<div class="description user_content student-version enhanced">
<h1 class="page-title">TESOL- Designing Grammar &amp; Structured Lesson Plans</h1>
Designing Structured Lesson Plans

&nbsp;

In designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.

Attached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.

<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.

<strong>Lesson Planning</strong>

This section deals with the practicalities of classroom teaching from an administrative point of view. The term "lesson" is popularly considered to be a unified set of activities that cover periods of class time. These time units are administratively critical' for teachers because they represent ''steps" along a curriculum before which and after which you can evaluate and prepare the next lesson. Those lessons from the view of your students' time management, are practical, definite units of effort that serve to provide rhythm to a course of study.

<em><strong>Major points to consider:</strong></em>
<ul>
 	<li>Age: this will particularly affect topics chosen and the types of learning activity, such as the suitability of games or role-play.</li>
 	<li>Interests: as with age, this may help in the specification of topics and learning activities.</li>
 	<li>The level of proficiency in English: teachers will wish to know this, even where their classes are based on a mixed proficiency principle rather than streamed according to level.</li>
 	<li>Aptitude: this can most usefully be thought of as a specific talent. In this case, for language learning, aptitude can be understood as something that learners might show themselves to be "good at" perhaps in contrast to others subjects in a school curriculum.</li>
 	<li>Mother tongue: this may effect, for instance, the treatment of errors or the selection of syllabus items-areas of grammar or vocabulary and so on.</li>
 	<li>Academic and educational level: which help to determine intellectual content, breadth of the topic or depth to which material may be studied.</li>
 	<li>Attitudes and motivation towards learning, teachers, the institution, the target language itself and its speakers.</li>
 	<li>Reasons for learning, if it is possible to state them: With school-age pupils, this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.</li>
 	<li>Preferred learning style and personality: which will help in the evaluation of the suitability of different methods, affecting methodological choices such as willing acceptance of role play and an interactive classroom environment or a preference for “rote learning” and studying alone, for example?</li>
</ul>
&nbsp;

<em><strong>We consider the following factors in the Educational Setting:</strong></em>
<ul>
 	<li>The role of English in the country: whether it is a regular means of communication or primarily a subject taught in the school curriculum where, in turn, it may or may not be the first foreign language. Is English spoken in the community outside class or never heard?</li>
 	<li>The role of English in the school and its place in the curriculum.</li>
 	<li>The teachers: their status, their training, mother tongue, attitudes to their job, expectations.</li>
 	<li>Resources available: books and paper, audio-visual material, laboratories, computers, etc.</li>
 	<li>Management, administration and support personnel: their particular roles about teaching staff. Additionally, the position of teacher in the overall system needs to be understood, as does the nature of the hierarchy in any particular institution.</li>
 	<li>The number of pupils to be taught and the size of the classes. The large class problem is a very familiar one in many settings worldwide.</li>
 	<li>Time available for the program, both over a working year and in any week or term.</li>
 	<li>The types of tests used, and ways students are evaluated: assessment procedures may, for example, be formal or informal and subjective. They may also be external, in the form of a national examination, or internal to the institution and the course.</li>
</ul>
<em><strong>With these factors in mind, you should then consider the following essential elements of lesson planning:</strong></em>
<ol>
 	<li>GOAL (S): You should be able to identify an overall purpose or goal that you will attempt to accomplish by the end of the class period: This objective may be quite generalized, but it serves as a unifying theme for you.</li>
 	<li>OBJECTIVES: it is imperative to state explicitly what you want students to gain from the lesson. Explicit statements help you to:</li>
</ol>
<ul>
 	<li>⎯ Be sure that you indeed know what it is you want to accomplish</li>
 	<li>⎯ Preserve the unity of your lesson plan</li>
 	<li>⎯ Predetermine whether or not you are trying to accomplish too much</li>
 	<li>⎯ Evaluate students' success at the end of, or after, the lesson.</li>
</ul>
Objectives are most clearly captured concerning what students will do. However, many language objectives are not overtly observable and, therefore, you many need to depart from strictly behavioural terms for some objectives. Try to avoid vague statements like "Students will learn about the passive voice, " or " students will practice some listening exercises,” or students will make the reading selection. " You would be unable to confirm the realization of any of these sorts of loosely stated objectives.

In stating objectives, distinguish between terminal goals (final learning outcomes that will be measured and evaluated) and enabling objectives (interim steps that build upon each other and lead to the terminal obj.)

For example, the terminal lesson objective may be:

Students will successfully request information about airplane arrivals and departures while the Enabling objectives will be:
<ul>
 	<li>⎯ Students will comprehend and produce the following ten new vocabulary items,</li>
 	<li>⎯ students will read and understand airline schedules,</li>
 	<li>⎯ students will produce questions with when, where, and what time.</li>
 	<li>⎯ students will produce appropriate, polite forms of requesting.</li>
</ul>
&nbsp;

<em><strong>MATERIALS AND EQUIPMENT:</strong></em> Decent planning tactics includes knowing what needs to be taken inside the classroom.
<ol>
 	<li><strong>PROCEDURES:</strong> As a very general set of guidelines for planning, one might make sure his/ her plan includes:</li>
</ol>
<ul>
 	<li>An opening statement or activity as a "warm up."</li>
 	<li>A set of activities and techniques in which he/ she has considered appropriate proportions of time for: whole class work, small group and pair work, teacher talk, student talk.</li>
</ul>
<ol start="3">
 	<li><strong>EVALUATION:</strong> lf a lesson has no evaluative component; one can easily make assumptions that are not informed by careful observation or measurement.  Evaluation does not have to be a separate element of lessons such as a test. It can take place in the course of "regular" classroom activity, informally, as an assessment that is made after the students have sufficient opportunities for learning. Adjustments can be made lesson plans for the following days.</li>
 	<li><strong>EXTRA-CLASS WORK:</strong> Finding applications or extensions of classroom activity that will help students to do some learning beyond the class hour are essential parts of teaching. Homework in the form of hand -out sheets for written, repetitive exercises that have little to do with "real-life” must be avoided.</li>
</ol>
<strong><em>Guidelines for Lesson Planning</em></strong>

&nbsp;

If one is given a textbook and told to teach from it, he/ she must identify the requirements of how many chapters or units should be covered. Looking through the chapters one might go through the following sequence:
<ul>
 	<li><em>If the curriculum and the overall plan of the textbook are familiar to you, go </em>over the specific textbook chapter that you will teach. If you are without a manual and are simply following a curriculum set up by yourself, you will find that ESL websites come in extremely handy with tips, lessons, activities, and handouts. Try the following, but keep in mind that links are infinite:</li>
 	<li>aitech.ac. i<em>pi </em>- itesl illinks/T ESL/Lessons</li>
 	<li>aitech.ac.ip/-itesli/links/TESL/Handouts for Classroom Use</li>
 	<li>tefl.net/resourceslhandouts/index .htm</li>
 	<li>comment. edu/HP Ipages/darlingfgranunar.html-ssi</li>
 	<li>comment.edu/HP Images/darlingforiginal.htm</li>
 	<li>englishpage.com</li>
 	<li>oacific.net/-sperling/eslcafe.html</li>
 	<li><em>Determine what the topic and purpose of the lesson will be and write the overall</em></li>
 	<li>Draft out perhaps one to three explicitly stated terminal objectives.</li>
 	<li>Decide which exercises from the textbook shall be done, change, delete, add to, all based on objectives.</li>
 	<li>Draft out a skeletal outline of what the lesson will look like</li>
 	<li>Carefully anticipate step-by-step procedures for carrying out all techniques, especially those that involves changes and additions.</li>
</ul>
&nbsp;

