1. Ministerio de Educación Pública Dirección Regional de Educación de Liberia Departamento de Desarrollo Educativo Asesoría Regional de Inglés Max Arias Segura Asesor Regional de Inglés PLANNING WORKSHOP

3. WHAT DOES PEDAGOGICAL MEDIATION MEANS? It is understood as the actions the teacher takes to facilitate the learning processes of the students.

6. SIX COMMON MISTAKES 1. The objective of the lesson does not specify what the student will actually do that can be observed. 2. The lesson assessment is disconnected from the linguistic behavior indicated in the objective. An assessment in a lesson plan is simply a description of how the teacher will determine whether the objective has been accomplished. It must be based on the same behavior that is incorporated in the objective. Anything else is flawed.

7. 3. The prerequisites are not specified or are inconsistent with what is actually required to succeed with the lesson. It is a statement of what a student needs to know or be able to do to succeed and accomplish the lesson objective. 4. The materials specified in the lesson are extraneous to the actual described learning activities. This means keep the list of materials in line with what you actually plan to do. 5. The instruction in which the teacher will engage is not efficient for the level of intended student learning. 6. The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective.

8. GUIDELINES FOR PLANNING LESSONS 1. Consider the content that is to be taught for a given class day. That means themes, cultural contexts, functional tasks, grammar and vocabulary. 2.Consider what students should be able to do at the end of the class period. Plan activities that will help students reach linguistic objectives. Make activities student-centered rather than teacher-centered. Remember that the focus is on learners and their learning. 3. Prepare an outline of what you intend to do during the class period (daily plan or weekly plan). Estimate your time for each activity so that the lesson flows at a reasonable pace.

9. 4. Check for flow and integration among activities and materials from step to step. Try to make each activity a logical continuation of the one before. 5. Provide variety in classroom activities. Have students work on pairs, small groups, as a whole group, role-plays, interviews, games. 6. Evaluate your plan after the class is over. It is important to develop awareness on the processes so that you realize what work and what did not work. And then think of an action plan to overcome the possible problems.

10. PLANNING PRINCIPLES Variety means involving students in a number of different types of activities and where possible introducing students to a wide selection of materials. Also, it means that learning is fun activity and not a monotonous process. Things you can do to present variety in you classes are: simulations, role-plays, interviews, games, information gap, drama activities, talk shows, problem-solving activities, etc. Flexibility means the ability to use a number of different techniques and not be a slave to one methodology. It is also when dealing with the plan in the classroom: for many reasons what the teacher planned may not be appropriate for that class on that particular day. A flexible teacher is able to make modifications to the plan under specific circumstances, a flexible teacher an adaptable teacher, a flexible teacher believes in variety.

11. What a teacher should know The Profession : a well prepared teacher needs to know a lot about his or her job before starting to plan lessons. It means that you must manage information on methodology, didactics, classroom management, second language acquisition among others. The School: a teacher needs to know about the institution where he or she is going to work. Things to consider are: time, physical conditions, schedule, syllabus, localization. The Community: every teacher needs to know a lot about the community so that he or she can have an idea of elements such as literacy level, economic level, social status, culture, traditions, beliefs. The Students: the teacher needs to ask questions such as the following and many other too: Who the students are? , What are the student’s needs and interests? , their language skills.

13. Didactic Planning: Conditions Realistic: Adequate for the possibilities and limitations of the students, group, school and community. Concrete: The objectives and the steps to achieve them have to show precision and quality. United and coherent: It has to reflect the educational principles of the country. Graded: The objectives and goals have to be organized in sequential order. Articulated: Teachers should plan taking into account correspondence among each group, grade, and level. Dynamic and hypothetical: It is not possible to make a definite plan, not even for the whole year. Planning is subject to permanent changes and adaptations. Flexible: Although planning is based on permanent established endings, the teacher should adapt it to individual differences among students and specific situations that are not taken into consideration and may occur during the teaching and learning process.

15. Lesson Structure 1. Warm up 2. Pre-Activities (Presentation) 3. During-Activities (Practice) 4. Post-Activities (Production) 5. Evaluation of learning outcomes

16. Warm up It is a varied and motivating way of starting the lesson. The warm up can take different forms. On one hand, it is usually a brief lively session to welcome the students to their foreign language class. Also it can be used to catch students’ interest towards the new cognitive target. It may include games, songs, riddles, and jokes, among others. Students should be encouraged to participate and have fun.

