INTRODUCTION TO LESSON

PLANNING
WHAT ARE YOU EXPECTED TO LEARN TODAY?

Warming-up activities
Pre-speaking activities
Types of Speaking Skills
The speaking process
Pre-activities (Reading, Writing, Listening and
Speaking)
While-activities
Post-activities
They are activities to be used at the
beginning of a lesson

to get students' attention,

to help them put aside distracting thoughts.
to get them ready to focus individually and
as groups on the following activities.
 PRE-ACTIVITIES

They
By preparting the can also help
students with the the learners to
key words, the
focus their
amount of
information to
attention on
be treated the learning
is reduced. item

Pre- activities introduce

the learners to the topic.
They pre-teach
vocabulary or relevant
structures.
 WHICH STRATEGIES MAY I USE FOR
READING AND WRITING ?

In this stage the focus is on accuracy. The learners only

read or write a word/sentence if they know how these are
pronounced.

Complete
simple activities. Sort or sequence Read and Do «disguised»
copying. (indirect
Match or label words/ Answer access to language
words to sentences questions models)
pictures.
WHAT ARE PRE-READING ACTIVITIES USEFUL FOR?

Motivating and establishing

purposes for reading

Activating and building Let’s go

background knowledge on
learning
Pre-teaching vocabulary
and concepts

Relating the reading to

students’ realities (lives).

Pre-questioning, predicting
and direction setting

Read more at Suite101: Improving ESL Reading Skills: Teaching Strategies: Pre-reading Activities for the ESL Learner |
Suite101.com http://www.suite101.com/content/improving-esl-reading-skills-a13325#ixzz1LneBWxvP
 The Speaking Process

The speaking process includes activities that occur prior

to, during, and after the actual speaking event.

Before speaking, the speaker might determine the actual

content of the message, how it should be presented, and
what kind of audience will be hearing the message.

While speaking, the speaker must attend to such things

as presenting a clear message, tone of voice, suitable
vocabulary, possible responses, the environment, and
nonverbal gestures.

Following speaking, the speaker might accept

comments, answer questions, explain concepts not
understood, and/or assess the process.
WHY IS IT NECESSARY TO DEVELOP SPEAKING SKILLS?

To express ideas,
emotions, and opinions.

To share
to inform or explain
information.

to express personal feelings,

to describe
ideas, or viewpoints

to entertain or amuse to tell a story

 WHICH STRATEGIES MAY I USE FOR
LISTENING AND SPEAKING?

The teacher introduces new vocabulary by means of:

realia or flashcards

WHAT DO THE LEARNERS DO THEN?

Answer Try to Sort the

Point to the Repeat Make
Repeat simple recall the words/structures
corresponding words or according to guessing
in chorus question chants
picture structures meaning games
s
Students generate and explore ideas for speaking topics
through a variety of pre-speaking activities such as
the following:

Listening to a speaker Constructing thought webs

and graphic organizers
Jotting down ideas
Reading and researching
Reflecting
Viewing a video Listening to music
 Types of speaking activities

Leaving telephone messages

Conversations
WHAT IS THE LEARNERS’ PURPOSE FOR SPEAKING?

Just as pre-writing precedes drafting, pre-speaking begins before

students actually speak.

Students' experiences, observations, and interactions inside and

outside of the classroom have an impact upon what they say and how
they say it.

Pre-speaking activities involve thought

and reflection, and provide opportunities
for students to plan and organize for speaking.
 Asking for
clarification

Appropriacy Accuracy

Speaking
Fluency
Skills
Clarity

Turn-taking Organization

Encouragement

Could these skills be transformed into indicators

for assessment?
 WHAT ARE WHILE ACTIVITIES?

While activities
help us to monitor
and structure the
learning process.
They give us mbd.scout.com
immediate
feedback.

They allow for

adjustments and
clarification to
complete an activity
successfully.

red6747.pbworks.com
 HOW CAN YOU IMPROVE THESE
KIND OF ACTIVITIES?
The students combine the new language elements with familiar
structures or activities.

They may be supported

with a substitution table
.
They may also
infer and
summarize ideas They can have a model
sentence and add language
from the text. elements of their choice.

They can ask each other by

making riddles or .class
surveys.

They can also do

an information
gap activity
 Useful tools for learners to
apply...
a substitution table
This
a serie of columns
This table
is something with structure
This diagram
something that can
What’s on the board
change its parts

Ask the learners to suggest other phrases or words

that would fit into the different columns.
http://www.tttjournal.co.uk/uploads/File/back_articles/Using_substitution_tables.pdf
 RECOMMENDED ACTIVITIES FOR DEVELOPING
READING COMPREHENSION

Finish given Match

sentences sentences

Fill in charts
Sequence
or gaps
sentences
(cloze)

Reconstruct
Deduce sentences/
information
texts
 WHY DO WE USE POST ACTIVITIES?

Post-activities help to develop accuracy and They allow

learners to fluency transferring or
consolidate and applying inew
revise the main learning items to
Issues of the activity to feel more responsible
for their own learning
other
or task. tasks/activities.

to develop self-confidence

to create content
to practise
They offer an opportunity to
reflect on the learning process.
 HOW CAN YOU IMPROVE POST-ACTIVITIES?
BY REPORTING BY REPORTING
TO THE CLASS TO THE CLASS
THEIR FINDINGS THEIR FINDINGS

BY ROLEPLAYING,
SHORT
USING THE DIALOGUES
LANGUAGE
Can you
CREATIVELY
mention any
other ideas?
BY
PRESENTING
A POSTER
 Finally, some observations to be considered in the
classroom on a day-to-day basis
• The teacher modelling standard English language usage.

• The teacher using brief mini-lessons to instruct students

about language usage and formats for a variety of
speaking situations (e.g., informal and formal individual,
small group, and large group situations) and purposes
(e.g., to inform, to persuade, to share feelings, to respond,
to entertain)

• The students speaking for a variety of purposes and

situations (e.g., small group discussion, conversation,
formal speeches, drama, debates, storytelling)
• The students developing social skills by
interacting in a variety of small group situations
(e.g., reader response groups, collaborative and
co-operative groups)

• The students learning to facilitate and participate

in group discussions

• The students and the teacher assessing

speaking abilities and practices using checklists
and anecdotal notes
 Reference
Web sites:

http://www.telt.um.edu.my/2presentation.html

http://www.teachervision.fen.com/lesson-plan/resource/5775.html

http://www.suite101.com/content/improving-esl-reading-skills-a13325

http://esl.about.com/library/lessons/bl_baker2.htm

www.slideshare.net/chela894/the-speaking-process

http://evasimkesyan.edublogs.org/2010/03/13/pre-and-post-
activities/