For teachers who have never taught before, it can be useful to write a script of the lesson plan. In which the exact anticipated words are written down. Scripting out a lesson plan helps one to be more specific in planning and can often prevent classroom pitfalls. It can also give a sense of security by providing one with something to fall back on when the spontaneous words just can't seem to come out right! Of course, scripting an entire lesson is long, but more practical partial scripts should cover:
<ul>
 	<li>Introductions to activities</li>
 	<li>Directions for a task</li>
 	<li>Statements of rules and generalizations</li>
 	<li>Oral testing techniques</li>
 	<li>Conclusions to activities and the class hour/ lesson</li>
</ul>
&nbsp;

After the step-by-step procedures are drafted, look at how the lesson holds together.  Four considerations come into play here:
<ul>
 	<li>Variety: are there enough different activities to keep minds alert and enthusiasm high?</li>
 	<li>Sequence: are all elements of the lesson put together logically, building progressively toward accomplishing the ultimate goal?</li>
 	<li>Pace: Too many short activities are as ineffective as too few long ones! Students should get comfortable with one activity, work at it, and switch before it becomes too easy or tedious.</li>
 	<li>Time: If the planned lesson ends early, have some back-up activity ready to insert and if the lesson isn't complete as planned, be ready to end a class gracefully on time and on the next day, continue where it was left off.</li>
</ul>
&nbsp;

Figuring out in advance how easy or difficult certain techniques will be is something that usually must be learned by experience. Some tasks cause difficulties by themselves; therefore, make the lessons’ directions crystal clear by writing them out in advance. Often, showing what to do is more effective than telling the students what to do and solicit a few examples from the better students. If they have not grasped the exercise, no one else in the class has.

A lesson plan will aim at the majority of students in the class who compromise the "average" ability range. However, the lesson plans should also consider the variations in a classroom. Several steps can be taken to account:
<ul>
 	<li>Design techniques that have easy and demanding aspects or items</li>
 	<li>Solicit responses to easier items from students who are below the norm and to more challenging items from those above the norm</li>
 	<li>Try to design techniques that will involve all students actively</li>
 	<li>Use small group and pair-work time to circulate and give extra attention to those below or above the norm.</li>
</ul>
Give enough consideration in the lesson plan to the balance between student talk and teacher talk. See to it that students have a chance to talk, to produce language and even to initiate their topics and ideas.

The final consideration in lesson planning process is a very practical one: what sort of "note"· will a teacher carry into the classroom? If one has pages and pages of them, she/ he might get too caught up on detail and never free from spontaneity.  A lesson plan on one page is usually sufficient.

Additionally, ask these questions: will your students be taking notes as you teach? What will they follow in their textbooks? What resources will they possess to recall this lesson in the future and understand as clearly as possible?

&nbsp;

<strong>Sample Lesson Plan # 1:</strong>
<ul>
 	<li><strong>Class description:</strong></li>
</ul>
This is an intermediate level pre-university class at the American Language Institute at San Francisco State University. The 16 students in the class range in age from 18 to 25. Their general goals are academically oriented. Their native languages are Japanese, Korean, Mandarin, Indonesian, Thai, and Arabic.

<strong>Objectives:</strong>

<em><strong>Terminal objectives:</strong></em>
<ol>
 	<li>Students will develop inner “expectancy rules ” that enable them to predict and anticipate what someone else will say on the phone AND</li>
 	<li>Students will solicit and receive information by requesting it over the telephone.</li>
</ol>
<strong><em>Enabling objectives:</em></strong>
<ol>
 	<li>Students will comprehend a simple phone conversation (played on a tape recorder),</li>
 	<li>In the above conversation, students will identify who the participants are, what they are doing and when,</li>
 	<li>Students will comprehend and produce necessary vocabulary for this topic,</li>
 	<li>Students will understand cultural and linguistic schemata regarding movies, theatres, and arrange to see a movie with someone,</li>
 	<li>Students will infer what a second speaker is saying on the phone by "eavesdropping" on one speaker only,</li>
 	<li>Each student will ask someone to go to a movie with him or her and respond appropriately to a corresponding request,</li>
 	<li>Students will get "live" movie information over the phone.
<strong> </strong></li>
</ol>
<h3><strong>Materials and equipment:</strong></h3>
<ol>
 	<li>Tape recorder/ CD player with a recorded conversation</li>
 	<li>A telephone (if possible) or toy facsimile</li>
 	<li>Movie advertisements, eight different ones</li>
 	<li>Movie-Guide page for extra-class work</li>
</ol>
&nbsp;
<ul>
 	<li><strong>Procedures:</strong>
<ol>
 	<li>Pre-listening. To point the students' thinking in the right direction for this lesson, we will start off with the following "model" phone conversation on tape. It is very short and easy, well below the student's level. There is no question that they will understand it fully; its purpose is to set up a framework for the lesson.</li>
 	<li><strong>Listening to the CD: </strong><u>(Conversation with western accent)</u><u></u></li>
</ol>
</li>
 	<li></li>
</ul>
Phone: ring

Tom: Hullo?

Jack: this is Jack. D'ya wanna go to the movies?

Tom: Mmm ... when?

Jack: Tonight. I have free passes.

Tom: Uh, Ok, sure. What time?

Jack: Eight o'clock. I'll-I'll meet ya there, OK?

Tom: Fine: See ya then.

&nbsp;
<ol start="3">
 	<li>Whole-class discussion: general questions about the dialogue and vocabulary in the dialogue</li>
 	<li>Schemata-building discussion: Questions about who has been to the movies lately, what movies they saw, if it was any good, who they went with, did they arrange it by phone.</li>
 	<li>Listening activity # I: “My friend Debbie is going to call me in a few minutes. Of course, you won't hear her talking to me, but you will hear me, right? I want you to listen carefully and try to figure out two things: A) what does Debbie want to do? And B) When?</li>
</ol>
Teacher: Hullo?

Gap

T: this is Karen

Gap

T: Oh, hi Deb! How're you?

Gap

T: The movies? When?

Gap

T: Urn, OK, this afternoon's fine. Whadda ya wanna see?

Gap

T: Well, I'll only go to Batman if it's a bargain matinee

Gap

T: There is? One o'clock? Great! I'll meet you there. Bye!
<ol>
 	<li> Listening Activity #2: "Now you're going to hear the phone call again. This time, try to figure out three things: A) what movie does Debbie suggest? B) Am I willing to pay full price? C) Does Debbie tell me that I will have to pay full price?</li>
 	<li>Listening Activity #3: OK, now you're going to hear the phone call one last time, and I would like you to tell me what Debbie might have said. Many different answers are correct.</li>
 	<li>Post-listening activity: Teacher passes out eight different movie ads to eight students. "OK, everyone with an ad, please get a partner without an ad. One pair group; come up to this phone (if you have two phones, even better). The student with the ad will call the other student and ask him to go to the movies. Be sure to arrange the following things in your phone conversation: What movie? What time? Which theatre?</li>
 	<li>Extra-classwork assignment: Pass out a datebook/movie guide to each student. "Everyone please choose a cinema from this page. Circle the auditorium and the phone number on your handout, pick a movie there, circle the movie and circle the time next to it. Tonight when you go home, please call the theatre you've chosen. Listen to the recording and find out if "your" movie is still playing and if the times are the same.</li>
</ol>
<ul>
 	<li></li>
 	<li><strong>Evaluation:</strong></li>
</ul>
As pairs work together for the "post-listening" activity, T walks around to monitor students and to observe informally whether or not they have accomplished the terminal objective.

