International House-Jeddah International House-Jeddah Language CenterLanguage Center

Rachid Elalaoui

““Getting to know Getting to know you”you”

Onion CloudOnion Cloud

Two things you don’t mind share with Two things you don’t mind share with othersothers

(Sts Write in a slip of paper then (Sts Write in a slip of paper then discuss)discuss)

Two circles (T.picks up a topic then Sts talk Two circles (T.picks up a topic then Sts talk

about it.about it.

CClassroom Managementlassroom Management Lesson PlanningLesson Planning Setting -Setting -

InstructionsInstructions MonitoringMonitoring Feedback Feedback Setting and Closing Setting and Closing

of activitiesof activities Management of Management of

Students Students Getting Student’s Getting Student’s

attentionattention

Lesson PlanningLesson Planning

WhoWho?? For how For how longlong??

WhatWhat? ? WhyWhy??

StagesStages InteractioInteraction/focusn/focus

TimeTime proceduproceduresres

AimAim

An analysis of the TL An analysis of the TL intended to be taught intended to be taught regarding Meaning, Form, regarding Meaning, Form, Pronunciation and Pronunciation and AppropriacyAppropriacy

Indicating how you will Indicating how you will convey and check meaning convey and check meaning of your TL.of your TL.

Identifying problems that you Identifying problems that you anticipate students may have anticipate students may have with Meaning, Form and with Meaning, Form and Pronunciation and, hence, Pronunciation and, hence, suggesting solutions suggesting solutions accordingly.accordingly.

SkillsSkills::

Listening and reading Listening and reading (Receptive)(Receptive)

Speaking and writing Speaking and writing (productive)(productive)

Sub skills:Sub skills: Prediction and GuessingPrediction and Guessing

What are the Stages toWhat are the Stages to::

Reading Comprehension LessReading Comprehension Lessonon

Listening Based LessonListening Based Lesson Pre-Teaching VocabularyPre-Teaching Vocabulary Language Based LessonLanguage Based Lesson

The Perils of Teacher-centered lessonThe Perils of Teacher-centered lesson

Reading: A Receptive SkillReading: A Receptive Skill

1.1. Raise Student’s interest. Raise Student’s interest. Establish context. Get students Establish context. Get students personally involved in the topicpersonally involved in the topic..

HOWHOW

Prediction: of content, vocabulary, text Prediction: of content, vocabulary, text type….Get SS to predict from headlines, type….Get SS to predict from headlines, pictures, key words etc. Brainstorm topic for pictures, key words etc. Brainstorm topic for ideas and vocabideas and vocab

WhyWhyWe learn more when we are personally involved We learn more when we are personally involved

in the topic, and when we are able to use our in the topic, and when we are able to use our personal knowledge of world in lesson. We personal knowledge of world in lesson. We learn best that which is personally relevant to learn best that which is personally relevant to us.us.

2.2. Read for gist or scan for specific Read for gist or scan for specific informationinformation

HowHow

Give task BEFORE the text. Tasks should be Give task BEFORE the text. Tasks should be relevant to text type. Don't over tax relevant to text type. Don't over tax other skills especially writing-so tick, other skills especially writing-so tick, circle. put pix in order, complete notes in circle. put pix in order, complete notes in chart etc.chart etc.

WhyWhy Students have a reason to read/listen for Students have a reason to read/listen for

global/general understanding or limited global/general understanding or limited key information. They focus NOT on what key information. They focus NOT on what they don’t understand but on what they they don’t understand but on what they do. This gives them a more positive first do. This gives them a more positive first experience of the text.experience of the text.

3.3. Feedback/Task checkingFeedback/Task checking Students compare answers and then Students compare answers and then

feedback (open class).feedback (open class). WhyWhy To increase SS’ confidence. They will To increase SS’ confidence. They will

probably be more willing to give answers probably be more willing to give answers to the class as a whole.to the class as a whole.

4.4. Read for more informationRead for more information

Again, SS MUST have task before they Again, SS MUST have task before they start reading again. it will focus on start reading again. it will focus on deeper understanding of content.deeper understanding of content.

Why Why The more time we “go into” the text the The more time we “go into” the text the

more we go out of it. We want to give SS a more we go out of it. We want to give SS a chance to read/listen to the text again but chance to read/listen to the text again but with a different reason in order to develop with a different reason in order to develop further understanding. It also reflects further understanding. It also reflects strategies employed in L1.We hope SS to strategies employed in L1.We hope SS to feel confident enough to become more feel confident enough to become more independent in these skills in English.independent in these skills in English.

5.5. FeedbackFeedback

Students compare answers and then Students compare answers and then feedback in open class.feedback in open class.

6.6. Read more intensively for further Read more intensively for further detailsdetails

HowHowThis time you may focus on aspects of This time you may focus on aspects of

layout and organization ,e.g. in a layout and organization ,e.g. in a letter. Or you may want to provide letter. Or you may want to provide a practice guessing words from a practice guessing words from context. Or to extract structures context. Or to extract structures from this natural context for from this natural context for Language work.Language work.

7.7. FeedbackFeedback

8.8. Follow up tasks to receptive skills Follow up tasks to receptive skills work.work.

It would almostIt would almost certainly involve productive certainly involve productive skills: Speaking or Writing-a natural skills: Speaking or Writing-a natural follow up to the topic, e.g. a discussion, a follow up to the topic, e.g. a discussion, a role- playrole- play ,a letter to the editor etc…,a letter to the editor etc…

What are the Stages?

Sts read or listen to) text:For gist

For detailFor even more detail

.…the same procedures as in skills lesson

Stages in a Language-FocusedStages in a Language-Focused

1.1. Establish Context/TopicEstablish Context/Topic.. If using a text: Sts read (or listen to) If using a text: Sts read (or listen to)

texttext: :

i.e. for a non-linguistic reason!!!

2.2. Focus students on Target language (TL)Focus students on Target language (TL) If from text :isolate examples of TL If from text :isolate examples of TL

from text and:from text and:

3.3. Establish/identify Meaning of TL (e.g. if Establish/identify Meaning of TL (e.g. if TL is a tense, use timelines!)TL is a tense, use timelines!)

4.4. Focus students on Form of TL (e.g. put Focus students on Form of TL (e.g. put a model sentence on board and elicit a model sentence on board and elicit form)form)

5.5. Controlled (restricted) practice of Controlled (restricted) practice of TL( e.g. gap fills,…)TL( e.g. gap fills,…)

6.6. Free (r)Free (r) PracticePractice When to focus on Pronunciation :…when/as it becomes When to focus on Pronunciation :…when/as it becomes

relevant, any time after clarifying Meaning of TL (otherwise relevant, any time after clarifying Meaning of TL (otherwise students are repeating things that are meaninglessstudents are repeating things that are meaningless

……and do remember to also address Appropriacy (register, and do remember to also address Appropriacy (register, level of formality/informality…)as if relevant.level of formality/informality…)as if relevant.

Teaching VocabularyTeaching Vocabulary

Four aspects must be taken into consideration:Four aspects must be taken into consideration: MeaningMeaning (To convey meaning: try to elicit meaning from Sts.(To convey meaning: try to elicit meaning from Sts. Via situationsVia situations Checking understanding Checking understanding Pronunciation Pronunciation Model- drill –choral then individual ------------ Model- drill –choral then individual ------------

(to listen if it is pronounced correctly: Stress (to listen if it is pronounced correctly: Stress positionposition

Written form on WB.Written form on WB. Form :verb, noun, Form :verb, noun, Appropriacy : register , formal or informal ,slangAppropriacy : register , formal or informal ,slang

What are the stages?