In the presentation stage, the teacher introduces the target language task, whether it is deductive give students a general rule and then apply it or inductively give the student examples and ask them to find the rules. Be sure to use learner-centered instruction. During the practice stage, the teacher gives the student opportunities for them to use the target structure and vocabulary used during class. The teacher will make tasks that control the results.
Some teachers give a class project or student homework assignment for the student to create the production stage on their own. The cool-down activity is a closer activity. Report this Document. Flag for inappropriate content. Download now. Related titles.
Carousel Previous Carousel Next. Jump to Page. Search inside document. Speed 6ace; Put students in pairs facin! Nizam Phonevsgadjet. Reham Al-Ekhtiar. Oana Draghici. Andrew Si Wally. Sinziana Dinu. Graeme Crooke. Carolina Flores Villagran. Cynthia Hesham Mohammed. Marlina Ghanie. Rose Zuryati. Rob Westerlund. Presentation time can vary depending on the time allotted for the class and how well the students pick up the new material.
One key aspect to remember is that you will be doing most of the talking during presentation. Introducing new material to your class is why you became a teacher, so remembering relevancy and grading, the first bit of new material should be something familiar to your students—possibly material discussed in a previous class.
Visuals are extra useful in your introduction. For example, if you are discussing items in the home, you could develop your presentation around photos from your home, noting different items associated with vocabulary as well as preposition use. Remember how boring it was when you had a teacher who only lectured, telling what you need to know with little enthusiasm? Students learn through context, so tell a story or present new material using pictures and other resources that excite students to learn more.
Peaking interest is essential. Once introduction is complete, you can begin the analyzing phase of presentation. This is when you let your students discover the material by analyzing it with a closer eye. You are still in control of your classroom, so keep presenting, but ask questions regarding the new material and make your students think more about what it is they are seeing and hearing.
You can also use this period of presentation to check in with your students, making sure they are understanding the new material by asking them lots of great questions, each one a bit more challenging than the previous. Practice is the second stage of the PPP lesson plan template.
This is when you will hand over a bit of control to your students and let them try out and experiment with the new material. If your presentation was well-developed and awesome, your students will be more than ready to jump into the material themselves. In the practice stage, you will give your students a set of tasks or activities to complete by using what they have learned in the presentation stage. To continue with the same example of rooms in a house, a great practice activity would be to let your students label nouns and prepositions of place around the room.
There are many techniques for implementing an amazing and effective practice activity, and you can float around the room looking for any trouble areas and answer questions as needed. In the practice stage, the students will do most of the talking, practicing and discussing the new material with you and their classmates. In one of the above techniques we discussed students and teachers doing tasks together, and this is the optimal way to make that smooth transition from presentation to practice.
After a smooth transition into the practice stage, you can begin pair and group activities, loosening your control on the class. This can be done in many ways but to demonstrate how this model might be applied, a clear objective is recommended and building the students up to that end constitutes the bulk of the class. LP8 is one possible example of how that could be done. The PPP model offers you one way, and you can play with it to best reach your ends, or choose other approaches if they seem more worthwhile.
The format of these plans is done in a way to highlight how you can approach doing them with the PPP perspective. If you are working for a school or some company that wishes you to submit your lesson plan, make sure you follow their recommended format, not the one presented here. Also, official observations aside, you want to have a plan that is very user friendly TO YOU, so feel free to make any changes to the format that help you feel more comfortable designing the plan and later executing it in the classroom.
Click on the number or description to have a look at the lesson plan. Note that sometimes the lesson plan is part of a greater explanation, so you may want to have a look at what is written before or after the lesson plan.
View or Download lesson plan 1. View or Download lesson plan 2. View or Download lesson plan 3. The PWP model has a greater focus on reading or listening. Lesson Plan 4 is the one used in teaching the class demonstrated in Class In Action. This lesson plan has been more fully developed, complete with accompanying materials.
Download lesson plan. Download Handout 1: Reading Qs. Download answer key. Download Handout 2: worksheet. When somebody other than the teacher is reading the lesson plan, it is not always clear how and why things are to be done in a certain way. For that matter, it might not be clear to the teacher either, so it is a good exercise to get accustomed to including those extra details. Sometimes a class goes over very well and the teacher wants to save the lesson plan to use with another class some time in the future.
It might just be a series of big circled numbers listed on a page with a few notes jotted down to remind you what to do in which order. Or it could be a power point presentation with detailed notes in the margins describing step be step what you want to say and do.
Whatever helps you feel comfortable and directed during the class should by the notes you follow while teaching. And if there are official forms, then you can do them in the expected way to give to the proper people. Maybe some issues came up, students had some good suggestions or you had an inspiration.
This can help you immensely if you want to repeat the plan with another class, or when you are thinking what to do in the next class. Here are a few more examples. You have two options. One is to simply click on each example and have a look. This is an invitation for you to choose one or more situations and then try to write your own lesson plan corresponding to that situation.
When you are done, or have done as much as you care to, then compare your version with the one provided. You can take on the challenge at any level you wish. That might mean just having a few thoughts about how you might go about it, you could scratch out a minimal skeleton plan, or you could develop it further with some details. Two very experienced teachers could very easily come up with very different plans. When you encounter differences between the two versions yours and the one here , look at them as different options and consider the benefits of each one.
This might stimulate more ideas on what you might be able to do in your classes. Also keep in mind that how you imagined your class profile would be different in some ways to how another would do that, so it is possible that while the two plans would vary, they would each be appropriate to their respective imagined situation.
Also check out A Few Thoughts. Different interpretations would lead to very different classes being taught. It is not necessary to find any materials to use listenings or articles, worksheets, etc , nor write out a lot of detailed ideas, unless you feel that helps you, but try not to overdo it.
Simply sketch out how you would interpret each section. This includes saying what kind of input and describing it a little. For example, listening: three people at a meeting at work arguing about the location of the coffee machine.
Briefly describe what each task or activity will be. Provide examples and details when it will add to clarity or help define what is being said. See what you like from both plans and if this stimulates any good ideas or helps you become more familiar with lesson planning in this style. Write your lesson plan following the basic procedure described above in The Challenge, steps 1 — 5.
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