Assess your teaching context: Consider the proficiency level, age, and needs of your students, as well as the available resources and time constraints. 3. Modify the plan: Adapt the lesson plan by adjusting the content, activities, or pacing to better suit your teaching context. 4. Supplement with additional resources: Incorporate supplementary materials from the British Council's extensive resource bank to enhance the lesson. 5. Pilot and refine: Implement the adapted lesson plan, evaluate its effectiveness, and make any necessary revisions for future use. Refer to the British Council's lesson plan repository for a wide range of examples and templates to inspire your own lesson planning. Recommended Resources: • British Council Lesson Plans for Young Learners: https://www.teachingenglish.org.uk/lesson-plans/young-learners • British Council Lesson Plans for Secondary Students: https://www.teachingenglish.org.uk/lesson-plans/secondary • British Council Lesson Plans for Adult Learners: https://www.teachingenglish.org.uk/lesson-plans/adults • Article: "Adapting Lesson Plans for Different Contexts": https://www.teachingenglish.org.uk/article/adapting-lesson-plans-different-contexts https://www.teachingenglish.org.uk/lesson-plans/young-learners https://www.teachingenglish.org.uk/lesson-plans/secondary https://www.teachingenglish.org.uk/lesson-plans/adults https://www.teachingenglish.org.uk/article/adapting-lesson-plans-different-contexts 33 Exercise: Adapting a Lesson for Young Learners Take a lesson plan designed for older students and adapt it for young learners in early childhood or primary education. Consider the following: 1. Shortening the length of activities and incorporating more variety. 2. Emphasizing listening and speaking skills through songs, games, and interactive tasks. 3. Using visuals, realia, and hands-on activities to support learning. 4. Breaking down tasks and providing opportunities for repetition and practice. 5. Establishing clear routines and expectations for smooth transitions. Share your adapted lesson plan with a partner and discuss the changes you made to make the lesson more appropriate for young learners. Exercise: Designing a Differentiated Activity Create a differentiated activity that addresses the same learning objective but provides options to cater to different proficiency levels and learning styles of secondary students. Consider the following: 1. Identifying the learning objective and target language. 2. Designing a core activity that all students will complete. 3. Providing extension activities for advanced students. 4. Offering scaffolded support for struggling students. 5. Incorporating opportunities for student choice and autonomy. Present your differentiated activity to the group and explain how it addresses the diverse needs of secondary learners. Exercise: Needs Analysis for Adult Learners Conduct a needs analysis to determine the specific needs and interests of adult learners in your context. Consider the following: 1. Surveying students about their goals, interests, and prior experiences. 2. Analyzing the course objectives and content to identify areas of relevance and practicality for adult learners. 3. Observing students during class to identify their learning preferences and challenges. 4. Conducting individual interviews with students to gather more detailed feedback. 34 Based on the needs analysis, create a lesson plan that incorporates activities and content tailored to the specific needs and interests of adult learners in your context. Recommended Resources: • British Council Lesson Plans for Young Learners: https://www.teachingenglish.org.uk/lesson-plans/young-learners • British Council Lesson Plans for Secondary Students: https://www.teachingenglish.org.uk/lesson-plans/secondary • British Council Lesson Plans for Adult Learners: https://www.teachingenglish.org.uk/lesson-plans/adults • Article: "Adapting Lesson Plans for Different Contexts": https://www.teachingenglish.org.uk/article/adapting-lesson-plans-different-contexts 5: Teaching Strategies and Approaches 5.1. Methodological Approaches There are several well-established methodological approaches that can be effective in the English language classroom: Communicative Language Teaching (CLT): - Focus on developing communicative competence through authentic, meaningful interactions. - Emphasis on fluency over strict accuracy, with a focus on real-life language use. - Learner-centered activities that encourage student participation and negotiation of meaning. Task-Based Language Teaching (TBLT): - Lessons organized around the completion of meaningful, real-world tasks. - Tasks provide the context for the introduction and practice of language. - Learners use the target language to achieve a specific outcome or goal. Content and Language Integrated Learning (CLIL): - Integrates the learning of content (e.g., science, history) with the learning of a language. - Develops both subject-matter knowledge and language proficiency simultaneously. - Promotes the use of the target language as the medium of instruction. When selecting an appropriate methodological approach, consider factors such as your teaching context, learner needs, and desired learning outcomes. https://www.teachingenglish.org.uk/lesson-plans/young-learners https://www.teachingenglish.org.uk/lesson-plans/secondary https://www.teachingenglish.org.uk/lesson-plans/adults https://www.teachingenglish.org.uk/article/adapting-lesson-plans-different-contexts 35 5.2. Engaging Instructional Techniques To foster active student participation and engagement, try incorporating the following techniques: Information Gap Activities: - Pair or group activities where students must exchange information to complete a task. - Promotes authentic communication and negotiation of meaning. Role-Play and Simulations: - Students assume different roles and act out real-life scenarios. - Develops communication skills and cultural awareness. Cooperative Learning: - Students work together in small groups to complete a task or project. - Encourages collaboration, problem-solving, and peer learning. Questioning Techniques: - Use a variety of question types (open-ended, closed, probing) to elicit student responses. - Promotes critical thinking and language production. 