14.03.

2023

Today’s Agenda
FLE 432 (04) ELT
Practicum II
1. Essentials of Lesson Planning
SPRING, 2023:
2. Aim-Goal-Objective
Lesson Planning
3. Objective Writing Practice

Assoc. Prof.Dr. Perihan Savaş 4. Lesson Plan Template

5. For Next Week

Lesson Planning 2 Lesson Planning

Why is lesson planning Why is lesson planning

important? 1 important? 2
• To provide Ts with a plan and a back-up • To have a smooth transition from one
plan lesson to the next
• To force Ts to consider the purpose of the • To provide Ts with a written record
lesson and each step • To examine the lesson critically
• To establish clear goals for the lesson • To answer the question:
• To predict the potential problems
–“What do I want my students
• To design a coherent and cohesive lesson
to get out of this course or
lesson?”
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Why do Ts have problems What should the T know

with lesson plans? before planning a lesson?
• The purpose behind the lesson • Syllabus, Time (lesson/semester/year)
planning is not explained and • Sts’ profile (age, educational & social
discussed background, occupation, interests, attitudes,
learning styles, dominant intelligences,
• There is often no consensus among reasons for learning EFL)
the trainers about what constitutes an • Required textbooks and other materials
• Sts’ level
objective or how to write one
• Physical condition of the class and the
• The trainees find the lesson plan institution
forms too vague • Exams
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What does the T think in What does a lesson plan

pre-planning? involve? 1
• Subject-content • Topic to be covered
• Activities-what the Sts will do • Skills
• Language skills-how to integrate them • Vocabulary
or which ones to focus • Grammar point (function and form)
• Language type-which grammar point • Phonetics
• +all other variables in the previous • Aims & Objectives
slide • Interaction patterns
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What does a lesson plan How should the T order

involve? 2 the components of a
lesson?
• Stages of the lesson
• Techniques to be used • From harder to easier activities
• Relation to the current unit • From quieter activities before lively ones
• !!!Transitions between the activities
• Materials to be used
• Pull class together at the beginning and at
• References the end
• Activities • Start the lesson with the agenda and end
• Timing with a positive note
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What do Variability and How long should the

Flexibility mean in LPs? LP be?
VARIABILITY FLEXIBILITY • !!!Detailed enough so that another teacher
• Variety of a number • It is the ability to can teach it just by following it without your
of activities, use a number of assistance or presence
materials, aids, different techniques • Timing-depends on your institution and
skills, communicative to change the plan your work load as well as your curriculum
practices, and in each situation
• Be realistic about how much you can
different interaction – E.g. Running out of
time, Sts asking too achieve within one lesson!!!
patterns to appeal to many qs, Sts finding
all learning styles the material/task
and intelligences easy
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AIM-GOAL-OBJECTIVE 1 Hierarchy
• The relationship among the three is
hierarchical.
• Aim is the most general one and it focuses on
the general purpose of an entire educational AIM
program
• Goal is for the course or for the lesson. It is
more general than the objective but less GOAL
general than the aim.
• Objectives are the most specific statements
used to describe what Sts will do in each
activity within a lesson. OBJECTIVE

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AIM-GOAL-OBJECTIVE 2

• Goals are more long term, objectives

are more short term.
GOAL GOAL GOAL
• One objective may serve more than A A B
one goal. And, one goal may have
more than one objective.
OBJ. 1 OBJ 2. OBJ. 1

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AIM-GOAL-OBJECTIVE 3
EXAMPLES: • DON’T use general terms such as
• AIM: The students will know about the “know, learn, understand,
Audio-lingual Method
improve, practice, comprehend,
• GOAL: Students will be able to identify
the types of drills used in Audio-lingual be familiar with, have an idea
Method about, etc” as verbs in writing
• OBJECTIVE: Within 20 minutes of class objectives
discussion, students will be able to • Use specific verbs that clearly
compare and contrast the advantages describe only student performance.
and disadvantages of each drill type
17 used in Audio-lingual Method. Lesson Planning 18 Lesson Planning

