E-I-F Lesson Plan & Materials due Week 10 (YL and online students Week 11).

P-D-P Lesson Plan & Materials due Week 16.

These two lesson plans will be used for teaching demonstrations during the practicum in weeks 17 and 18 as final assessment for the whole program.

Please read the following carefully before you start the PDP assignment.

PDP is not the same as EIF.

​PDP is for a comprehension lesson, not a speaking lesson.

1. First, choose your reading text / or / listening material. 

2. A listening text can be 2~3 minutes. You can use a video clip or MP3 file.

3. A reading text can be about 1 page (depending on the age and level of the students).

4. Your listening or reading material is called your text.

5. Your text is your target language. You don’t need to teach specific grammar and expressions. You are not teaching speaking, you are teaching comprehension.

6. Think about comprehension activities, such as listen and choose, listen and match, listen and sequence, listen and summarize, listen and point, or read and order, read and underline, read and find, read and draw, read and complete a chart. 

7. Here is a PDP SLO: By the end of the lesson, SWBAT show comprehension of …[name of text]… by [doing an activity that shows comprehension].

8. The final activity of the During stage is not a fluency activity, it is a comprehension activity. It could involve speaking or writing, but it needs to show that students understand the text.​

Choosing a Good Text for Your Lesson

​When planning a lesson using the PDP (Pre–During–Post) framework, choosing the right text is very important. The text should be clear, meaningful, and useful for comprehension activities and language learning.

Tip: Avoid texts that are too vague, unclear, or abstract. If students cannot easily identify key information, ideas, or language features, it becomes difficult to create effective comprehension tasks.

For example, film clips or pop song lyrics often contain unclear references, slang, or poetic language that students cannot interpret without a lot of outside context—so they are usually not suitable for PDP lessons, especially at lower levels.

Choose a text that includes clear content such as facts, instructions, opinions, or events that students can understand and respond to.

​What Makes a Text Suitable?

Choose a text that:

• Has a clear purpose (to inform, explain, entertain, persuade, etc.)

• Includes identifiable key information students can answer questions about

• Is level-appropriate (not too difficult, not full of idioms or slang)

• Allows students to discuss, respond, and extend after reading or listening

Good Types of Texts for Listening or Reading Lessons

You can choose from many different kinds of short, meaningful, and structured texts. The key is to select something with clear information that students can listen or read for. Here are some useful options with examples:

Lifestyle Tips / Advice / Self-help. Examples:

• How to stay focused while studying

• Healthy morning routines

• Ways to reduce stress

• How to save money as a student

Short TED Talks or Mini-Lectures. Look for videos under 4 minutes:​

• How music affects the brain

• The science of happiness

• What makes a good leader

Short Stories or Anecdotes

• Personal stories about travel, friendship, or learning experiences

• Fables or moral stories (The Lion and the Mouse, The Tortoise and the Hare)

• Very short mystery stories, short memoir pieces, or narrative blog posts

News Articles or Video Reports

• Current events

• Human interest stories (e.g., a person who rescued an animal)

• Event reports (e.g., Festival in Busan, New technology launch)

Recipes / Instructions / How-To Guides

• How to make pancakes

• How to plant tomatoes

• How to play a game / board game rules

• How to build a simple craft project​

​​Tourist Information / Travel Guides

• Places to visit in Seoul, Busan, London, New York, etc.

• Transportation guides

• One-day itinerary suggestions

• Museum or theme park guides​ 

Reviews

• Movie reviews (Inside Out 2 review)

• Book reviews

• Restaurant reviews

• Game or app reviews (Best apps for learning English)​​

Science & Technology Facts

• Life cycle of a butterfly

• How volcanoes work

• Why the sky is blue

• How 3D printing works

• What AI is and how we use it

Biographies / Profiles. Short texts about a real person:

• Sports stars (e.g., Son Heung-min)

• Musicians (e.g., BTS members, Ed Sheeran)

• Inventors or historical figures (e.g., Marie Curie, Steve Jobs)

Social Issues / Opinion Texts

• Should students wear school uniforms?

