Communicative lesson planning is what I call what I am placing on my blog here. It was used daily by me when I was doing lesson planning so that I would not miss elements in lessons that I deemed worth doing. It is a hodge-podge but written at a time when I was moving toward a Comprehensible Input approach. I never reached such an approach fully but gradually abandoned some of the features seen here in my planning. If anyone would like clarification, elaboration, or definition, please ask, either on the blog or on moretprs. NOTE: the ACTION SHEET is a sheet I prepare and hand out for that particular lesson to give students something to follow along on and use for note taking.
TEXT – new
vocab – review
theme – topics functions
amenable to activities – pre activity; during activity; post activity
action sheet – plan coconstruction
design web for text – pre-mapping, mapping
extensions and intertext work extra text activities
modality – to fit activity
read text – “while reading” activities
Action Sheet -coconstruction
output – how crucial? HOMEWORK
A TEXT – comparisons
C – true/false
T – identification
I – binary, either/or
S IN VIVO – compare with text
H – compare with each other
E _ compare with me
T PICTURES – on paper
– picture files [large pictures depicting a variety of things including actions, scenes, people, etc.
assign time adverbs to students in present and past < structured input
state fact with adjective which has masculine or feminine form
a fact is applied to masculine or feminine noun
Respond (dis-) agree, (un)likely/T.F persons x & y.
One does such and such: x or y?
put activities of a person in order = use picture files
T/F survey – personal or text
Teacher reads short narration; students give details in fill in the blank activity then read sentence to class and say whether you do that or not
Matching – match picture files to input sentence
“ name “ “ “
“ event to cause
“ event to its logical consequence
“ name to action e.g. dog > barks
“ days of week to activity
students Don’t produce targeted grammar item but something else
Predict: X would never ________ OTOH, X would ________________
(I won’t select a class member but a famous person or myself e.g. what do I do when I get home, where do I eat, etc. Give them choices – they contain grammar features or the lead statement does, or both.
Answers can be Y/N, (dis_)agree, frequency.
Signature searches (do follow-up on these)
Unknown info and access particular form or structure to express meaning.
Make up a series of statements about e.g. friends, parents…….
State these to your partner and listen to his OR share with the class…
Compare statements of class members
POSSIBLE RESPONSE: compare with something else/take notes then write a paragraph from them/make list of follow-up questions – interview partner to get them answered/fill out grid or chart on what was said (Action Sheet, Graphic Organizer)/indicate agreement disagreement
ign something/determine truth of statement/Respond using any of several scales/draw something/answer a question e.g. typical student does X (3rd person)
I do (not) do X (1st person)
Do you do X? (2nd person)
For vocab output, describe a room and its contents, then compare yours
This looks extremely interesting!
Some of the abbreviations I don’t understand.
I need to revamp one paragraph that did not come out the way I typed it, but on the abbreviations, could you point out some for me? I’m not sure which ones you are talking about.
Then maybe go through and indicate which of these thing you would do today, if you were teaching a first-year course, and which ones you would not use if you were trying to teach using TPRS or TCI?
Could you explain IN VIVO? Or have you already somewhere?
Sorry, I’m an old Latin teacher 🙂