&nbsp;

<strong>Sample Lesson plan #2 </strong>(less detailed)

<strong>(Fifty-minute class)</strong>

<strong> </strong>

Written at the corner of the board, before students enter class:

How often do you ______________?

How often do you ______________?

Always=all of the time

Usually= generally; most of the time

Often= frequently, much of the time

Sometimes= at times; every now and then

Seldom= not often, rarely

Never= not ever, none of the time
<ol>
 	<li>The teacher starts with small talk: weather, shopping, daily activities</li>
 	<li>Students are asked to keep their books closed. The teacher shows the chart on the board</li>
 	<li>To ask questions to various students individually: "How often do you come to class? ”How often does Susan drive to school?" "How often do you cook dinner?"</li>
 	<li>Some mistakes may occur: "He never drives to school," but the T chooses not to correct, only to repeat the sentence in the correct fashion.</li>
 	<li>After some practice answering the teacher, T shows Ss the list of frequency adverbs on the board.</li>
 	<li>Ss are asked to formulate their questions using "How often." They are instructed to ask three different questions to their classmates.</li>
 	<li>Ss open their books to a certain page with a short written passage and a picture.</li>
 	<li>To ask questions about the image so they can familiarize themselves with the story: "Who do you see in the picture?" "Where is she?" "What is she doing?</li>
 	<li>Students are encouraged to ask questions about the picture: "What's that?"</li>
 	<li>Ask the students to look at some vocabs, in the passage add to write down sentences, or synonyms.</li>
 	<li>To reads the passage aloud twice.</li>
 	<li>T makes right/wrong statements about the passage and Ss are asked to give the answers, correcting the T when the answer is "wrong."</li>
 	<li>Exercise plugging into sentences the right adverb of frequency</li>
 	<li>Tasks Ss to read their sentences and corrects mispronunciation. The class should repeat the word in chorus form.</li>
 	<li>If need be, T re-explains the use of each adverb.</li>
 	<li>Pair Exercise: From two pictures, students must complete the sentences using a frequency adverb. However, first</li>
 	<li>Some vocabularies in the exercise are explained</li>
 	<li>Ss are asked to pair up and use their imagination to fill in the blanks</li>
 	<li>Ss are called to give their responses, comparing them with the other Ss responses and justifying their choice.</li>
 	<li>Next exercise: T gives 6 pictures of people and asks for adjectives of emotion</li>
 	<li>T asks students: "Are you ever nervous?" "Is Susan ever angry?” etc.</li>
 	<li>Students should interview at least five Ss in the class asking them things about themselves. E.g. If they are ever happy, sad, excited, etc.</li>
 	<li>While students are asking questions to each other, the teacher walks around assisting pronunciation, vocabulary, etc.</li>
 	<li>Ask Ss to give the result of their findings</li>
 	<li>T gives homework.</li>
</ol>
<em>(Both Lesson Plans were taken from Teaching by Principles by H. D. Brown)</em>

<em> </em>

<strong>Lesson Planning</strong>

Thomas S. C. Farrell

“Would you tell me, please, which way I ought to go from here?” asked Alice. “That depends a good deal on where you want to get to,” said the Cheshire Cat.

Lewis Carroll (1963). Alice’s Adventures in Wonderland (p. 59). New York: Macmillan.

&nbsp;

<strong>INTRODUCTION</strong>

Teachers may wonder, “which way they ought to go” before they enter a classroom. It usually means that teachers need to plan what they want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). Yearly and term plans usually involve listing the objectives for a particular program. A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.

This chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. 103). For this chapter, lesson planning is defined as the daily decisions a teacher makes for the successful outcome of a lesson. This chapter discusses the following issues associated with lesson planning:
<ul>
 	<li>Why plan?</li>
 	<li>Models of lesson planning.</li>
 	<li>How to plan a lesson.</li>
</ul>
<strong>WHY PLAN?</strong>

Language teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Pre-service teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson. Richards (1998) suggests that lesson plans help the teacher think about the lesson in advance to “resolve problems and difficulties, to provide a structure for a lesson, to provide a ‘map’ for the teacher to follow, and to provide a record of what has been taught” (p. 103).

There are also internal and external reasons for planning lessons (McCutcheon, 1980). Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one. Lesson planning is especially important for pre-service teachers because they may feel more of a need to be in control before the lesson begins.

Daily lesson planning can benefit English teachers in the following ways:
<ul>
 	<li>A plan can help the teacher think about content, materials, sequencing, timing, and activities.</li>
 	<li>A plan provides security (in the form of a map) in the sometimes-unpredictable atmosphere of a classroom.</li>
 	<li>A plan is a log of what has been taught.</li>
 	<li>A plan can help a substitute to smoothly take over a class when the teacher cannot teach. (Purgason, 1991)</li>
</ul>
Daily planning of lessons also benefits students because it takes into account the different backgrounds, interests, learning styles, and abilities of the students in one class.

<strong>MODELS OF LESSON PLANNING</strong>

There are a number of approaches to lesson planning. The dominant model of lesson planning is Tyler’s (1949) rational-linear framework. Tyler’s model has four steps that run sequentially: (1) specify objectives; (2) select learning activities; (3) organize learning activities, and (4) specify methods of evaluation. Tyler’s model is still used widely in spite of evidence that suggests that teachers rarely follow the sequential, linear process outlined in the steps (Borko &amp; Niles, 1987). For example, Taylor (1970) studied what teachers actually did when they planned their lessons and found that they focused mostly on the interests and needs of their students. More important, he found that teachers were not well prepared in teacher-education programs for lesson planning.

In response to these findings, Yinger (1980) developed an alternative model in which planning takes place in stages. The first stage consists of “problem conception” in which planning starts with a discovery cycle of the integration of the teacher’s goals, knowledge, and experience. The second stage sees the problem formulated and a solution achieved. The third stage involves implementing the plan along with its evaluation. Yinger sees this process as becoming routine, whereby each planning event is influenced by what went on before and what may happen in the future. He also sees a place for considering each teacher’s experiences as influencing this ongoing process of planning.

Research on what English language teachers actually do when planning lessons has shown that many teachers, when they do write lesson plans (Richards &amp; Lockhart, 1994), tend to deviate from the original plan. Also, when English language teachers do write daily lesson plans, they do not state them in terms of behavioral objectives, even though they are taught this method in pre-service teacher education courses (Richards &amp; Lockhart, 1994; Freeman, 1996; Bailey, 1996). Instead, English language teachers, especially more experienced teachers, are more likely to plan their lessons as sequences of activities (Freeman, 1996), teaching routines, or to focus on the need of particular students (Richards &amp; Lockhart, 1994).

