LESSON PLANNING IN MODERN LANGUAGES

•To develop an understanding of sequencing and scaffolding in lesson planning •To become aware of ways to help pupils achieve the learning objectives

University of Birmingham, School Direct PGCE, Modern Languages

Lesson structure (1)Eight steps:1. ‘Setting appropriate learning goals2. Meeting and understanding the language3. Imitation (immediate copying of sound patterns and

letter patterns)4. Repetition (committing material to memory away

from model)5. Understanding patterns in language6. Manipulation7. Production and creativity8. Assessment and evaluation’.

(Buckby and Jones, 1992 in Swarbrick, ed., 2002, p??)

University of Birmingham, School Direct PGCE, Modern Languages

Lesson structure (2)‘Appropriate teaching and learning stages:1. Deciding what is to be learned, setting learning

objectives, deciding on assessment strategies and planning for learning, including revision of previously learned language

2. Presentation of language;3. Practice activities to enable the language to be

learned;4. Opportunities for learners to use the language they

have learned5. Enabling the learners to make sense of what has been

learned through seeing patterns, making connections, developing intuition and learning about learning itself;

6. Assessment of learning for teachers, learners, employers, etc’.

(Atkinson and Lazarus, 1997 in Swarbrick ed., 2002, p211)

University of Birmingham, School Direct PGCE, Modern Languages

Lesson structure (3)

KS3 Framework (archived):- 3 phases of a sequence of lessons (orientation > skilling

up > application and evaluation) and - 3 stages in a lesson (starter > main > plenary).

Other three-phase model:1. Presentation2. Consolidation3. Extension

Language skills sequencing:................ Listening > Speaking > Reading > Writing

University of Birmingham, School Direct PGCE, Modern Languages

Lesson structure (4)

• p• P• P• P• p

• p• Presentation• Practice• Production• p

• prep/prior learning• Presentation• Practice• Production• plenary

University of Birmingham, School Direct PGCE, Modern Languages

Planning keys - Sequencing

University of Birmingham, School Direct PGCE, Modern Languages

Scaffolding

University of Birmingham, School Direct PGCE, Modern Languages

EngagingSupport, stretch, challenge, useful, fun, interesting, relevant, thinking skills ...

University of Birmingham, School Direct PGCE, Modern Languages

Planning – Stages checklist

1. Learning goals2. Have a think

• What language do pupils need (vocab, grammar)?• Can I break this down into manageable learning

chunks?• What sequence will work best to present and

practise this language?

3. Choose possible activities for each stage4. Jot down rough plan - discuss this with

peers/mentor/tutor

5. Write detailed plan6. Make resources7. Double-check everything (resources needed,

proofreading, etc.)

University of Birmingham, School Direct PGCE, Modern Languages

Planning – Give it a go

Objective: understand and say the time – 12h clock1.Language choices (vocab and grammar)2.Foresee difficulties3.Learning chunks4.Sequence of chunks5.Possible activities

University of Birmingham, School Direct PGCE, Modern Languages

Planning – Give it a go (1)• I like apples.• I have two brown dogs and a white cat.• At quarter past 9 I have Maths. I don’t like

Maths/it because it is complicated.• In my town there is an ice rink, but there

is no stadium.• I love to play music. My favourite

instrument is the trumpet because it is noisy and fun.

• This is Oscar. He has long, brown hair, but before he used to have short hair.

University of Birmingham, School Direct PGCE, Modern Languages

Planning – Give it a go (2)

This is Oscar. He’s a 32 year old man. He is tall and quite slim. Moreover he has dark, curly and very long hair. He also has a beard and wears red glasses. Generally he wears jeans and a T-shirt because he works outside. Before he used to have short hair and wear a suit all the time because he used to work in a bank.

University of Birmingham, School Direct PGCE, Modern Languages

Planning – Give it a go (3) (AS)Nowadays the internet is a very useful tool, however it

can have disadvantages.On the one hand, I think that the internet is very useful to

get informed. For example I use it to research for my homework. In addition, it’s good for education, and personally I follow the French news on LeMonde.fr every day because it’s easier than buying the newspaper, and I find watching the videos more engaging than reading.

On the other, there are also issues with the internet such as the way chatrooms can be used. What worries me most about this is if an adult changes identity to talk to children, the children can’t know this, therefore it’s nasty and potentially dangerous for them! In my opinion parents should be more careful and monitor what their children do on internet.In conclusion I like the internet to help with my

studies but I believe it is a tool to use carefully.

University of Birmingham, School Direct PGCE, Modern Languages

Lesson plans

• See handbook...

University of Birmingham, School Direct PGCE, Modern Languages