Chapter 7

Lesson planning and implementation

Lesson planning and implementation goes through a number of
phases:
1- Setting objective.
2- Warming up.
3- Presentations.
4- Practice.
5- Evaluation and lesson closure.
Setting objective:
General objective: describe what can be achieved by the end of a
whole unit.
Behavioral objective: describe what the student will be able to do by
the end of the lesson.
-it describes the student behavior not the teacher behavior.
-it describes the learning outcomes not activities.
Characteristics of behavioral objectives: (SMART)
- Specific: referring to the smallest action students can do.
- Measurable: referring to the objective should state
observable actions that can be measured.
- Achievable: referring to the means through which the
objective is to be achieved.
- Realistic: referring to taking into consideration the facilities
available and the abilities of the students.
- Timed: referring to setting a time limit to achieve the
objectives.
Bloom’s taxonomy of educational objectives in the cognitive
domain:
 1- Knowledge: recognition and recall of information
E.g: describes, identifies.
2- Comprehension: the understanding of the meaning of
information given.
e.g: explains , clarifies.
3- Application: putting the information available into practice.
e.g: applies, uses.
4- Analysis: division knowledge into parts and realizing
relationships.
e.g: compares, matches.
5- Synthesis: putting the parts together to form new ideas.
e.g: rearranges, summarizes.
6- Evaluation: judging the worth of an idea, theory, information.
e.g: judges, evaluates.
Warming up:
Warming up is a process of gaining the attention of the students .
- It is one of factors for lesson success .
- It influences in students’ achievement.
E.g:
1- prepare some pieces of paper (equal size).
2- write some questions or comments on them.
3- fold these pieces of paper and put them in a jar.
4- ask some students to come and pick them up.
5-ask students to respond to what is written on them.
6-Use verbal prompting such as :look here, listen ,let’s start.
Presentation:
Presentation is the teacher’s mediation between the learners and the
new material to appear in form can easily access to the learners.
What happens in an effective presentation?
-Attention - perception -Understanding -short-term memory
Guidelines on giving effective presentation:
1-Prepare. 2-Make sure you have the class’s full attention.
3- Give instructions for a group work task before you divide the class
into groups or give out materials.
4- present the information more than once. 5-be brief
6-Illustrate with examples
7-Get feedback: lecturing- discussion-explanation- brainstorming-
bridging activities- directed dialogue- concept mapping- outlining-
idea frame- object centered lesson- verb centered lesson.
The presentation of new vocabulary:
Vocabulary is the smallest meaningful units that construct speech.
-Vocabulary items can be nouns, verbs, adjectives, adverbs,
pronouns, conjunctions, prepositions, numerals...etc.
-each element of vocabulary presentation technique requires a
certain presentation technique:
• Real objects: for concrete nouns of items that can be brought to
the classroom (chair, light, table....etc.).
Realia (picture, slides....etc.): for concrete nouns of items that can't
be brought into the classroom (elephant, train, car....etc.)
acting out: for verbs.
miming: for verbs.
giving a definition: for abstract nouns, adjectives, adverbs,
prepositions, conjunctions, etc.
providing a description: for abstract nouns, adjectives, adverbs,
prepositions, conjunctions, etc.
giving an antonym: for abstract nouns, adjectives, adverbs,
prepositions, conjunctions, etc.
giving a synonym: for abstract nouns, adjectives, adverbs,
prepositions, conjunctions, etc.
• giving examples or providing a context for a word through which
students can guess the meaning: for abstract nouns, some verbs,
adjectives, adverbs, prepositions, conjunctions, ... etc.
using the mother tongue: for all as a last resort.
How to present vocabulary:
1- Presenting the meaning of the new lexical item first.
2- Asking students to listen to the new lexical item while being
pronounced.
3- Asking them to repeat after the teacher as a whole class, then as
sections and finally individually.
4- Checking their pronunciation of the new lexical item.
5- Showing them the written word and asking some of them to say it
and check its spelling.
6- Going back to the new lexical items every now and then checking
the students' learning of them.
The presentation of new grammatical structures:
A structure is one way of putting words together to form meaning.
Types of structure:
• Declarative clause (declarative):
subject + verb+ complement.
• Interrogative clause (interrogative):
-yes/no questions:
auxiliary verb+ subject + main verb + complement?
e.g. Did you go to school?