5.3. Adapting to Different Learning Styles Students have diverse learning preferences and styles. Incorporating a range of activities that cater to different modalities can help ensure all learners are engaged and supported. Visual Learners: - Use visual aids, such as images, diagrams, and videos. - Encourage the creation of mind maps, charts, and other graphic organizers. Auditory Learners: - Incorporate listening activities, audio recordings, and oral presentations. - Encourage discussions, debates, and role-play. Kinesthetic Learners: - Provide opportunities for physical movement, such as Total Physical Response (TPR) activities. - Incorporate hands-on tasks and project-based learning. 36 By diversifying your teaching strategies and adapting to different learning styles, you can create a more inclusive and effective learning environment for your students. Recommended Resources: • British Council Lesson Plans and Activities: https://www.teachingenglish.org.uk/lesson-plans • Article: "Communicative Language Teaching Techniques": https://www.teachingenglish.org.uk/article/communicative-language-teaching-techniques • Article: "Adapting Your Teaching to Different Learning Styles": https://www.teachingenglish.org.uk/article/adapting-your-teaching-different-learning-styles Exercise: Matching Methodological Approaches Match the following methodological approaches to their descriptions: 1. Communicative Language Teaching (CLT) 2. Task-Based Language Teaching (TBLT) 3. Content and Language Integrated Learning (CLIL) A. Lessons organized around the completion of meaningful, real-world tasks B. Integrates the learning of content (e.g., science, history) with the learning of a language C. Focuses on developing communicative competence through authentic, meaningful interactions Answers: 1. C 2. A 3. B Reflection Questions: 1. Which of these methodological approaches do you currently use in your teaching? How effective have they been? 2. What factors would you consider when selecting an appropriate methodological approach for your teaching context? Exercise: Designing an Information Gap Activity https://www.teachingenglish.org.uk/lesson-plans https://www.teachingenglish.org.uk/article/communicative-language-teaching-techniques https://www.teachingenglish.org.uk/article/adapting-your-teaching-different-learning-styles 37 Create an information gap activity for your students on a topic related to your subject area. Consider the following steps: 1. Identify the language skills and target language you want to practice. 2. Divide the necessary information into two parts, with each part containing some unique information. 3. Assign one part of the information to Student A and the other part to Student B. 4. Provide instructions for how the students should interact to exchange information and complete the task. Reflection Questions: 1. How can information gap activities promote authentic communication and negotiation of meaning? 2. What other engaging instructional techniques have you used successfully in your classroom? Exercise: Learning Style Inventory Complete a learning style inventory to identify your own dominant learning preferences. Then, reflect on the following questions: 1. How does your learning style influence the way you approach teaching and lesson planning? 2. What strategies can you implement to cater to the diverse learning styles of your students? 3. Describe an activity or lesson you have designed that incorporates multiple learning modalities. Recommended Resources: • British Council Lesson Plans and Activities: https://www.teachingenglish.org.uk/lesson-plans • Article: "Communicative Language Teaching Techniques": https://www.teachingenglish.org.uk/article/communicative-language-teaching-techniques • Article: "Adapting Your Teaching to Different Learning Styles": https://www.teachingenglish.org.uk/article/adapting-your-teaching-different-learning-styles https://www.teachingenglish.org.uk/lesson-plans https://www.teachingenglish.org.uk/article/communicative-language-teaching-techniques https://www.teachingenglish.org.uk/article/adapting-your-teaching-different-learning-styles 38 6: Assessment and Feedback 6.1. Formative and Summative Assessment Effective assessment in the language classroom involves both formative and summative approaches: Formative Assessment: • Ongoing assessment that provides feedback to guide and improve student learning. • Examples include classroom observations, quizzes, exit tickets, and self-assessments. • Helps identify strengths, weaknesses, and areas for further development. Summative Assessment: • Assessment of learning at the end of a unit or course to measure student achievement. • Examples include tests, exams, projects, and presentations. • Provides a final evaluation of student performance and mastery of learning objectives. By incorporating both formative and summative assessment, you can gain a comprehensive understanding of your students' progress and tailor your instruction accordingly. 6.2. Assessment Tools and Techniques The British Council's TeachingEnglish website offers a variety of assessment tools and techniques that you can use in your classroom: Observation Checklists: - Record observations of student performance and participation during lessons. - Useful for assessing speaking, listening, and collaborative skills. Rubrics: - Detailed scoring guides that define criteria for different levels of performance. - Can be used to assess writing, presentations, projects, and other tasks. Self-Assessment and Peer-Assessment: - Encourage students to reflect on their own learning and provide feedback to their peers. - Promotes learner autonomy and metacognitive skills. Portfolio Assessment: - Collection of student work that demonstrates progress over time. - Allows for a more holistic evaluation of language development. 39 6.3. Providing Feedback and Adjusting Instruction Effective feedback is essential for supporting student learning and progress. Consider the following guidelines: Timely and Specific: - Provide feedback as soon as possible after the assessment or activity. - Focus on specific strengths, areas for improvement, and next steps. Constructive and Encouraging: - Balance constructive criticism with positive reinforcement. - Avoid discouraging or demotivating language. Actionable and Tailored: - Offer concrete suggestions for how to improve. - Differentiate feedback based on individual student needs. Use the feedback you gather to adjust your lesson planning and instructional strategies. This will help you better meet the needs of your students and support their continued language development. Recommended Resources: • British Council Guide to Classroom Assessment: https://www.teachingenglish.org.uk/article/a-guide-classroom-assessment • Article: "Providing Effective Feedback to English Language Learners": https://www.teachingenglish.org.uk/article/providing-effective-feedback-english- language-learners • British Council Assessment Resources: https://www.teachingenglish.org.uk/resources/assessment Exercise: Identifying Formative and Summative Assessments Read the following assessment examples and determine whether they are formative or summative assessments: 1. A weekly quiz on vocabulary words covered in class. 