E-I-F & P-D-P Lesson Plan Assignments
This page contains files related to the Lesson Plan assignments for Materials Development class.
** Scroll down to section 2 for the PDP lesson plan information.
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.
** Scroll down to section 2 for the PDP lesson plan information.
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.
Downloads
Lesson Plan & Materials assignment
Blank lesson plan template. Use this for the EIF lesson plan and the PDP lesson plan.
** For PDP put the name of the text and keywords in the "Target Language" section.
Blank lesson plan template. Use this for the EIF lesson plan and the PDP lesson plan.
** For PDP put the name of the text and keywords in the "Target Language" section.
| blank-lessonplan-template_1.doc |
Practicum files
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This file gives many general tips for the practicum:
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Example evaluation form:
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1. EIF Resources (Lesson Plan & Materials 1) : Due Week 10/11
| eif_intro_and_info.pdf |
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This video gives an introduction to the assignment.
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This video explains EIF framework.
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To plan a speaking lesson you need to first choose:
1. Age + level of students
2. Target language
3. SLO (including fluency task)
This worksheet gives you some help to understand different levels of target language:
1. Age + level of students
2. Target language
3. SLO (including fluency task)
This worksheet gives you some help to understand different levels of target language:
| tl_worksheet.pdf |
Worksheet explaining the lesson plan sections:
| eif-lessonplan-explanation.pdf |
Frequently asked questions:
| eif_faq.pdf |
Student Learning Objectives (SLOs) for Speaking Lessons
Here are some examples of SLOs for a speaking lesson. Remember, a speaking SLO should include:
Here are some examples of SLOs for a speaking lesson. Remember, a speaking SLO should include:
- Action verbs and topic
- Examples of the target language
- Fluency activity
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Here is a grammar SLO:
By the end of the lesson, students will be able to compare things using language such as “the yellow bag is prettier than the blue bag”, “the leather shoes are more expensive than the running shoes” by doing an information gap activity with a shopping catalogue and price list. Note: for grammar target language, try to think of a situation, topic or context that matches the grammar. - Here is a situational target language SLO: By the end of the lesson, students will be able to transfer money in a bank using language such as “here is my bank card”, “I would like to send $500”, “I will pay the fees” by doing a bank role play. Note: situational target language means expressions we use in a specific situation. Dialogues and role plays are good for this. |
Here is an SLO with a language function:
By the end of the lesson, students will be able to suggest a restaurant using language such as “how about Italian food” “we should try this new Indian restaurant” “would you like sushi?” “yes, that sounds great” by debating restaurants in groups with menu worksheets and deciding a place to eat. Note: language functions are the purpose for using language, such as expressing likes, asking clarification, apologizing and so on. - Finally here is a beginner SLO: By the end of the lesson, students will be able to ask and answer about sports using language such as “do you like tennis/baseball/figure skating?” “Yes I do/No I don’t” by doing a class survey. Note: for beginners, keep the expressions simple with about 8-10 optional vocabulary (here it is sports). Question and answer patterns are also common here. |
Below are some student E-I-F lesson plans from previous semesters. I haven't included all of the files that I was sent (worksheets, flashcards, etc.), just the main lesson plan and PPT.
| ellie_eif-lessonplan.pdf |
| amy_e-i-f-lessonplan.pdf |
| jen_eif_lessonplan.pdf |
| seon-ok_eif_lesson_plan.pdf |
| eunseol_kim_eif_lesson.pdf |
2. PDP Resources (Lesson Plan & Materials 2) : Due Week 16
Please read the following carefully.
PDP is not the same as EIF.
PDP is for a comprehension lesson, not a speaking lesson.
PDP is not the same as EIF.
PDP is for a comprehension lesson, not a speaking lesson.
- First, choose your reading text / or / listening material.
- A listening text can be 2~3 minutes. You can use a video clip or MP3 file.
- A reading text can be about 1 page (depending on the age and level of the students).
- Your listening or reading material is called your text.
- 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.
- 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.
- 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].
- 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.
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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:
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This video is an introduction to PDP assignment and has tips about finding a good text.
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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:
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Reviews
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Here are some good final activities for your SLO:
Here are some extra tips about your PDP lesson plan:
- 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!
| tip_presentation_about_pdp_.pdf |
| pdp_faq.pdf |
| pdp_info_and_intro.pdf |
| pdp-lessonplan-explanation.pdf |
PDP example lessons from previous students:
| pdp-lessonplan-shin_yong_ah.pdf |
| _ellie__pdp-lessonplan.pdf |
| eunseol_kim_pdp.pdf |
Videos for reference and review
Please watch the first video below when you have started the assignment. It gives many detailed tips about how to make your lesson plan more effective.