Bailey’s (1996, p. 38) study of six experienced English language teachers came up with the following interesting reasons (stated as principles) why teachers deviate from the original lesson plan: (1) “Serve the common good.” Here teachers are willing to deviate from the original lesson plan because one student raised an issue that the teacher perceives to be relevant for the other students. (2) “Teach to the moment.” Sometimes, teachers may completely abandon the lesson plan to discuss some unplanned event because the teacher thinks it is timely for the class. (3) “Further the lesson.” Teachers make a procedural change during the lesson as a means of promoting the progress of the lesson. (4) “Accommodate students’ learning styles.” Teachers may sometimes depart from their lesson plans in order to accommodate their students’ learning styles if the original plan has not accounted for them. (5) “Promote students’ involvement.” Teachers sometimes eliminate some steps in their lesson plans in order to have more student involvement, especially if the students are not responding. (6) “Distribute the wealth.” This last principle has teachers changing lesson plans to encourage quiet students to participate more and to keep the more active students from dominating the class time. These findings show that teacher decision-making is a dynamic process involving teachers making choices before, during, and after each lesson.

The question that arises out of these studies is, what kinds of lesson plans should English language teachers write? The next section discusses how to develop, implement, and evaluate a lesson plan.

<strong>HOW TO PLAN A LESSON DEVELOPING THE PLAN</strong>

An effective lesson plan starts with appropriate and clearly written objectives. An objective is a description of a learning outcome. Objectives describe the destination (not the journey) we want our students to reach. Clear, well-written objectives are the first step in daily lesson planning. These objectives help state precisely what we want our students to learn, help guide the selection of appropriate activities, and help provide overall lesson focus and direction. They also give teachers a way to evaluate what their students have learned at the end of the lesson. Clearly written objectives can also be used to focus the students (they know what is expected of them).

For English language lessons, Shrum and Glisan (1994) point out that effective objectives “describe what students will be able to do in terms of observable behavior and when using the foreign language” (p. 48). Hence, the language a teacher uses for stating objectives is important. I suggest action verbs be used to identify desired student behavior; these can include action verbs similar to those used in Bloom’s <em>Taxonomy of Thinking Processes </em>(see Appendix B). Vague verbs such as <em>understand</em>, <em>appreciate</em>, <em>enjoy </em>(although these can still be used for certain types of lessons, e.g., English poetry or reading novels), or <em>learn </em>should be avoided because they are difficult to quantify. Action verbs such as <em>identify</em>, <em>present</em>, <em>describe</em>, <em>explain</em>, <em>and demonstrate</em>, <em>list</em>, <em>contrast</em>, and <em>debate </em>are clearer and easier for teachers to design a lesson around. Use of these action verbs also makes it easier for the students to understand what will be expected of them in each lesson.

After writing the lesson objectives, teachers must decide the activities and procedures they will use to ensure the successful attainment of these objectives. Planning at this stage means thinking through the purposes and structures of the activities. This step involves planning the shape of the lesson. To highlight some generic components of a language lesson plan, I use Shrum and Glisan’s (1994) adaptation of the Hunter and Russell (1977) model (Figure 1). They have built in a place for greater student involvement in the lesson.

<strong>The generic lesson plan has five phases:</strong>

<em>1. Perspective or opening. </em>The teacher asks the students (or himself or herself) the following questions: What was the previous activity (what was previously learned)? What concepts have they learned? The teacher then gives a preview of the new lesson.

2. The teacher (<em>a</em>) poses a question to get the students thinking about the coming activity; (<em>b</em>) helps the students to relate the activity to their lives; (<em>c</em>) begins with an attention grabber: an anecdote, a little scene acted out by peer teachers or lay assistants, a picture, or a song, and (<em>d</em>) uses it (the response to the attention grabber) as a lead into the activity.

<strong><em>3. Instruction/participation.</em></strong> The teacher presents the activity, checks for the students understanding, and encourages active students involvement. Teachers can get students to interact by the use of pair work and/or group work.

<strong><em>4. Closure</em></strong><em>. </em>For this phase, the teacher checks what the students have learned by asking questions such as “What did you learn?” and “How did you feel about these activities?” The teacher then gives a preview about the possibilities for future lessons.

<strong><em>5. Follow-up</em></strong><em>. </em>The last phase of the lesson has the teacher using other activities to reinforce some concepts and even to introduce some new ones. The teacher gives the students opportunities to do independent work and can set certain activities or tasks taken from the lesson as homework.

Of course, teachers can have variations on this generic model. Shrum and Glisan (1994) point out that as time passes in language lessons and as students gain competence, the students “can gradually take on a larger role in choosing the content and even in the structure of the lessons themselves” (pp. 187–188). English language teachers should also realize that language lessons may be different from other content lessons because the same concepts may need to be reinforced time and again using different methods. The following questions may be useful for language teachers to answer before planning their lessons:
<ul>
 	<li>What do you want the students to learn and why?</li>
 	<li>Are all the tasks necessary – worth doing and at the right level?</li>
 	<li>What materials, aids, and so on, will you use and why?</li>
 	<li>What type of interaction will you encourage pair work or group work and why?</li>
 	<li>What instructions will you have to give and how will you give them (written, oral, etc.)?</li>
 	<li>What questions will you ask?</li>
 	<li>How will you monitor student understanding during the different stages of the lesson?</li>
</ul>
An example of an authentic lesson plan for an English reading class is given in Appendix A. The lesson plan should not be seen as a prescription or “how to,” because each teaching context will be different. After writing the plan, the next step is to implement it by teaching the class.

<strong>IMPLEMENTING THE PLAN</strong>

Implementing the lesson plan is the most important (and difficult) phase of the daily lesson planning cycle. In this phase, the lesson plan itself will retreat into the background as the reality of the class takes over. As many experienced teachers know, it is easy to get sidetracked by unplanned events. However, teachers should remember that the original plan was designed with specific intentions in mind and the plan was based on the teacher’s diagnosis of the learning competence of the students. Nonetheless, teachers may need to make certain adjustments to the lesson at the implementation phase. I would suggest two broad reasons for teachers to deviate from their original lesson plan: first, when the lesson is obviously going badly, and the plan is not helping to produce the desired outcome; second, when something happens during an early part of the lesson that necessitates improvisation.

&nbsp;

When the lesson is not succeeding, teachers should make immediate adjustments to the original plan. This is difficult for beginning teachers because they may not have the necessary experience to recognize that things are going badly. They may also lack sufficient knowledge to develop contingency plans to substitute in such cases. No teacher’s guide can anticipate what problems might occur during a lesson (e.g., out-of-class problems such as interruptions from a visitor); however, they must be dealt with quickly. Teachers can build up this professional knowledge with experience.

When implementing their lesson plan, teachers might try to monitor two important issues, namely, lesson variety and lesson pacing. Variety in lesson delivery and choice of activity will keep the class lively and interested. To vary a lesson, teachers should frequently change the tempo of activities from fast-moving to slow. They can also change the class organization by giving individual tasks, pair work, group work, or full class interaction.

Activities should also vary in level of difficulty, some easy and others more demanding. The activities should also be of interest to the students, not just to the teacher. Ur (1996, p. 216), however, cautions that varied activities should not be “flung together in random order.” The result of this would be restlessness and disorder. Consequently, Ur (1996) suggests that the harder activities and tasks be placed earlier in the lesson and the quieter activities before lively ones. Teachers may want to try variations of this to see what works best in their particular class.

Pace is linked to the speed at which a lesson progresses, as well as to lesson timing. In order for teachers to develop a sense of pace, Brown (1994) suggests the following guidelines: (1) activities should not be too long or too short; (2) various techniques for delivering the activities should “flow” together; (3) there should be clear transitions between each activity. If teachers remember to work for the benefit of their students rather than their own, then they can avoid falling into the trap of racing through different activities just because they have been written on the lesson plan.