2. A final exam at the end of the semester. 3. An exit ticket where students summarize the key concepts learned in the lesson. 4. A research paper due at the end of the unit. 5. Classroom observations of student participation and discussions. https://www.teachingenglish.org.uk/article/a-guide-classroom-assessment https://www.teachingenglish.org.uk/article/providing-effective-feedback-english-language-learners https://www.teachingenglish.org.uk/article/providing-effective-feedback-english-language-learners https://www.teachingenglish.org.uk/resources/assessment 40 Answers: 1. Formative assessment 2. Summative assessment 3. Formative assessment 4. Summative assessment 5. Formative assessment Exercise: Creating a Rubric Develop a rubric to assess a student presentation on a topic related to your subject area. Consider the following criteria: - Content (accuracy, depth of understanding) - Organization (logical flow, clarity) - Delivery (eye contact, volume, pace) - Visual aids (relevance, design) - Overall effectiveness Assign point values or performance levels (e.g., Exceeds Expectations, Meets Expectations, Needs Improvement) for each criterion. Exercise: Feedback Reflection Think about a recent assessment or activity you conducted in your classroom. Reflect on the following questions: 1. What type of feedback did you provide to your students (e.g., written comments, verbal feedback, peer feedback)? 2. How timely was the feedback, and did it address specific strengths and areas for improvement? 3. How did you ensure the feedback was constructive and encouraging? 4. What adjustments did you make to your instruction based on the feedback and assessment results? Write a short reflection on your experience and identify any areas for improvement in your feedback and adjustment practices. 41 Recommended Resources: • British Council Guide to Classroom Assessment: https://www.teachingenglish.org.uk/article/a-guide-classroom-assessment • Article: "Providing Effective Feedback to English Language Learners": https://www.teachingenglish.org.uk/article/providing-effective-feedback-english- language-learners • British Council Assessment Resources: https://www.teachingenglish.org.uk/resources/assessment 7: Integrating Technology in Lesson Planning 7.1. Exploring Digital Resources The British Council's TeachingEnglish website offers a wealth of digital resources that can be integrated into your lesson planning: Lesson Plans and Activities: - Browse the extensive collection of ready-made lesson plans that incorporate digital elements. - Adapt and customize the activities to suit your teaching context. Multimedia Resources: - Access a variety of videos, audio recordings, and interactive materials to use in your lessons. - Leverage these resources to enhance language learning and engage your students. Online Tools and Applications: - Explore the range of digital tools and apps recommended by the British Council. - Incorporate these into your lessons to support different learning activities and assessment. When selecting digital resources, consider factors such as relevance, ease of use, and alignment with your lesson objectives. https://www.teachingenglish.org.uk/article/a-guide-classroom-assessment https://www.teachingenglish.org.uk/article/providing-effective-feedback-english-language-learners https://www.teachingenglish.org.uk/article/providing-effective-feedback-english-language-learners https://www.teachingenglish.org.uk/resources/assessment 42 7.2. Designing Technology-Enhanced Activities Integrating technology into your lesson planning can help create dynamic and engaging learning experiences for your students. Consider the following strategies: Interactive Presentations: - Use presentation software or online platforms to create visually appealing and interactive lessons. - Incorporate multimedia elements, such as images, videos, and animations, to support language learning. Online Collaboration: - Utilize collaborative tools, such as Google Docs or Microsoft 365, to facilitate group work and peer feedback. - Encourage students to work together on projects or presentations using these digital platforms. Gamification: - Incorporate educational games, quizzes, and simulations to make language practice more engaging and enjoyable. - Leverage the competitive and interactive nature of games to motivate students. Flipped Classroom: - Assign digital content, such as videos or online activities, for students to explore before the lesson. - Use class time for more interactive, student-centered activities that build on the pre- lesson work. 7.3. Planning a Technology-Integrated Lesson When planning a lesson that integrates technology, consider the following steps: 1. Identify the learning objectives: Determine the specific language skills or knowledge you want your students to develop. 2. Select appropriate digital resources: Choose resources from the British Council's collection or other reputable sources that align with your lesson objectives. 43 3. Design engaging activities: Incorporate the digital resources into a sequence of activities that promote active learning and language practice. 4. Consider logistics: Ensure you have the necessary equipment and infrastructure to implement the technology-enhanced lesson effectively. 