(lively upbeat music)
- Welcome back.
In this video, I'm gonna try
to put some of chapter seven terms into context
by showing you a sample lesson plan
and two stages in that plan
where receptive skills are used.
Note that this is a sample PPP lesson plan
and it's designed for all skills.
Meaning not just one skill like reading or listening.
That said, with some critical thinking,
I think you'll find that most of the content
can be applicable to other types of lesson plan formats.
Alright, let's get started.
In chapter five,
we learnt the structure of the PPP lesson plan format.
Remember when you fill out plans or templates like this,
that the amount, type, length of activities,
are going to vary depending on the class.
So you've got this format,
but where do we place the receptive skills?
To begin, let's start with
where we shouldn't place receptive skills as the main focus.
That's gonna be the production stage.
In this type of plan,
your students should be ready by that end point
to produce their own language in speaking and writing.
So receptive skills do not belong down here.
As a focus,
you can have dynamic tasks that use reading and listening,
but the focus of that task should be to speak or write.
Let's move on to where it perhaps there better place.
One common place to put a listening or reading
would be here, in the presentation stage.
This is because it provides a way
to connect the language to a context.
In this sample,
beginner lesson plan from chapter five,
you can see a short vocabulary task in reading
to start the presentation.
It's important that the language be level appropriate here.
You need to strike a balance.
Never use texts where every word is known,
and don't use texts where
half of the words and grammar are unknown.
Rather, strive to find materials
that are slightly above the student's level.
It's enough that they understand the general ideas,
but are still going to need to guess at some words,
phrases or parts from context.
Another common place to have receptive skills
is the practice stage.
You may have anywhere from one to four practices
that target reading or listening,
or have them as a component of a multi-scale activity.
As your book states,
it's common to use reading or listenings
to help students prepare to later then
write or speak on similar topics.
Let's take a look at a practice activity here
that has a reading.
In practice one, there's a quick activity
where students read at a basic word level.
This word level reading
is going to be much more common at a lower level.
A step up from this might be a sentence level reading
where the vocabulary word is placed into a sentence.
This trains students to guess vocabulary from context,
and also allows to show words
that are associated with the targeted vocabulary.
And naturally, a step up from a sentence level
will be moving towards modifying or using authentic
or realistic materials that contain this vocabulary.
And then perhaps asking comprehension questions
to make sure they understand the reading.
Word or sentence level reading tasks like these are fine,
but you'll want to remember
that staying at this short level
means your students will be really challenged
if they were presented with an extended or real reading task
in English.
In order for your students to read things like emails,
books, or reports in English,
they have to practice reading at that level;
much beyond that word or sentence level.
This is important to remember.
As your students progress in their language abilities,
the texts should also progress in length and complexity.
In practice three,
there's a nice dynamic task
where students both need to speak and listen to each other
to complete the task.
It specifically tells students not to write because
it will require listening and remembering information.
To me, this here is a good reminder
that practicing skills does not mean
we always need to focus on one at a time,
especially as you progress down that lesson plan.
Many times the skills become combined.
Not only do dynamic tasks like this
often make your class more engaging,
but they often represent the reality
of language use outside the classroom.
Perhaps you are listening to me
and reading the screen at the same time,
or you may be listening to me
and writing down on a piece of paper.
This is actually a very complex task to do
in a second language,
and something your students will need practice with
as they progress in their language abilities.
We've come to the end.
In this video,
we've looked at the PPP lesson plan
and two sample receptive practices.
I hope you enjoyed the lecture.
Thank you for listening.