• Is social media good or bad for teenagers?

• Should homework be banned?

Infographics / Charts / Posters

• Health and safety posters

• Travel maps

• School surveys

• Weather reports

Songs (for young learners or beginner levels). Choose songs with repeatable language:

• Days of the week

• Weather song

• Emotions song

• Action songs with imperatives (Stand up, sit down, clap your hands)

​Final Note: These are just some ideas—there are many other possible text types. The most important thing is to choose something clear, engaging, and useful for learning.

​

Here are some good final activities for your SLO: 

• Summarizing (perhaps with a chart or drawing)

• Evaluating (choosing or giving opinions)

• Analyzing and comparing different parts of the text

• Creating something based on the text (like a new ending)

Here are some extra tips about your PDP lesson plan:

• Set the context of the lesson with other examples. In the warm up steps, you can use other examples and contexts to warm up the topic. For example, if your reading/listening text is about healthy food you could show a funny video clip or image about food. You might use some characters from a cartoon or TV show, or some celebrities or sports people, even though they are not directly related to your reading text (the topic is generally related). You don't need to start the lesson directly referencing the content of your text, you can start with other related examples and materials. 

• Pre-teaching vocabulary: Matching a word with the definition is not always the best and most exciting way to pre-teaching vocabulary. When you are pre-teaching vocabulary (Pre stage) think of more interesting ways to teach and check the key words. Show the key words in a sentence, use pictures, real world examples, a short story, mimes, antonyms, synonyms, video clips, sounds, etc. You don't need to pre-teach all the words in the same way- verbs, nouns, adjectives, adverbs, etc. can be taught in different ways. You can pre-teach the words with examples that are different from the text. Also think about what the word means and what it doesn't mean. If we are teaching "nervous" then the concept of "confident" can be used for checking (for example with pictures). Try to be creative in the way you teach and check vocabulary. 

• If your listening or reading text is too long you can cut the final part and have students predict it at the end of the During stage. You can also do jigsaw reading with reading texts by cutting the text.

• With videos, you can hide the video and only play the audio for a few steps. Students can guess the content of the video. You could also play the video without the sound and have students predict.

• Try to be creative with the During stage activities. True/false questions, multiple choice questions, fill-in-the-blanks worksheets are ok, but not very exciting. Try to be more creative with the materials that you use. Think about using images with comprehension checking, actions, graphic organisers, cartoon strips, realia, puppets, drawings, team games, guessing games, and so on. 

• Check gist with multiple choice images or creating/selecting a title.

• Graphic organisers especially can be used for organising information, making a timeline related to a narrative, tracking the emotions of a character, matching people to places or things or expressions, and many other things.  

• Relate the content of the text to the learners' lives. How will they change according to the content of the text? Have they experienced something like this? Do they know people who have done something similar? How can they apply the content of the text to their lives? What would they do if they were in this situation? Try to make activities where students use the content of the text in interesting ways. 

• Encourage critical thinking. Evaluate the text: What do the students like/dislike? Do they agree/disagree? What would they change? Is the information correct? If a small thing changed, how would that change the outcome? What will happen next? What kind of people would find this useful? 

• You can also show other examples in the During stage that are different from the text and have students use the content of the text to link, discuss, compare, examine, suggest, and so on. For example, if the text is about environmental responsibility you can show some example lifestyles and have students give suggestions about how those people can change their lifestyles to be more environmental. If your text is about the lifecycle of a butterfly, you could introduce other animals such as spider and frog to find similarities and differences. 

• Most of all: Be creative. Make your lesson fun. Use interesting examples and materials.  Encourage deeper comprehension and critical thinking, not just fill-in-the-blanks worksheets! 

Example PDP Lesson Plans