WRITING OBJECTIVES A-B-C-D of the

• Objectives should be written from the Objectives-Example
students’ point of view, not the teacher’s.
• One objective should include at least four • By the end of the lesson, students will be
components:
– A-AUDIENCE: Students able to exemplify 5 vocabulary items
– B- BEHAVIOR: what you expect sts
to perform related to environmental pollution using
– C- CONDITION: under which
their own words.
circumstances and restrictions
– D-DEGREE: how much will be
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accomplished Lesson Planning 20 Lesson Planning

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A-B-C-D of the
Objectives-Answer
• By the end of the lesson, students will be
• The number of objectives in each
CONDITION ADUIENCE lesson depends on the number of
able to exemplify 5 vocabulary items related activities and tasks that students will
BEHAVIOR
carry out.
to environmental pollution using their own
DEGREE • You should write at least one specific
words. objective that clearly defines each
task and activity in each lesson.

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Writing Objectives FREE Possible objectives 1:

Practice By the end of the lesson, students will be
1. Write two objectives to teach the names able to:

of 6 vocabulary related to furniture to • Define 6 vocabulary items related to

elementary level young learners. furniture (table, bed, chair, couch,

wardrobe, lamp) with the help of
2. Do not forget to check for A,B, C, D of
pictures shown on the Power Point
your objectives.
Presentation.

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Possible objectives 2: Possible objectives 3:

By the end of the lesson, students will be By the end of the lesson, students will be
able to: able to:

• Match the names of furniture with their • Classify the names of furniture
pictures by using flash cards stuck on according to which room they are used
the white board. in on a poster hung on the wall.

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Possible objectives 4: Possible objectives 5:

By the end of the lesson, students will be By the end of the lesson, students will be
able to: able to:

• Write 6 sentences to describe the • Sing a song which is related to basic

furniture and their places in their rooms furniture names as a whole class.
by drawing a sketch of the room and
furniture.

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FLE 432 (04) ELT

Practicum II CLASS DISCUSSION ON
Spring, 2023: TEACHING AND
Teaching Vocabulary LEARNING
VOCABULARY
Assoc. Prof.Dr. Perihan Savaş

Lesson Planning Lesson Planning

ACTIVE vs PASSIVE Initial ideas about Teaching

Vocabulary Vocabulary
ACTIVE Vocabulary PASSIVE Vocabulary
• Words that learners • Words that learners • Always teach vocabulary in a context
are expected to use may recognize when • Allow students to see the words in action
productively including they hear them or see
in their speaking and them in print, but • Give them enough time and input to learn
writing. cannot not use and practice new vocabulary
• Learners do not need productively. • Carry out activities that enable learners to
the assistance of • Learners may need use vocabulary in productive tasks
others to use these the assistance of an
instructor or a
• Always encourage ways to recycle new
words.
dictionary to use words
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What do students need to Techniques in Teaching

know? Vocabulary

COMPONENTS OF A WORD: • Demonstration through:

• Meaning of a word – Visuals, real objects, drawings, mime and
acting
• Spelling and pronunciation of a word
• Explanation through:
• Use
– Definitions, cognates, affixes, word roots,
• Grammar (word formation) synonyms and antonyms
• (Collocation) • Guessing meaning from context

Lesson Planning Lesson Planning

Techniques in Teaching Stages in Teaching

Vocabulary 2 Vocabulary
• Picture cards 1. Lead-In: The teacher creates a context to
• Flash cards teach the new word.
• Word form charts 2. Convey Meaning: The Teacher uses one
• Semantic mapping or several of the vocabulary teaching
techniques in order to convey the
• Synonyms and antonyms meaning of a word.
• Collocations 3. Repetition: The learners listen and
• Puzzles and games repeat the word. (Generally at least for
three times)
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Stages in Teaching
Online Resources
Vocabulary-2
• http://www.eslflashcards.com/
4. Model sentence: A model sentence is
presented with the new word. • http://www.stickyball.net/esl-vocab.html
5. Verification: The teacher asks questions • http://wordassociations.net/
to the learners concerning the meaning of
• http://www.visuwords.com/
the word and check whether the students
comprehended the meaning or not. • http://www.teacherspayteachers.com/
6. Use: The learners try to use the word in
an appropriate context with the help of
the teacher.
7. (Contingency Plan) Lesson Planning Lesson Planning

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