<strong>EVALUATING THE PLAN</strong>

The final part of daily lesson planning happens after the lesson has ended (although Brown [1994] reminds us that evaluation can take place during the lesson too), when the teacher must evaluate the success (or failure) of the lesson. Ur (1996) says it is important to think after teaching a lesson and ask “whether it was a good one or not, and why” (p. 219). This form of reflection, she says, is for self-development. Of course, both “success” and “failure” are relative terms and their definitions will vary according to each individual teacher’s and student’s perspective. Nevertheless, Brown (1994) says that without an evaluative component in the lesson, the teacher has no way of assessing the success of the students or what adjustments to make for the next lesson.

Brown (1994) defines evaluation in lesson planning as an assessment that is “for- mal or informal, that you make after students have sufficient opportunities for learning” (p. 398). Ur (1996) says that when evaluating a lesson, the first and most important criterion is student learning because that is why we have a lesson in the first place. Even though it may be difficult to judge how much has been learned in a lesson, Ur says that we can still make a good guess. This guess can be based “on our knowledge of the class, the type of activity they were engaged in, and some informal test activities that give feedback on learning” (p. 220).

Ur offers the following criteria for evaluating lesson effectiveness and orders them as follows: (1) the class seemed to be learning the material well; (2) the learners were engaging with the foreign language throughout; (3) the learners were attentive all the time; (4) the learners enjoyed the lesson and were motivated; (5) the learners were active all the time; (6) the lesson went according to plan; (7) the language was used communicatively throughout (p. 220). Readers might wish to reflect on these criteria and reorder them in their own list of priority.

The following questions may also be useful for teachers to reflect on after conducting a lesson (answers can be used as a basis for future lesson planning):
<ul>
 	<li>What do you think the students actually learned?</li>
 	<li>What tasks were most successful? Least successful? Why?</li>
 	<li>Did you finish the lesson on time?</li>
 	<li>What changes (if any) will you make in your teaching and why (or why not)?</li>
</ul>
Additionally, for further clarification of the success of a lesson, teachers can ask their students the following four questions at the end of each class; the answers can assist teachers with future lesson planning (I avoid overly judgmental questions such as “Did you enjoy the lesson?” as these types of questions are highly subjective):
<ul>
 	<li>What do you think today’s lesson was about?</li>
 	<li>What part was easy?</li>
 	<li>What part was difficult?</li>
 	<li>What changes would you suggest the teacher make?</li>
</ul>
&nbsp;

<strong>CONCLUSION</strong>

I have focused on the day-to-day lesson planning decisions that face language teachers (both pre-service and in-service). Because we all have different styles of teaching, and therefore planning, the suggestions in this chapter are not meant to be prescriptive. Teachers must allow themselves flexibility to plan in their own way, always keeping in mind the yearly, term, and unit plans. As Bailey (1996) points out, a lesson plan is like a roadmap “which describes where the teacher hopes to go in a lesson, <em>presumably taking the students along</em>” (p. 18; emphasis added.) It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures [from the original lesson plan] to maximize teaching and learning opportunities” (p. 38). Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested. A clear plan will also maximize time and minimize confusion of what is expected of the students, thus making classroom management easier.

&nbsp;

</div>
<h1 class="page-title">TESOL- Lesson Plans Warm-up Activities</h1>
&nbsp;

<strong><em>Warm Ups Activities
</em></strong><em><u>(Not a Conversation Lesson Plan)</u></em>

(Collected from various sources; see references)

<strong>1) Think of</strong>
<ol>
 	<li>a) Something you said/did to make someone happy
b) a compliment you received
c) something you said/did that irritated someone
d) something you wish you’d done/said but didn’t</li>
</ol>
<strong>2) Give me a letter</strong>

Collecting words with that letter on the blackboard/whiteboard; have a close look at the words (teacher closes board). How many can you reproduce on paper in the exact location on the board?

3) <strong>Finish the sentences as you wish (individually, then discuss in class/with your neighbor)</strong>
<ol>
 	<li>a)  It is a challenge for me to...</li>
 	<li>b)  I’m going to...</li>
 	<li>c)  I’m sure that...</li>
 	<li>d)  Soon I’ll...</li>
 	<li>e)  I know that I can...</li>
 	<li>a)  I always feel good when....</li>
 	<li>b)  The best time of the day is...</li>
 	<li>c)  When I’m 64 I’ll...</li>
 	<li>d)  When you live in Germany, you should never...</li>
 	<li>e)  At midday tomorrow it is fairly certain that...</li>
 	<li>f)  Teachers should try very hard to...</li>
 	<li>g)  I am really fed up with....</li>
 	<li>h)  If I could turn back the clock, I’d</li>
 	<li>i)  What I always dream of is...</li>
 	<li>a)  Being young is...</li>
 	<li>b)  Being old is...</li>
 	<li>c)  Love is...</li>
 	<li>d)  A friend is...</li>
</ol>
<strong>4) How many words can you find?</strong>

TEACHER’S NAME (<em>on blackboard / whiteboard</em>)

<strong>5) Associations</strong>

Start by suggesting an evocative word: ‘storm’, for example. A student says what the word suggests to him/her - it might be ‘dark’. The next student suggests an association with the word ‘dark’, and so on round the class. If there is time, after you have completed a chain of about 15-25 associations, take the final word suggested, write it on the board, and, together with the class, try to reconstruct the entire chain back to the original idea.

&nbsp;

<strong>6) Reduce sentence</strong>
<ol>
 	<li>a) ASK a student to come to the board and draw a woman looking at a window ledge three story up – her son is crawling along the ledge</li>
 	<li>b) WRITE on bb: <em>Anne came down the stairs and crossed the courtyard when suddenly she looked up and saw her tiny son in his brown dungarees crawling along the kitchen window ledge: she was just in time to catch him when he fell. (The beautiful and very tall lady was singing a good old song from former times and in doing so she looked flirtatiously at the incredibly handsome man who was sitting across from her at the oak table next to the loo and who was listening to her extremely attentively while drinking a large pint of Lager.)</em></li>
 	<li>c) REDUCE the sentence to one word. In any one go you may take out up to and including three consecutive words!</li>
</ol>
<strong>7) Abstract picture</strong>

Draw a big rectangle on the board. Draw in the rectangle a variety of squiggles, doodles shapes, and colors. Ask the class what they think the picture represents. Use your imagination, there’s no right or wrong!

<strong>8) Correcting mistakes</strong>

Write grammatically or lexically incorrect sentences on the board and ask students to spot/correct the mistakes.

<strong>9) How many things can you think of that...?</strong>
<ul>
 	<li>... are small enough to fit into a matchbox?</li>
 	<li>... are bigger than you are?</li>
 	<li>... are round?</li>
 	<li> ...are long and thin?</li>
 	<li>... make a noise?</li>
 	<li> ...people enjoy looking at?</li>
 	<li></li>
</ul>
<strong>10) It was the way she said it.</strong>

<strong>It was the way she said it</strong>

Take one word or short sentence and ask the students to say it in as many different ways as possible. Discuss what difference the intonation makes to the meaning in each case, or in what circumstances this intonation might be used
<ul>
 	<li>I love you.  - Oh  - Hello  - Good morning  - Well  - Come here</li>
 	<li>Please  - You  - Yes  - No</li>
</ul>
&nbsp;

<strong>11)  Jumbled words/sentences</strong>

12) <strong>Describe your neighbor (requires even number of students!)</strong>

Divide the class into pairs. Give each student the letter A or B. Tell the students A to close their eyes and put their heads on their arms or desk. Tell the A students that they should now try to describe to their classmate B’s appearance to him or her from memory. B should help by asking questions and commenting.