22. Post-Activities (listening, speaking, reading, writing) In this final step, the students are encouraged to find original situations where their new linguistic acquisitions can be applied, for example dramatizations, original role-playing, simulations, etc. Also, the teacher points out what has been accomplished successfully and what remains to be improved which were introduced and practiced before. This is the time to comment on the students’ performance.

24. Evaluation of Learning Outcomes The teacher chooses different tasks, which match both the objectives and the tasks from the plan that will be considered suitable for evaluating the students’ language skills. The Syllabus includes a list of the different criteria that can be used to assess students’ performance. It is necessary to select at least one criterion for each step or stage. Objectives: According to the Curricular Policy, the objectives are “the where” the students will get to as a result of instruction. They are stated in terms of what the students will do or achieve. They determine the activities, tasks and language skills that will be used. Objectives in this Syllabus are skill-based, being the oral and the listening skills, the main focus of this Curriculum.

25. Language: This element provides sample structures and vocabulary that serve as the vehicle to achieve the skill-based objectives. The task of the teacher is to choose the language and structure to present to the students. Also, it is important to emphasize that the selection of the language and the structures depends on the or goes in accordance to the function. The Syllabus provides some sample language. The teacher can add other linguistic patterns according to students’ interests and needs. Functions: William Littlewood (1990) states that functional meanings are the skills that learners develop by means of the learning situations that are given to them to find solutions or to make decisions. He says that foreign language learners need opportunities to develop skills to use the language, by being exposed to situations where the emphasis is on using the language for communicating as efficiently and economically as possible.

26. PRE-DURING-POST Checklist Use this form to check your lesson plan Listening PRE-DURING-POST Checklist Use this form to check your lesson plan Speaking PRE-DURING-POST Checklist Use this form to check your lesson plan Reading PRE-DURING-POST Checklist Use this form to check your lesson plan Writing CHECKLIST BY SKILLS

35. Language Development Stages Sample Behaviors in the Classroom 1. Yes/No (Is the light on?) 2. Either/or Is this pen or a pencil? 3. One word responses (What am I holding in my hand?) 4. General questions which encourages list of words (What do you see in the picture?) 5. Two word responses Where did he go? To work) 1. Ask questions that can be answered by yes/no and either/or responses. 2. Models correct responses. 3. Ensures a supportive low anxiety environment. 4. Does not overtly call attention to grammar errors. 1. One or two word utterances. 2. Short phrases. Early-Production: students are “low beginners”. 1. Point to … 2. Find the … 3. Put the __ next to _ 4. Do you have the _? 5. Is this a ___? 6. Who wants the __? 7. Who has the __? 1. Gestures 2. Language focuses on conveying meaning and vocabulary meaning. 3. Repetition 4. Does not force students to speak. 1. Points to or provides other non verbal responses. 2. Actively listens 3. May be reluctant to speak 4. Understand more than can produce. Pre-Production: students are totally new to English. Questioning Techniques Sample teacher behavior Sample student behavior Stage/Level

36. 1. What would you recommend or suggest? 2. How do you think this store will end? 3. What is the store mainly about? 4. What is you opinion about ___? 5. Describe and compare. 6. How are these similar or different? 7. What woulf happen if? 8. Which do you prefer? Why? 9. Create. 1. Fosters conceptual development and literacy through content. 2. Continues to make lesson comprehensible and interactive. 3. Teaches thinking and study skills. 4. Continues to be alert to individual differences in language and culture. 1. Participates in reading and writing activities to acquire more information. 2. May experience difficulties in abstract, cognitively demanding subjects at school, especially when high degree of literacy is required. Intermediate Fluency: students are high beginners, intermediate, or advanced. 1. Why? 2. How? 3. How is this like that? 4. Tell me about … 5. Talk about … 6. Describe … 7. How would you change this? 1. Focuses content on key concepts. 2. Provides frequent comprehension checks. 3. Uses performance based assessment. 4. Uses expanded vocabulary. 5. Asks open-ended questions that stimulate language production. 1. Participates in small group activities. 2. Demonstrates comprehension in a variety of ways. 2. Speaks in short phrases and sentences. 3. Begins to use language more freely. Speech Emergence: students are beginner.