ll sequence12

We BAFLP for

languages

Language Learning Sequence

A Guide to Lesson Planning

We BAFLP for

languages

Setting the Stage

A short exploratory activity or prompt that focuses the

students' attention before the actual lesson begins

We BAFLP for

languages

Criteria: • Used when students enter the room or in a transition. • Sparks interest; motivates learning• Involves as many students as possible• Ties concepts to material that students have

previously learned

We BAFLP for

languages

Criteria:• Relates to present concerns • States objective/goal: what students are going to

learn• Establishes purpose: why the student is learning

this material

We BAFLP for

languages

Teacher’s role:• Director• Coach

• Producer• Monitor

Students’ role:• Learner• Active listener

We BAFLP for

languages

Examples: • Pictures related to theme• Videos• Appropriate music• Costumes• Food samples• Authentic realia • Role-plays, dramatizations, or readers theater• Stories (personal, real, or invented)

We BAFLP for

languages

Examples:• Stories (personal, real, or invented)• Interest-generating questions• Post vocabulary for the lesson• Computer graphics• Multi-media presentations.• Overhead transparencies with pictures or questions• Show an object• Guessing game

We BAFLP for

languages

Examples:• Quotation• Refer to students’ personal lives, attitudes, or ideas• Demonstrate something that is mysterious or interesting• Present sample of culminating activity• Handout given to students at the door• Line-ups• Signature game

We BAFLP for

languages

Comprehensible Input

The vocabulary, skills, and concepts the teacher will impart to the

students—what the student needs to know in order to be successful.

We BAFLP for

languages

Criteria: • Presented in target language• Easy but just beyond level of competence

(input +1)• Frequent use of cognates• Uses gestures• Contextualized• Listening and reading emphasized

We BAFLP for

languages

Criteria:• Uses auditory, visual, physical learning modalities• Provides low stress level for students• Motivates and catches students’ interest• Checks for understanding

Yes/No questionsEither/Or questionsShort responses

We BAFLP for

languages

Teacher’s role:• Director• Coach• Producer• Monitor

Students’ role:• Learner• Active listener• Active participant with limited production

We BAFLP for

languages

Examples: • Visuals• Videos, films• Props, puppets, realia• Multimedia presentations• TPR• Mime, gestures

We BAFLP for

languages

Examples:• Story lines • Mini dramas and role play• Bingo games• Jigsaw• Paired Readings• Matching activities

We BAFLP for

languages

Guided Practice

Activities that help student analyze and discover grammar and

vocabulary and internalize new material

We BAFLP for

languages

Criteria: • Progresses from manipulative to meaningful to communicative• Directs students’ learning activities• Assists students who are having difficulty• Students monitored closely• Uses manipulatives• Drills and practice contextualized• Provides frequent feedback/checking for understanding

We BAFLP for

languages

Teacher’s role:• Director• Coach• Producer• Monitor• Facilitator• Motivator

Students’ role:• Learner• Active listener• Active participant with guided production

We BAFLP for

languages

Examples: • Cloze exercises• Games of a “drill” nature• Categorical lists• Personalized/informational questions• Reading/listening comprehension exercises• Patterned writing/oral exercises• “Pancho Camancho” • Crosswords• Word association• Dictation

We BAFLP for

languages

Examples:• Information gap (A/B) activities • Games• Matching• Following commands (TPR)• Directed conversations • Retelling• Naming• Copying• Choral Response• Fact-or-Fiction / Find-the-Fib• Teach Your Partner

We BAFLP for

languages

Application & Extension

(Independent Practice)Activities in which students integrate

what they have learned to generate their own language, i.e. communicate

We BAFLP for

languages

Criteria: • Activities should:

Have personal significance Be culturally authentic Include an element of spontaneity Resolve uncertainties or information gaps Have a meaningful purpose

We BAFLP for

languages

Criteria: • Groups or individual work• Creative tasks for applying new skills• Students to select activities according to interests• Ample opportunities to practice the language• Builds information gap • Integrates cultural phenomena

We BAFLP for

languages

Teacher’s role:• Monitor• Facilitator• Motivator

Students’ role:• Interactive learner• Active listener• Active participant with independent

production

We BAFLP for

languages

Examples: • Contextualized role playing• Discussions• Reports• Panels• Debates• Indirect discourse• Introductions• Open-ended conversations• Summaries• Skits: role playing

We BAFLP for

languages

Examples:• Original written works)• Interviews• A/B activities• Co-operative activities• Games requiring an exchange of information• Completion of application forms• Re-telling stories • Show and tell

We BAFLP for

languages

EvaluationCombines all components and learning in a contextualized format so as to demonstrate

learning. Determines whether the objective of a lesson has been adequately achieved. Is both ongoing and cumulative.

We BAFLP for

languages

Criteria: • Focuses on whole/global lesson• Is used as final evaluation of ability to communicate• Involves every student• Assesses whether students can do what was expected• Is used to improve instruction• Is multidimensional

We BAFLP for

languages

Teacher’s role:• Monitor• Facilitator• Evaluator

Students’ role:• Interactive learner• Active listener• Active participant with independent

production

We BAFLP for

languages

Examples: • Magazines, newspapers and articles• Story presentations and mini-dramas• Mock TV programs• Videos• Re-create real-life scenes• Compositions, essays, letters• Projects (oral and written)• Portfolios• Speeches and oral presentations