ll sequence12
DESCRIPTION
TRANSCRIPT
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
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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
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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