5. Evaluate and reflect: After the lesson, assess the impact of the digital elements on student learning and engagement. Use this feedback to refine your approach for future lessons. Refer to the British Council's resources on integrating technology in the language classroom for more guidance and examples. Recommended Resources: • British Council Digital Resources: https://www.teachingenglish.org.uk/resources/digital • Article: "Integrating Technology in the Language Classroom": https://www.teachingenglish.org.uk/article/integrating-technology-language- classroom • British Council Webinars on EdTech: https://www.teachingenglish.org.uk/professional-development/webinars https://www.teachingenglish.org.uk/resources/digital https://www.teachingenglish.org.uk/article/integrating-technology-language-classroom https://www.teachingenglish.org.uk/article/integrating-technology-language-classroom https://www.teachingenglish.org.uk/professional-development/webinars 44 Section 2. Planning speaking lessons Learning about Speaking As it was stated before a well-crafted lesson plan acts as a map, guiding teachers toward their desired teaching outcomes. It ensures balanced, appropriate, and professional instruction, benefiting both teachers and learners. Developing speaking skills empowers learners to express themselves, connect globally, and engage meaningfully in English-speaking environments. What is speaking? Speaking is a productive skill that belongs to oral communication. Most people think that it is the most important of the four language skills. It could be true if the purpose is to use the language orally: to speak. In the process of oral communication, the speaker interacts with a listener where both change their roles in the conversation. That is to say, the speaker may become a listener and the other way around. Feedback (showing understanding), choice (speaker’ selection of what and how to speak according to the context) and information gap (the other (listener) does not know what the speaker is going to say) are psychological processes which are involved in communication. What are the purposes for speaking? Spoken language may be used for two main purposes: For interaction or social purposes: The emphasis is on creating harmonious interactions and not for communicating any information. E.g. greeting, making casual ‘chats’, telling jokes, etc. For transactional purposes: The emphasis is on communicating information, i.e. it is ‘message’ oriented. Coherence and accuracy are important to present the information. What is the goal of teaching speaking? The goal of teaching speaking is oral fluency; that is, the ability to express oneself intelligibly: reasonably accurately and without too much hesitation. 45 The SPEAKING lessons In the teaching and learning of SPEAKING skills, if you follow a PPP model in your lessons, they are usually divided into three main stages: The Presentation stage is aimed at introducing the new content. The students will understand and get familiar with the content to be presented: the necessary vocabulary and grammar structure in integration with pronunciation in a communicative context. It may be done in two different ways: • Deductively: which involves the learners being given a general rule, which is then applied to specific language examples • Inductively: approach which challenges students to formulate their own beliefs or concepts by examining all the evidence provided and recognizing patterns to arrive at solutions. i.e., to have the students analyze examples and find rules behind them Controlled Practice – The practice stage aims at developing accuracy in language by providing opportunities for learners to use the target structure and the necessary vocabulary in integration with pronunciation during the class. This stage is also controlled since the tasks are prepared by the teacher to have control on the results. Free Practice – this production stage is aimed at developing fluency in language use, i.e, to have the students use the language freely, without any restriction. Students are given the opportunity to practice and use the language freely in meaningful activities. For each of them we suggest a format. 46 Task 1: Analyze critically the following formats for speaking lessons. Be ready to: • Determine the teaching model followed. • Mention the stages of the lessons • Compare the elements that identify each of the three lessons and discriminate the ones that make each unique. 47 Formats of Speaking Lessons The Presentation Lesson Level: Grade: Class: Unit # and Title: Type of lesson: Speaking Stage: Presentation of new content Topic: Contents: (grammar, vocabulary and pronunciation items for a given communicative purpose) Time allotted: Teaching aids and resources: videos/cards/workbooks/pictures/posters/ draws/ technological resources. Objective(s): • Start with and action verb (identify/recognize/infer…) • Consider not only instruction (to develop in the students a basic level of communicative competence /teaching English contents) but also education (To strengthen the students’ behaviors and personality/formation of moral values) • It should be Specific – Measurable – Attainable - Relevant – Time bound 1. Warm Up: • Time allotted: • Aim: To motivate the students to learn the new content by creating the need to learn the new content). Procedures. The teacher: 1. Greets the students and calls the roll 2. Activates the students’ previous knowledge: Creates activities to explore what the students already know about the topic 3. Introduces the class topic and communicates the class aim to the students. 2. Follow up: • Time allotted: Procedures: The teacher: 48 • Aim 1. presents the content (grammar, pronunciation & vocabulary) in a communicative context (communicative function) and design activities to check students’ understanding. (Techniques to present the new content are: sample sentences, acting out dialogues; students-teacher interaction, video/ audio text, passages…) If a passage/ video/audio text is used to present the new content then, plan: before reading/watching / listening activities; while reading/watching / listening and after reading/watching / listening activities, always giving choices. Do not forget to check comprehension 2. Writes the presentation fragment on board or on a poster (text passage; dialogue/mini – dialogue; micro situation; sample sentences). The students should write it on their notebooks. 3. Reads it aloud, students follow and repeat in small groups/pairs/individually 4. Gets able students to read for the whole class 5. Explains any necessary vocabulary or pronunciation item 6. Reads it aloud again and has the students listen / read it aloud and do shadowing/ read aloud in pairs. Some pairs read aloud or make demonstrations to the whole class. 