Workshop D:
Lesson Planning
Who Am I?
•
•
•
•
There will be a name on your back.
Your goal is to find out who you are.
You may only ask Yes/No questions.
You have 5 minutes
5:00
4:00
3:00
2:00
1:30
1:00
:30
Time’s Up!
What is Lesson Planning?
• Detailed directions for your lesson that
anyone can follow
Choosing Topics vs. Textbook Teaching
• You can choose topics as a way to express
yourself and share your culture or interests
• Textbook lessons don’t have to be boring
• Tailor it to yourself, your school and your JTEs
Golden English Topics
• See if you can find some common themes.
• Let’s make a list together.
Verbal
The 4 Skills
Written
Receptive
Listening
Productive
Speaking
Reading
Writing
Four skills + English topics



Choose a Golden Topic
You have 5 minutes to create a lesson with activities
that use the four skills
Example:







Topic: Weather
Listening: Listen to a weather report
Writing: Fill in dictation while listening to the report
Writing: Write reports for certain places
Speaking: Give a weather report
Reading: Read a weather report
Activities that use many skills at
once are best!
Backward Lesson Planning (pg 12)
It’s helpful to know the destination before you
start to drive!
1. Course Goal (Broad! Ex: speak
English conversationally)
2. Course Objectives (Specific! Ex:
order food at a restaurant)
3. Assessment
4. Activities
5. Write your lesson plan
Scaffolding (pg 13)
A process of breaking units of
information into smaller pieces which
are easier to process and learn.
• Vocabulary
• Grammar
• Activities
Scaffolding
• Vocabulary
– Easiest and fastest: use a picture
– Hardest and most time
consuming: give one or more
contexts and ask students to
guess meaning
– Time consuming, but maybe
easier: break the word into
components
Scaffolding
• Grammar Example: Passive voice
– “Close your eyes. (students close
eyes. JTE and ALT rearrange
room). Okay open your eyes.
What’s different? (a student says
‘chair’). Good! The chair has been
moved. Who moved it? (students
shrug and guess ALT or JTE). You
don’t know or it’s not important.
Let’s make a sentence…”
• Written on board:
The chair has/have ____ (what happened?)
• “the chair. Is it one chair or many?
Yes. One. One chair ‘has’ or one
chair ‘have?’”
• “One chair has. Good. What
happened? Yes. It moved. One chair
has ____ moved. What’s this
(pointing to blank? ‘Been. Yes!’ One
chair has been moved. What else has
changed?... (students make list using
this structure)
• what? has/have been what
happened?
Scaffolding Grammar
• Note: students may not know most grammar terms (like
‘passive voice’) even in Japanese. They may not even
understand their own language rules. Explaining rules
and terms can confuse and frustrate them.
• Demonstrating the use and structure will make it much
easier to grasp.
• However, students may be
familiar with the simple
expression “SVO” (subject – verb
– object).
• This can be handy when writing
out the sentence (presented) to
show what each part represents
and how it moves.
Scaffolding:
Actions or activities:
• Often, you may find that
even simple directions
confuse students.
• Perhaps they can only grasp
a few words at a time or they
aren’t expecting to do
something.
• Break instructions down into
bite sized parts when needed.
Actions and Activities
• Example: turning on a light
• “(to student A) What’s that? Yes, a light! Is the
light on? No, it’s off. Stand up. Walk. Walk.
Walk (bringing student A to the switch). What’s
this? It’s a light switch. Is the light on? No. Turn
on the light. Good. Turn off the light. Thank you.
Please sit down. (to student B) Turn on the light,
please.
Actions and Activities are always better
demonstrated rather than explained.
Scaffolding
•Why is it important?
•It turns something difficult into something
easy
•Maybe you won’t use our specific
examples, but when you are explaining
new things, you should explain using
things the students know