If there is time, reverse roles and student B should try to describe the front and back of the classroom (or the teacher’s appearance).

<strong>13) New comparisons</strong>

Teach the class a few ‘as...as’ similes commonly used, then suggest a few adjectives, and ask them to invent their own comparisons.

Conventional similes: as proud as a peacock, as good as gold, as warm as toast, as white as snow, as quick as lightning, as sweet as honey, as cold as ice, as light as a feather

Adjectives:
<ol>
 	<li>a)  happy, long, short, beautiful, clever, clean, tall, small, rich, strong</li>
 	<li>b)  free, lazy, wise, powerful, innocent, ugly, smooth, faithful, fresh,  colorful</li>
 	<li>c)  juicy, graceful, brilliant, humble, irritable, sly, rotten,  romantic, obstinate, delicious  <strong> </strong></li>
</ol>
<strong>14) What are they talking about?</strong>

Write a sentence on the board in inverted commas; this represents a bit of a conversation that has been overheard. The students guess what the person is talking about and anything else they can infer about the situation (what sort of person the speaker is, relationship between speaker and hearer)

The students’ solution can be presented through dramatization: the students act through the situation in which the utterance occurred:
<ol>
 	<li>”You idiot! We’ll never get it back now!”</li>
 	<li>“I don’t approve, but if you must, you must.”</li>
 	<li>“I can’t afford to, after what John’s done.”</li>
 	<li>“Found it at last! But it is too late now.”</li>
 	<li>“You can’t? Well, we’ll just have to manage without.”</li>
</ol>
<strong>15) What has just happened?</strong>

Write a series of exclamations on the board (not more than ten). In pairs or groups, students choose an exclamation, think of an event which might have caused someone to say it, and write down a brief description of the event, using the present perfect (e.g. “What?” – Someone hasn’t heard what was just said.)

Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the exclamations that gave rise to them; the rest of the class guesses what the exclamations were.
<table>
<tbody>
<tr>
<td width="159">Oh!</td>
<td width="122">Oh?</td>
<td width="143">Congratulations!</td>
</tr>
<tr>
<td width="159">I’m sorry!</td>
<td width="122">Great!</td>
<td width="143">What?</td>
</tr>
<tr>
<td width="159">No!</td>
<td width="122">Thanks!</td>
<td width="143">Welcome!</td>
</tr>
<tr>
<td width="159">Never mind!</td>
<td width="122">It’s a deal!</td>
<td width="143">Hello?</td>
</tr>
<tr>
<td width="159">Goodbye!</td>
<td width="122">Thank goodness!</td>
<td width="143">Yes, of course!</td>
</tr>
<tr>
<td width="159">Ouch!</td>
<td width="122">Bad luck!</td>
<td width="143">Are you serious?</td>
</tr>
</tbody>
</table>
&nbsp;

16) <strong>Spontaneous response</strong>

Teacher: „I‘ll say something to you. It could be anything. Try to understand the situation or context behind what I’m saying, because you are to say something in response that makes sense and fits in. Don’t just say ’Yes‘ or ‘no‘ or ‘what?‘, because you want to show what you can do in English. I might say, for instance,: ‘Let’s play football‘. You could say in return: ‘That’s a good ides‘ or: ‘But I want to watch TV.’ or: ‘Can’t you see I’m doing my homework.‘ Or: ‘All right. I’ll be ready in five minutes. <em>You know, Peter had an accident; can you carry this bag for me, please; last year, I made a birthday cake for my mother </em>

&nbsp;
<ul>
 	<li><strong>17) Buzz reading </strong> As warming up activity the students start with a well-known text that they are told to read aloud all at the same time at individual speeds:
<ul>
 	<li><em>Read aloud all at the same time </em></li>
 	<li><em>Read half aloud only, you may cover your ears </em></li>
 	<li><em>Just mutter, and move your lips; I must see your lips moving </em></li>
 	<li><em>Everyone at their own speed/at individual speeds </em></li>
</ul>
</li>
</ul>
&nbsp;

<strong>18) Total Physical Response</strong>

In winter, when tangerines are inexpensive, every student gets one and is asked to do the following:
<ul>
 	<li>Look at the tangerine and marvel at it</li>
 	<li>Take a smell at it.</li>
 	<li>Weigh it in your hands.</li>
 	<li>Throw it in the air and catch it again.</li>
 	<li>Swap with your neighbor.</li>
 	<li>OK, let’s start peeling it: press your thumb into the peel and slowly peel the tangerine</li>
 	<li>Lay the peel on one heap to the right of you.</li>
 	<li>No, to the left of you.</li>
 	<li>Actually, put it in front of you.</li>
 	<li>Peel away the white skin that we don’t like to eat.</li>
 	<li>Now pick the tangerine to pieces, one piece after the other</li>
 	<li>Put the pieces on the table.</li>
 	<li>Arrange the pieces into a star.</li>
 	<li>Now build a circle.</li>
 	<li>Now build a rectangle.</li>
 	<li>Offer one piece to your neighbor. Say, “Here you are”. Say “Thank you” Say: “You’re welcome.”</li>
 	<li>Let’s eat!</li>
</ul>
<strong> </strong>

<strong>19) We might also include the clothes:</strong>
<ul>
 	<li>Let’s stand up again.</li>
 	<li>Everybody who is wearing socks shake their head.</li>
 	<li>Push down your socks and pull them up again.</li>
 	<li>Everybody who has a belt on, stand on one leg.</li>
 	<li>Everybody who has a cardigan/jacket on, sit down.</li>
 	<li>Does your cardigan/jacket have buttons? Shout „yes“.</li>
 	<li>Does your cardigan/jacket have a zipper instead? Shout „yes“.</li>
 	<li>Then zip it and zip it up again (unbutton it and button it up again).</li>
 	<li>Roll up your sleeves and roll them down again, etc.</li>
 	<li>Everybody walk on the spot and wave your hands</li>
 	<li>Those whose birthday is in May climb on the chair and down again</li>
 	<li>Now: everybody: make five knee-bends</li>
 	<li>Those wearing a turtleneck walk around your classmate</li>
 	<li>Take a deep breath</li>
 	<li>Shake your heads</li>
 	<li>All together: clap your hands and shout out loudly. I’m fit now! Sit down.</li>
</ul>
&nbsp;

<strong>20) What I don’t know or do, but would like to know or do!</strong>

The whole class gets up and comes to the front where they are divided into two equal groups each forming a line, which faces each other. The teacher asks words and small phrases in German and the front player of each line has to shout the English equivalent out. Both have then to go to the end of whichever line shouted the correct answer first.  Everybody (including the teacher) jots down a few sentences.

<strong>21) </strong><strong>Hard sell</strong>

<em>In pairs, think of arguments to persuade people to buy these objects, e.g. empty coke bottle – You could use it as a vase</em>.

A snowball, a dirty comb, one sock, a used teabag, a broken plate, cold fish and chips, a clock with no hands, a house with no roof, a bucket with a hole, a piece of string

<strong>22) Well, do you know your classmates? </strong>

Do you know your classmates? What do you think, are these statements <strong>right </strong>or <strong>wrong</strong>?

