(upbeat music)
- In this series of videos,
I'm going to walk you through an example PPP lesson plan,
PPP stands for presentation, practice, and production.
Those three stages will be covered in parts two, three,
and four of this series.
Here in part one, I will give you an overview of the lesson,
including the all important objectives, language objectives,
and I'll end by describing the warmup,
the first stage of the lesson plan proper.
Before we look at the actual stages of the PPP lesson plan,
we need to walk through the details of the lesson
and the objectives.
Our lesson plan template includes a lot
of details before those stages,
so let's take a look at those details
for this particular lesson.
First thing you'll notice the level and number of students,
we have 15 intermediate adults.
So these are adults, they're at the intermediate stage.
The lesson duration here is going
to be 60 minutes from beginning to end.
Our aims and objectives,
this is really important, of course,
by the end of the lesson,
the students will be able
to identify how the present perfect is used
to communicate life experience,
both via reading and listening,
and use the present perfect to communicate
their own life experience, both orally and in writing.
And so you note here we have language objectives,
pretty simple, the grammar, the present perfect,
and we also have skill objectives,
they're gonna be doing a little bit
of all four of the skills, reading, writing,
listening, and speaking.
And I think all good lessons do a little bit
of all of those skills, even if they focus on one of them
for the majority of the lesson.
I have a couple of assumptions here,
first one is that students have learned the past simple,
I think that's really important,
you wouldn't want to teach the present perfect
before the students were comfortable with the past simple.
And so we have that assumption.
We also assume that these are adults,
they've had some travel experience in the past
because that's gonna be the content
for some of their speaking and writing.
If we anticipate any problems,
the first one would be that the students will want
to use the past simple,
one of the things we want to do in the lesson is help
them differentiate between the past simple
and the present perfect, that'll take more than one lesson.
So if they're using the past simple a little bit,
we'll be able to correct them.
We also think the students might struggle
to come up with some ideas in the production state.
That's always a possible problem,
but I'll talk about that a little bit more when
we cover the production stage, the video number four.
The materials for this are pretty simple,
there's one grammar worksheet for the practice part two
so I need to bring in 15 copies of that worksheet.
And so now that we've gone over these details,
we're ready to look at the actual stages of the lesson plan.
Now we're ready to look at the first stage of our lesson
that involves the students, and that is the warmup.
Because it's the first stage
that involves the classroom and the students,
it's the first thing on our lesson plan
that has a time marker.
And this particular warmup is slotted for six minutes.
A good warmup stage seeks to get the students active,
it seeks to get them using English communicatively,
and it should do that in a way
that is not very demanding for the students.
We want it to be cognitively easy for them to do
and we want it to be linguistically something
that they've already covered.
We don't want for them to be challenged with new language,
we want them to be reviewing
or using language they already know,
and this will help them switch
their brain over from their first language into English.
So for this particular lesson in the warmup,
the first part says "The teacher asks the students
"to think about the following questions."
Right now just think about them.
"What was your best vacation?
"Where did you go?
"What did you do there?
"And why was it the best, why was it so great?"
And so then the teacher will model by telling
their own best vacation story.
And here I would kind of slowly share about
my best vacation, I would give a few details,
I would use the past simple
and just tell about the things that I did,
the things that I saw, and why it was so great,
why I enjoyed it so much.
And that this time there'll be listening to me,
but they'll also be thinking about their own answer to this,
how they can say it.
And then next, the teacher tells the students
to share their best vacation story with a partner.
I'd give them two or three minutes to do that,
you really want to do pairs, there can be a group
of three if you have an odd number.
After they share with each other
and everyone has a chance to speak,
the teacher elicits third person feedback.
And what that means is
that I will randomly choose a few students, not every pair,
but I'll choose a few people
to share with the class what their partner said.
I'm not gonna ask them to repeat what they just told
their partner, but I'm going to say, "Okay, student A,
"why don't you tell the class
"about student B's best vacation?"
And I do that every lesson, and so every lesson
I have usually as an easy speaking warmer,
it can be a written warmup, but at the end,
I want some of the students to share just so
that we establish a communicative classroom.
And every time I have them talk in pairs as a warmup,
I always pick a couple of students
to share what their partner said
so the students know when they come into the room,
they're gonna be asked to speak right away
and they're gonna be expected to listen to their partner
because they might have to share.
And so I think this is a good warmup for this lesson plan.
In part two, we will start
to look at the next two stages of the lesson plan,
which are the introduction
and the first P, the presentation.
(upbeat music)