7. Gets everybody to practice in pairs. Walks around the classroom helping/correcting mistakes and making sure everybody is working 8. Has the students practice the mini – dialogue but now substituting information (personal or other) Present/teach the vocabulary that may be used. 9. Selects some couples (the ones that were rather nice, or did something rather amusing, or that really have used all the structures and everything you have asked them) to perform the activity before the class 49 10. Corrects mistakes noticed. 11. Analyzes the necessary grammar, either inductively or deductively, by creating charts or any other useful technique to explain the rules. Teach: form, meaning and use in integration with vocabulary and pronunciation. 3. Close up: • Time allotted: • Aim The teacher: • Assigns any concluding activity • Has the students summarize/ reflect on their learning process • Has them self /peer evaluate: reflect on strengths and weaknesses • Assigns homework • Motivates for next lesson • Other 4. Reflections on what needs to be covered during the next class session 50 The Controlled Practice Lesson Level: Grade: Class: Unit # and Title: Type of lesson: Speaking Stage: Controlled practice Topic: Contents: (grammar, vocabulary and pronunciation items for the communicative purpose already presented) Time allotted: Teaching aids and resources: videos/cards/workbooks/pictures/posters/charts/draws, technological resources. Objective(s): • Start with and action verb (practice/reproduce/rehearse/apply…) • Consider not only instruction (to develop in the students a basic level of communicative competence/teaching English contents) but also education (To strengthen the students’ behaviors and personality/formation of moral values) • The objective should be Specific – Measurable – Attainable - Relevant (or Result- focused) – Time bound 1. Warm Up: • Time allotted: • Aim: To motivate the students to practice the content already presented by creating the need to automatize the necessary skills to use it). Procedures. The teacher: 1. Greets the students and calls the roll 2. Activates the students’ previous knowledge: Creates activities to explore what the students already know about the topic 3. Introduces the class topic and communicates the class aim to the students. 2. Follow up: The teacher: 51 • Time allotted: • Aim: To have the students practice the content until they automatize the necessary skills to use it 1. Organizes classroom activity as required in each activity (pairs, small groups…) 2. Assigns exercises one by one, i.e., in logical order so as to have the Ss practice the contents presented: grammatical items, vocabulary, pronunciation related to the communicative function. Some of the exercises used for this purpose are: • Matching • Unscramble: letters of words, words of a sentences or parts of conversations… • Puzzles • Disappearing dialogues • Gapped dialogues • Open-ended dialogues • Improvisations basing on a dialogue script • Accuracy games. 3. For each task or activity consider: a) purpose or aim (derived from the lesson objective), b) Pacing or time allotted c) clear task orientation and with the corresponding procedures to do the activity d) task or activity e) Aids & resources. 4. Monitors the practice going around the class either to help the students or to correct them on the spot 5. Has the best pairs/groups make demonstrations to the whole class. 3. Close up: • Time allotted: • Aim The teacher: • Makes any general correction or reteaches any necessary aspect • Assigns any concluding activity • Has the students summarize what was done in class 52 • Has them self /peer evaluate learning: reflect on strengths and weaknesses, points of improvements • Assigns homework, explaining tasks clearly • Motivates for next lesson • Other 4. Reflections on what needs to be covered during the next class session: The Free Practice Lesson Level: Grade: Class: Unit # and Title: Type of lesson: Speaking Stage: Free practice Topic: Contents: communicative purpose(s) Time allotted: Teaching aids and resources: videos/cards/workbooks/pictures/posters/ draws/technological resources. Objective(s): • Start with and action verb (talk …, ask and answer questions about…) • Consider not only instruction (to develop in the students a basic level of communicative competence/teaching English contents) but also education (To strengthen the students’ behaviors and personality/formation of moral values) • The objective should be Specific – Measurable – Attainable - Relevant (or Result- focused) – Time bound 5. Warm Up: • Time allotted: • Aim: To motivate the students to practice Procedures. The teacher: 1. Greets the students and calls the roll 2. Activates the students’ previous knowledge: Creates activities to explore what the students already know about the topic 53 the content already presented by creating the need to automatize the necessary skills to use it). 3. Introduces the class topic and communicates the class aim to the students. 6. Follow up: • Time allotted: • Aim: To have the students practice the content until they automatize the necessary skills to use it The teacher: 1. Organizes classroom activity as required in each activity (pairs, small groups…) 2. Orients a productive practice of the communicative function(s), assigning exercises one by one, i.e., in logical order 3. Considers for each task or activity: a) purpose or aim (derived from the lesson objective), b) Pacing or time allotted c) clear task orientation and with the corresponding procedures to do the activity d) task or activity e) Aids & resources. 4. Bears in mind that the activities should be: • a system, designed to develop fluency, as the main goal of this stage). • organized in logical order based on their level of complexity, and moving from the easiest to the most difficult ones, from the simplest to the most complex, from the most controlled to the less controlled ones. 5. Has the best pairs make demonstrations to the whole class 6. Has the students work in pairs and small groups 7. Facilitates the practice going around the class, taking down notes on general mistakes but without interrupting the students’ work. 54 8. Has the students correct their own mistakes at the end of the activity or does remedial work with the general mistakes, can reteach any necessary content 9. Monitors the practice going around the class either to help the students or to correct them on the spot 10. Has the best pairs/groups perform the activities to the whole class. III-Close up: • Time allotted: • Aim The teacher: 1. Makes any general correction or reteaches any necessary aspect 2. Assigns any concluding activity 3. Has the students summarize what was done in class. 