<strong><em>(Right or wrong answers plus some explanations.)  </em></strong>
<ol>
 	<li>Most students in this class prefer cats to dogs.</li>
 	<li>At least half the class has seen “Borat”.</li>
 	<li>Most students in this class have more than one brother or sister.</li>
 	<li>Most students in this class watch more than 10 hours of TV a week.</li>
 	<li>Most students in this class have more than one Christian name.</li>
 	<li>There is someone in this class who almost always gets up at half past five.</li>
 	<li>At least half the class enjoys going to school.</li>
 	<li>Most students in this class like strawberry flavoured ice cream.</li>
 	<li>Only one person in this class has been to Sweden.</li>
 	<li>No one in this class has ever broken their leg.</li>
 	<li>Most people in this class used to have a teddy bear.</li>
 	<li>Most students in this class believe that learning Latin is useless.</li>
</ol>
<ul>
 	<li>Most students in this class like cats better than dogs.</li>
 	<li>Most students in this class watch more than 10 hours of TV a week.</li>
 	<li>Most students in this class have more than one forename.</li>
 	<li>There is someone in this class who almost always gets up at half past five.</li>
 	<li>At least half the class likes going to school.</li>
 	<li>Most students in this class like chocolate ice-cream.</li>
 	<li>Only one person in this class has been to England.</li>
 	<li>No one in this class has ever broken his leg.</li>
 	<li>Most people in this class had a teddy bear as a child.</li>
</ul>
<strong>23) My world map</strong>
<ul>
 	<li>-  Make A4 or A3 copies of a world map, one per student.</li>
 	<li>-  Make a list of 10-15 nouns to use in the dictation (from concrete to  abstract)</li>
 	<li>-  Students will write words on the map where they think they belong to</li>
 	<li>-  In pairs or threes students finally compare and discuss their placements</li>
 	<li></li>
</ul>
<strong>24) Tongue twisters</strong>
<ol>
 	<li>Give papa a cup of proper coffee in a copper coffee cup.</li>
 	<li>Swan swam over the sea, Swim, swan, swim! Swan swam back again Well swum, swan!</li>
 	<li>Which wristwatches are Swiss wristwatches?</li>
 	<li>She sells seashells by the seashore. The shells she sells are surely seashells. So if she sells shells on the seashore, I'm sure she sells seashore shells.</li>
</ol>
<strong>25) Letter on the board</strong>
<ol>
 	<li>Ask a student to pick a letter between A and Z (but not X). If the student says S (or whatever), write a large <em>S </em>on the board.</li>
 	<li>Ask the students to give you five nouns that start with <em>S</em>. Write these nouns on the board.</li>
 	<li>Pair the students up (one or more threesome is ok) and ask them to decide who is A and who is B.</li>
 	<li>Tell them that in a minute each A has to choose one of the topics on the board and talk about it to their partner for 30 (60) seconds. Tell them they should not worry about grammatical accuracy. They should say anything that comes to their mind even if it is just odd words and phrases. If A gets stuck, b can prompt with questions and suggestions.</li>
</ol>
<strong>26) Camping trip</strong>

You need at least two people who already know how to play the game. Play begins by one person saying "I'M GOING ON A CAMPING TRIP AND I'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip. Let's use a sleeping bag as an example) A SLEEPING BAG". The next person says "I'M GOING ON A CAMPING TRIP AND I'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip, but it must begin with the letter "G", since the last letter of the first person 'camping accessory' was a "G". For example let's say the second person wanted to bring a "GUARDIAN" they can bring that so everyone says "OKAY YOU CAN BRING THAT ON OUR CAMPING TRIP". Say the third person hasn't caught on to the game yet and says, "I'M GOING ON A CAMPING TRIP AND I'M GOING TO BRING HOT DOGS". Everyone should say, "NO, YOU CAN'T BRING HOT DOGS" and play continues to the next player until everyone has caught onto the game.

VARIATION: Also can be played with a different 'rule' each time. One player makes up a rule, and then says something like: "I would take apples but not potatoes" The other players then try to figure out the rule. It will take several different clues: "I would take a Corvette but not a Camaro" "I would take beer but not Coke" etc. Once a player thinks they have figured out a rule, they ask the first player whether or not they would take a certain item to verify their idea: "You would take Fruit Loops but not Corn Flakes, right?" "Right" Play continues until everyone gets the rule figured out. Then someone else picks a rule and a new game begins. The rules can be anything, and are only limited by the creativity of the players. [P.S. the rule in this example was double letters]

<strong>27) Milling/marketplace</strong>

<em>Walk around the room. Whenever the music stops, talk with the person next to you about the following </em>matters.

<strong><u>Beginners</u></strong>
<ul>
 	<li>What do you like best about being in school?</li>
 	<li>How important are clothes for you?</li>
 	<li>Do you believe in aliens?</li>
 	<li>What is your favorite pop singer?</li>
 	<li>What is your dream job?</li>
 	<li>Which famous person would you like to meet? Why?</li>
 	<li>Name three things that make you happy.</li>
 	<li>What is your favorite subject?</li>
 	<li>What makes you really angry?</li>
 	<li>What is the last movie that you saw?</li>
</ul>
<strong><u>Advanced:</u></strong>
<ul>
 	<li>What was or is your favorite book? What is it about? In particular, what do you like about it?</li>
 	<li>What are the disadvantages of being young?</li>
 	<li>What is the best way to improve your English?</li>
 	<li>If you could have lunch with anyone in the world, who would you choose?</li>
 	<li>Would you like to live in America? Why not)?</li>
 	<li>Name three things that make you happy.</li>
 	<li>What are you good at?</li>
 	<li>What gets you really angry?</li>
 	<li>Who was the best teacher that you have ever had &amp; Why?</li>
 	<li>Do you think life was better or worse in the past?</li>
 	<li>Are you an optimist or a pessimist? Give examples.</li>
 	<li>Is there an excuse for crime?</li>
 	<li>What stories have been in the news recently?</li>
 	<li>Tell your partner about a time something good happened to you.</li>
 	<li>Tell your partner about a time something terrible happened to you.</li>
</ul>
&nbsp;
<ul>
 	<li><strong>28) Finding connections</strong></li>
</ul>
<ol>
 	<li>Talk to your classmate and find out what you have in common</li>
 	<li>What do these things have in common? (a wedding and an ant; a snowflake and a coin; the number 25 and the colour purple; name of a student and the President of the United States)</li>
</ol>
<strong>29) Pair work: ordering activity</strong>

Hand out picture story with the respective sequences being jumbled up: Discuss with your classmate what goes where.

<strong>30) Spot the mistake</strong>

Students receive nearly identical pictures and by describing the scenes to each other have to find the differences in the picture.

<strong>31) Jigsaw puzzle</strong>

Cut the pictures into four pieces. Each student gets on piece. The students must study their piece of picture and then talk to other students and find out who has pieces of the same picture. Finally, they should put all their pieces of picture together to make the whole image.

<strong>32) Shipwrecked</strong>

(In groups of 4-5)

You are on board a ship that has run aground on a reef. You’ll have to leave the ship and swim ashore to a small island not too far away. It is not possible to take a lot of things with you as you have only got one sack to fill with the items you find most essential. The bag will only hold ten items. Which items?

Task 1: Discuss which items you want to take and why. Make a list of the ten items and arguments why you find these particular items valuable if you should survive on the desert island for an indefinite period of time, as you have no idea when you will be rescued.

Task 2: When you have finished your list, your group members must take turns telling the other groups about the chosen items and the reasons why you have chosen them.

You can use phrases like: If we have a......, we can....... We must have a ....., because..... so that we.......

