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