4. Has them self /peer evaluate learning: reflect on strengths and weaknesses, points of improvements 5. Assigns homework, explaining tasks clearly 6. Motivates for next lesson 7. Other 7. Reflections on what needs to be covered during the next class session: 55 lesson objective action verb Communicative- linguistic content educative- cultural content How to attain it Task 2: Go back to the previous formats of speaking lessons and: Look at the elements included in the objectives suggested for the three lessons. (see pages 46-53) Complete the following chart out of them. 56 Practice makes perfect Right now you are going to be familiar with localizations of lessons in the Cuban Context. Analyze the task before going through the examples. Task: Look at the following system of lessons. Based on what you have learned, do the activities below. a. What model of language teaching do the lessons follow? Explain briefly b. Can they be considered a system of lessons? Give three reasons c. Are they aligned to the formats presented before? List three main characteristics. d. What elements of the formats were taken into account? Which ones were not? Task 3. Find out what makes the objective designed in the speaking lessons A) Specific: _________________________________________ B) Measurable: _______________________________________ C) Attainable: ________________________________________ D) Relevant: _________________________________________ E) Time bound: ________________________________________ 57 The Test – Teach – Test Lesson Format Level: Grade: Class: Unit # and Title: Type of lesson: Stage: Topic: Content areas: (grammar, vocabulary and pronunciation items for a given communicative purpose) Time allotted: Teaching aids and resources: videos/cards/charts/workbooks/pictures/posters/draws/technological resources Objective(s): • Start with and action verb • Consider not only instruction (to develop in the students a basic level of communicative competence/teaching English contents) but also education (To strengthen the students’ behaviors and personality/formation of moral values) • It should be Specific – Measurable – Attainable - Relevant – Time bound Stage 1: Test (diagnostic) Objective: Assess learners’ existing knowledge, understanding or skills related to a specific language area. Time allotted: ____ (this stage provides valuable insights into students' strengths, areas for Activity: 1. Provide a task or activity that learners can attempt independently, without teacher assistance. 2. Observation: go around the classroom noting down the areas where learners need improvement. 3. Possible tasks: Pre-assessment quiz: A short quiz with multiple-choice or fill-in-the- blank questions Concept mapping: Ask students to create a visual representation (map or diagram) of their understanding of the topic before the lesson. KWL Chart: Have students complete a KWL chart (What I Know, What I Want to Know, What I Learned) to assess their existing knowledge and what they hope to learn. 58 improvement, and learning preferences, aiding in the design of a tailored teaching approach) Discussion: Engage students in a brief discussion where they share their thoughts, experiences, or understanding of the topic. Brainstorming Session: Encourage students to brainstorm ideas, concepts, or solutions related to the upcoming lesson. Quick-Writes: Provide students with a prompt related to the topic and ask them to write a brief response to assess their initial thoughts. Prediction Exercise: Ask students to predict what they think the lesson will be about based on a brief introduction or images related to the topic. Hands-on Demonstrations: Conduct a hands-on activity or experiment related to the topic to assess students' prior experiences or knowledge. Interactive Polling: Use technology to conduct interactive polls to gather students' opinions or understanding of key concepts. Mini-Projects: Assign a small task or mini-project for students to complete individually or in groups to showcase their current knowledge. Stage 2 Teach Objective: Plan and present the target language based on the observed needs. Time allotted: ____ Design a lesson to address the specific language area. Introduction of the target in communicative context: - integrate linguistic – communicative contents (for example: communicative function, grammar, vocabulary and pronunciation) - Use inductive or deductive approach to explain key concepts, rules, and provide foundational knowledge with examples. Materials: prepare relevant teaching materials (e.g., explanations, examples, exercises). Use visual aids, flashcards and worksheets to facilitate understanding and learning Assign meaningful, simple, interactive activities: to demonstrate and reinforce learning Stage 3 Test (again) Objective: Reinforce learning by having learners Activity: Provide a similar task or activity to practice applying the target language. (the newly introduced concepts in a guided setting). other tasks could be: 59 practice and apply the new language. Time allotted: ____ Multiple-Choice Questions: Present questions with multiple options for students to choose the correct answer based on the context provided. Cloze Test: Offer passages with certain words missing, and students must fill in the blanks with the appropriate words. Labeling Diagrams: - Provide diagrams, maps, or images where students must label specific parts or components correctly. Simulations: Create simulated environments or virtual scenarios where students must navigate challenges, make decisions, and solve problems within a controlled setting. Stage 4 teach (Feedback and correction) Objective: To provide feedback and correct any errors from the controlled practice activity. Time allotted: ____ Activities - Review and discuss common mistakes. - Offer explanations for correct answers. - Reteach the target if necessary Stage 5 test Objective: To allow students to use the target in a more open communicative activity. Activities: Encourage students to apply their learning in a more open-ended and creative activity. - role plays, - group projects - discussions, - presentations, - real-world applications Stage 6 Review and Reflection Activities: - After the final test, allocate time for review and reflection. Discuss what learners have learned, address any remaining questions, and consolidate their understanding. 