Or questions (alternative questions):
auxiliary verb + subject + main verb + or+ verb?
e.g. would you like to go or to stay?
Wh-questions:
questions word + auxiliary verb + subject + main verb+ complement?
e.g. Why did you drive fast yesterday?
Tag questions:
declarative + auxiliary verb (not) +subject
e.g. You will watch the match, won't you?
-echo questions:
Repetition of the auxiliary verb or even part of the sentence
e.g.
Speaker 1: Ali is tired?
Speaker 2: is he?
• Imperatives:
Verb + complement
e.g. Stand up, come here, sit down, do your homework
• Exclamatory clauses:
How + adjective/adverb+subject+ verb + complement!
e.g. How strong he is!
What + noun + subject+ verb + complement!
e.g. what a good driver you are!
• Simple sentence
e.g. I live in Riyadh
• Compound sentence
e.g. I see him every day and some time we go together.
• Complex sentence
e.g. I don't know where he lives.
Could u tell me how you got there
main clause (independent): it is the clause that can stand alone.
subordinate clause (dependent): it is the clause that can me stand
alone.
How to present structures:
1- Presenting the structure in writing underlining its main
components.
2- Reading it aloud in a normal conversational speed.
3- Asking student to repeat after the teacher as a whole class, then as
sections and finally individually.
4- Using the structure build up technique with the students by saying
parts of the structure and they complete it .
5- Checking their internalization of the structure asking them to say
it.
Practice:
Practice is defined as rehearsal of certain behaviors with the
objective of promoting learning and improving performance.
There are three sub-stages included here:
Modeling
-Effective teachers clarify the skill first before eliciting it from their
responses.
-when modeling, the clarifying should be very clear to help students
to understand.
-when teaching a complex skill, it is important to ask students
questions to know if them understand well or not.
- the model may need to be repeated many times.
Eg. Teacher: where did Ali go?
Student: where did Ali go?
Controlled and guided practice
-Controlled and guided practice activities are given to foster accuracy.
-correction of all mistakes is a must for both practices.
- these practices are coming before the free practice to prepare the
students' fluency for the free practice.
E. G
Controlled practice:
teacher: Where did Ali go? Cinema
Student: He went to the cinema.
Guided practice:
Teacher: travel-Landon.
Student 1: where did they travel?
Student2: they traveled to London.
Free practice
When students are fluent and have good performance of behavior,
they perform the behavior under supervision with no prompting.
-feedback must be provided after every item.
-teacher should correct global errors only.
The three stages comprising the process of learning a skill:
1- verbalization ‫لفظية‬
2- automatization ‫ذاتية‬
3- autonomy
Verbalization the bit of the skill to be learnt may be focused on and
defined in words and demonstrated.
‫قد يتم التركيز علي جزء من المهارة التي سيتم تعلمها و تعريفها لفظيًا و توضيحها‬.
automatized
-The teacher gets the students demonstrate the target behavior
while he monitors their performance.
-In this stage, the practice is started. And students can perform the
skill behavior correctly and without Thinking.
autonomous
- in this stage, students take the set of behaviors they have mastered
and start to improve by themselves through more of practice
activities.
Evaluation and closure:
Evaluation is a process through which the teacher can identify/know
if the objectives have been achieved or not.
Assessment and Evaluation:
Assessment: is identifying the students’ errors and weaknesses.
Evaluation: includes both the identifying of students’ errors and
providing correcting for it.
Kinds of evaluation:
1- Formative evaluation: is done after each step of the lesson.
2- Summative evaluation: is done at the end of the lesson.
Evaluation techniques:
1- Multiple choice questions: students are given a variety of
responses and asked to choose the right one .
2- True or false statements: students should state if the
statements are true or false.
3- Gap-filling and completion exercises: students are asked to
complete different items by filling a gap or adding something.
4- Filling in exercises: students are asked to supply the missing
words .
5- Matching exercises: students should choose from one column
the items that link to other items in a second column.
6- Questions and answers: simple questions following reading or a
part of an interview ,may require short answers.
7- Cloze technique: words are deleted from a paragraph and
students should supply it . usually the first two or three lines
are given with no gaps.
8- Problem solving technique: students are given a certain
problem and are asked to handle it and find a solution for it
depending on their own thinking.
9- Dictation: the teacher dictates a passage or set of words and
the students write them down.
10-Transformation: a sentence is given and the students have to
change it according to some given instruction.