The other groups can ask questions and be critical about your choice. If the others can accept your choice and your arguments; you’ll get one point. The person with the most points wins.

&nbsp;

<strong>33) Stranger on the train</strong>

This activity promotes oral fluency practice &amp; specific oral language practice at the same time: Get the students to imagine they are strangers in a train compartment - get them sitting opposite each other in groups of four. Elicit what people usually talk about on the train – the weather, where they are going/coming from etc. Tell them you are going to give them a line to memorize &amp; that it's secret – give them out, students memorize &amp; you take them back in. Then explain what they have to do - to say their lines as naturally as they can in the conversation without the others guessing it is their line. So they have to direct the conversation so that they can say their line naturally, without the others noticing. They must have one conversation &amp; not split into two, as the others will miss their lines when they come to say them. The lines you give them could contain a language item that you have recently been looking at or off-the-wall sentences (e.g. My girlfriend sleeps in the garden). When I first started learning Spanish, I had to do this activity &amp; my line was <u>'Yo tampoco'</u> (Me neither) - so I had to wait for a negative to say my line. I managed it &amp; felt good about getting my sentence in naturally. At the end of the activity the students then tell each other what they thought were each other’s lines. It's an activity that you can use again &amp; again &amp; it's lots of fun!

&nbsp;
<table width="500">
<tbody>
<tr>
<td colspan="3" width="500">Phrases</td>
</tr>
<tr>
<td width="153">Yes, that’s a good idea.</td>
<td width="234">Now that does sound interesting.</td>
<td width="113">I love it.</td>
</tr>
<tr>
<td width="153">I don’t really know.</td>
<td width="234">Sorry about that.</td>
<td width="113">I hate it.</td>
</tr>
<tr>
<td width="153">No, I don’t think so.</td>
<td width="234">That sounds really good.</td>
<td width="113">OK.</td>
</tr>
<tr>
<td width="153">Me neither.</td>
<td width="234">I see things a little differently.</td>
<td width="113">Would that be a problem?</td>
</tr>
<tr>
<td width="153">Me too.</td>
<td width="234">Certainly.</td>
<td width="113">For God’s sake!</td>
</tr>
<tr>
<td width="153">What nationality are you?</td>
<td width="234">Fantastic!</td>
<td width="113">Actually, very often.</td>
</tr>
<tr>
<td width="153">I travel a lot. Do you?</td>
<td width="234">It only takes a couple of minutes.</td>
<td width="113">I can’t follow you.</td>
</tr>
<tr>
<td width="153">Can I help you?</td>
<td width="234">That’s one way of looking at it.</td>
<td width="113">Sounds great!</td>
</tr>
<tr>
<td width="153">No, I don’t think so.</td>
<td width="234">Are you sure?</td>
<td width="113">I can’t believe what you say!</td>
</tr>
</tbody>
</table>
<strong> </strong><strong> </strong>

<strong>34) Imagination</strong>
<ul>
 	<li>Sit down comfortably and try to relax</li>
 	<li>close your eyes</li>
 	<li>try to breathe calmly and smoothly</li>
 	<li>try to breathe deep into your stomach, then let the air out again</li>
 	<li>take a breath and exhale (several times): in and out, in ...</li>
 	<li>imagine you are opening a door</li>
 	<li>go through that door</li>
 	<li>it is the entrance door of your school</li>
 	<li>forget everything you normally associate with school</li>
 	<li>forget all the feelings you normally have</li>
 	<li>imagine you are entering a beautiful place, the most beautiful you’ve ever  seen</li>
 	<li>it’s a bright, friendly place</li>
 	<li>you meet friends that you like a lot that you enjoy being together with</li>
 	<li>imagine now you are entering a classroom within which you feel good and  safe and comfortable</li>
 	<li>here you can relax, feel safe</li>
 	<li>you see the teacher and you recognize you are actually looking forward to the new lesson, and to all the new things you are going to learn</li>
 	<li>it will be interesting and fun</li>
 	<li>slowly, very slowly come to the here and now</li>
 	<li>open your eyes and settle down to today’s lesson</li>
</ul>
&nbsp;

<strong>35) Flashlight</strong>

If I could do right now what I want to do I would ... (everybody finishes the sentence)

&nbsp;

<strong>36) All alone in the Southern Ocean: What would you do?</strong>

<em>Introduction: </em>The following hypothetical scenario has been designed for students to discuss in small groups. It encourages them to listen to their peers, clarify their thinking, articulate their point of view, challenge other viewpoints and finally reach consensus.
Ask students to consider the scenario in randomly chosen groups of four.

<em>The Scenario</em>: A large ship is sinking in the Southern Ocean, 150 kilometers south of Hobart. You have managed to board a lifeboat with nine other people, all of whom are strangers to you. Most of these people were not able to reach their cabins to get warm clothing and are in street clothes.

The temperature is only 8 degrees, and there are strong winds and high waves. The lifeboat has no motor, so it must be rowed. Even if you attempt to row back to the coast of southern Tasmania, it is likely that you will have to spend several days at sea.

The Southern Ocean is foggy with low, heavy clouds. The lifeboat is dangerously overloaded so you must dump 40 kilograms of weight. You must decide by consensus which items you will remove. For safety reasons, you may not suspend any items from the lifeboat. You may not remove any of the people.

The items from which you must choose:

A first aid kit, 4 kilograms 8 oars, each 3 kilograms 4 wetsuits, each 3 kilograms 2 ten-liter containers of water, each 10 kilograms 4 woolen blankets, each 1 kilogram 30 cans of salmon, each 500 grams 5 hooded raincoats, each 1 kilogram A large battery-operated torch, 2 kilograms 2 buckets for bailing, each 1 kilogram A large red cotton sheet, 1 kilogram 5 magazines, each 200 grams

Total: 90 kilograms

You have twenty minutes to reach consensus. Be prepared to justify your decision.

<strong>37) Conundrums (riddles, brainteasers, mind-bogglers)</strong>
<ul>
 	<li>Question 1: At what time of day was Adam created?</li>
 	<li>Question 2: What belongs to you, but is mostly used by others?</li>
 	<li>Question 3: A hunter hangs up a small tin can, walks straight away 100 paces, puts on an impenetrable blindfold, turns around 3 times, fires one shot and hits the can. How is this possible?</li>
 	<li>Answer 1: A little before Eve. Answer 2: Your name. Answer 3: He hangs the tin on the end of his rifle.</li>
</ul>
&nbsp;

<strong>38) Balloon debate</strong>

You are a (more or less) well-known person, and at the moment you are in a hot air balloon, which is losing height rapidly and will soon crash because it is overweight; therefore, one after another will have to be thrown out to keep the balloon airborne. Ultimately, only one person will survive. You have to convince the others that you should be allowed to stay in the damaged hot-air balloon.
<h1 class="page-title">TESOL- Lesson Plans Assignments</h1>
Designing Structured Lesson Plans

&nbsp;

In designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.

Attached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.

<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.

Once you will complete a review of the following Lesson Plans, Please start designing <strong>Two Grammar Based Structured Lesson Plans</strong> as your <strong>TESOL Assignment II</strong>. You may email or upload your assignments on Canvas.

Before you start arranging your Lesson Plan assignments, please review the following pages:
<p style="text-align: center;">[button url="https://tesoll.com/unit/unit-15/?id=251" class="" bg="" hover_bg="" size="0px" color="" radius="0px" width="0px" height="0px" target="_self"] GO TO UNIT 15 [/button]</p>