60 Task Now that you have studied the main theoretical and practical aspects related to the teaching of speaking and taking into account your personal experience it is great if you reflect on the lessons (see annexes), you have looked at and fill in the following chart. • Contextualize your system of lessons by stating the relationship of the system with the unit of study. • Consider the main characteristics of students’ learning, their age and level • Show the relationship of the system of lessons and the unit of study and how the linguistic-communicative and educational-cultural content are integrated in your system of lessons in order to contribute to the formation of students’ personality • Show how to use innovative teaching media and materials (visuals) effectively in your system of lessons. Linguistic-communicative contents Educative-cultural contents CEFR Level Describing the weather in Cuba (and in other countries) Raising awareness on the impacts the weather has on people, the economy, the health A1 Positive things Negative things Interesting things - Encourage learners to reflect on their progress and set goals for future language development. IV. Teacher’s reflections on what needs to be covered during the next class session: 61 Task 2: Write a brief personal reflection on how much you have improved your planning skills and what you still need to upgrade. Share your reflection with your colleagues. 62 Planning writing lessons Learning about Writing Writing is the process of expressing thoughts, ideas, and information through written language. It plays a crucial role in communication, education, and various aspects of life. Some key points about writing and its importance are: 1. In communication: • Writing allows people to convey messages, share knowledge, and express emotions across time and space. • It bridges gaps between people who may not be physically present or who speak different languages. • Whether it is a heartfelt letter, an email, or a social media post, writing enables effective communication. 2. In education and learning: • Academic writing is essential for students. It helps them organize their thoughts, analyze information, and present arguments logically. • Writing essays, research papers, and reports fosters critical thinking and research skills. • Creative writing encourages imagination, storytelling, and self-expression. 3. In professional growth: • In the workplace, writing skills are highly valued. Clear and concise writing is crucial for emails, reports, proposals, and presentations. • Effective communication through writing enhances collaboration and productivity. • Job applications, resumes, and cover letters showcase your abilities. 63 4. In preserving knowledge: • Writing preserves historical events, cultural heritage, and scientific discoveries. • Books, articles, and journals document human achievements and advancements. • Without writing, much of our collective knowledge would be lost over time. 5. In personal expression and reflection: • Journaling allows individuals to reflect on their experiences, emotions, and personal growth. • Creative writing (poetry, fiction, etc.) provides an outlet for artistic expression. • Writing helps us understand ourselves better and connect with others. In summary, writing is a powerful tool that shapes people’s world, facilitates understanding, and enriches live. Purposes writing serves in foreign language teaching Writing plays a crucial role in foreign language teaching, serving several important purposes: As an instrument for language practice and reinforcement. It provides learners with an opportunity to practice and reinforce language skills. It is important to allow learners apply grammar rules, expand vocabulary, improve sentence structure and the like. Thus, writing serves learners to internalize language patterns and enhance their overall linguistic competence. As a goal to develop communication skills beyond speaking. By expressing ideas in writing, learners learn to convey messages clearly, organize thoughts logically, and adapt their language to different contexts. These skills are essential for effective communication in real-life situations. Writing as a goal also helps students develop critical thinking when analyzing information, evaluating arguments, and expressing their personal perspectives, In summary, writing in a foreign language serves as a multifaceted tool that enhances language proficiency, communication abilities, critical thinking, and cultural awareness. It empowers learners to express themselves effectively and navigate diverse linguistic and cultural landscapes. 64 It is also important for teachers of English as a foreign language to analyze the approach that they should follow when teaching writing as a goal. The two main approaches suggested are: the product approach and the process approach. The Product Approach is a traditional method where students are encouraged to mimic a model text. This model text is usually presented and analyzed at an early stage. The stages Stages: Model Text Analysis: Students read and study model texts, paying attention to features specific to the genre (e.g., paragraphing, language used for formal requests in a formal letter). Controlled Practice: Students practice the highlighted features in isolation (e.g., practicing the structure for making formal requests). Organization of Ideas: Emphasis on organizing ideas effectively. End Result: Students choose comparable writing tasks and produce the final product, demonstrating their language skills and competence1. Process Approach: Description: The process approach focuses on varied classroom activities that promote language development. It prioritizes the writer and the stages of text creation. Stages: Generating Ideas: Students brainstorm and discuss ideas collaboratively (e.g., discussing qualities needed for a specific job or reasons for certain behaviors). Extending Ideas: Students convert ideas into note form and evaluate their quality and usefulness. Organizing Ideas: Students create mind maps, spidergrams, or linear outlines to organize their thoughts. Drafting, Reviewing, and Editing: Students engage in multiple drafts, group discussions, and re-writing to refine their writing1. In summary, the product approach emphasizes the final written text, while the process approach focuses on the writer’s journey and various stages of text creation. The choice between these approaches depends on factors such as student type, text type, and the specific teaching context12. Both approaches have their merits, and teachers can adapt them based on their students’ needs and learning objectives In the teaching of writing skills two main approaches may be followed: the product approach and the process approach. 65 In the product approach, teachers usually present learners with a model text to stimulate and construct their own texts. It demands that learners focus on the model, the form and the duplication of the teacher’s text as much as possible. This approach puts more focus on the grammatical features of the text and its organization rather than the ideas and the thoughts within the text. Accuracy in writing is the main focus in the product approach instruction. Teachers assess learners’ writing based on how accurate they are in grammar, spelling and punctuation. Learners are asked to produce a text that is similar in form and language conventions to the one they have learned. Imitation is one method by which people learn. In The Cuban context case we encourage pre-service to balance the product approach with the process writing approach in order to effectively support the development of their learners’ writing skills. In the process approach, the focus of writing instruction is on the steps involved in drafting and redrafting texts. When learners write, they go through various similar stages as writers. These stages involve brainstorming or prewriting, writing, revising, editing and publishing. This approach assumes that the stages of the writing process approach empower learners by enabling them to make decisions about the direction of their work through discussions, tasks, drafting, feedback and informed choices, thus enabling them to be responsible for making improvement themselves. (Ngubane, 2020) In our case we combine both approaches, we start by working with the product approach to make the students understand and get familiar with the language and layout of a model text, continue with a stage of guided practice in which students reproduce the type of text presented. Finally, the teacher will have the students free write a text following the stages of the process approach. As writing is a productive skill the writing lessons have similar stages as the Speaking ones: Warm up – Follow up and Close up. In the teaching and learning of writing teachers may plan: • Three separate lessons, one for each stage: Presentation of model text - Guided writing - Free writing, or, • Two lessons: one including presentation of model text and guided writing, and another for free writing, or • One lesson including the three stages. It depends on the type of genre s/he is going to teach, the diagnosis of the students and the time allotted for writing. 66 THE STAGES OF WRITING lessons The Presentation of model text stage is aimed at introducing the new content. The students will understand and get familiar with the type of text its structure, grammar, vocabulary and organization of ideas. The Guided writing stage is aimed at rehearsing and practicing writing skills. The students will develop writing accuracy by reproducing the text type presented previously. They should follow the format of a productive skill (like the ones of speaking lessons): Warm up, Follow up and Close up. The Free writing stage is aimed at writing a text by themselves following the steps of the process approach. the stages may be: Before writing stage; While writing stage and Free writing stage 67 Task : Analyze critically the following formats for writing lessons. Be ready to: - Determine the teaching approach followed. - Mention the stages of the lessons - Compare the elements that identify each of the three lessons and discriminate the ones that make each unique. 68 Writing Lesson Formats The Presentation of model text lesson Level: Grade: Class: Unit # and Title: Type of lesson: writing Stage: Presentation of model text Topic: related to text type Contents: (type of text. its structure, organization of ideas, grammar, vocabulary, spelling, punctuation & mechanics) Time allotted: Teaching aids and resources: handouts, charts, posters, technological resources... Objective(s): • Start with and action verb (identify/recognize/ …the structure of the text model: note, email, poem, a letter, a story…) • Consider not only instruction (to develop in the students a basic level of communicative competence/teaching English contents) but also education (To strengthen the students’ behaviors and personality/formation of moral values) • It should be Specific – Measurable – Attainable - Relevant – Time bound 1. Warm Up: • Time allotted: • Aim: To motivate the students to learn the new content by creating the need to learn the new content). Procedures. The teacher: a. Greets the students and calls the roll b. Activates the students’ previous knowledge: Creates activities to explore what the students already know about the type of text or/and the topic they are going to write about. c. Introduces the class topic and communicates the class aim to the students. 2. Follow up: • Time allotted: • Aim Procedures: 1. Present the model text. Have the students read the model text that represents the genre to be taught (such as an email, a report, an essay, an advertisement, etc.) to understand the text by answering 69 To understand the information of the text presented To identify its structure comprehension tasks as it is recommended for reading comprehension processing) 2. Have the students look at / study the genre, and analyze and infer its distinctive features (e.g., the language and the layout or format of the text.) This can be done by assigning well-designed guiding activities to help learners identify: ✓ The language or linguistic contents characterized or usually present in the genre (formal or informal, the expressions or vocabulary and grammar used to convey meaning.) ✓ The vocabulary, grammar, punctuation and mechanics typical of the type of text, linking words and transitions used to connect the sentences of the text. ✓ The format or layout of the type of text. 3. Write on board the main characteristics of the text type in a section entitled: LOOK / OBSERVE or NOTICE 4. Assign a controlled activity in which studen