This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.

1. Present, Practice, Produce
Using PPP Lesson Format to Create Effective Lessons
Through Task Based Learning
pp.118-131

2. Objective/ Schedule
Objective: To have participants create and
assess a lesson plan. To prepare participants for
Practicum 3.
• Introductions
• Group discussion activity
• Lecture on lesson planning
• Break
• Lesson planning activity
• Lesson plan feedback
• Questions/ Closing

3. Who am I?
• Certified Teacher – U.S.A
• 7.5yrs teaching experience
 4yrs U.S.
 3.5yrs South Korea
• B.Sc. K-12 Music Education
• MRes- Educational and Social Research
• EPIK/ TaLK Teacher Trainer
• Assistant Professor of English at
Gimcheon University Daniel Moonasar

4. Who are you?
• Graduates (4yrs with degree)?
• Undergraduates (2yrs and or no degree)?
• Education majors?
• Teaching experience?
• Non internship?
• 6 month contract?
• 1 year contract?
• Visited in South Korea before?
• Lived in South Korea before?

6. Group Discussion Activity
Objective: To gather and discuss our thoughts
on the role of lesson planning.
Directions:
1. Make a group of 4-5 people.
2. Discuss and answer the question given to your group.
3. Pick 1 person to speak for your group.
4. When finished, we’ll share answers to the class.

7. Group Discussion Activity
G1. Why is lesson planning important?
G2. How is lesson planning important for the teacher? For the learners?
G3. What do you take into account when you design a lesson plan?
G4. What constant components are there in your lesson plan?
G5. Can lesson planning be a hindrance to teaching/ learning? Why?
G6. What things are the most difficult when lesson planning? Why?

8. Group Discussion Activity
G1. Why is lesson planning important?
 Gives teaching structure,
framework, and an overall shape. I don’t need to
lesson plan. I
know what I am
 Allows you to communicate more going to do.
effectively to students, parents, and
peers.
 Gives time and structure to allow for
development of teaching skills.
 It suggests professionalism and
genuine commitment.

9. Group Discussion Activity
G2. How is lesson planning important for the teacher? For the learners?
• Don’t have to think on • Gives a structured lesson
your feet. and allows for
comprehensible input.
• Don’t lose “face” in front
of learners. • Builds confidence and
respect for the teacher.
• You know your procedures
and sequence. • Gives the teacher’s work
as a model to imitate.

10. Group Discussion Activity
G3. What do you take into account when you design a lesson plan?
• who?
Learners • level?
Characteristics • previous knowledge?
• multiple intelligences?
• objectives
• comprehensible input
Learner outcomes
• what did/ will they learn
• micro/ macro sequencing
• school’s/ department’s
curriculum
Practical Requirements • classroom/ materials
• time
• culture

11. Group Discussion Activity
G4. What constant components are there in your lesson plan?
 title
 objectives
 materials
 procedures
 assessment
 anticipated problems &
solutions.

12. Group Discussion Activity
G5. Can lesson planning be a hindrance to teaching/ learning? Why?
• create/ • practice • repetitive
use
templates • applying • concise
theory to
• essential application • comprehensible
information language
• assessment
• practice/ • visual continuity
style • professional and design
development
• creating a
scedule

13. Group Discussion Activity
G6. What things are the most difficult when lesson planning? Why?
My Lesson Difficulties

14. Lecture Schedule
1. Skills and Methodology
2. PPP Lesson Plan Format
3. Lesson Plan Elements
4. Lesson Planning Activity

15. 1. Bringing Together Language Skills and
pp. 118-119 Methodology
What are the 2 focuses in a language classroom?
What are the 4 associated skills in a language classroom?
Receptive Skills Productive Skills
Reading Writing
Listening Speaking

16. 1. Bringing Together Language Skills and
pp. 121-122 Methodology
• Expected in NSET (Native
Speaking English Teacher)
curriculum.
• NSET emphasis on speaking.
• Emphasis on exploring
language skills through
producing target language.

17. 1. Bringing Together Language Skills and
pp. 122-123 Methodology
• Receptive based. Allows for
“correct or incorrect”
engagement of language.
• Teacher centered,
component comprehension
driven. Generally “safe” for
students
• Excellent for memorizing,
introduction of core
concepts, and eliciting
information from students.

18. 1. Bringing Together Language Skills and
pp. 119-120 Methodology
 Lecture
• The method in which you  Debate
conduct your class.
 Discussion
 Student Centered
• Consists of teaching and
classroom strategies.  Active Learning
 Small Groups
• Helps in focusing and  Role Playing
guiding your lesson/
classroom.  Jigsaw
 Task Based Learning

19. 1. Bringing Together Language Skills and
pp. 119-120 Methodology
• Tasks in which learners generates authentic language.
• The task is based on students using the language to
achieve specific outcomes.
• Task and the language are the instruments to complete the
task.
• The task is an activity that:
• reflects real life or authentic tasks
• has students focus on meaning
• uses language freely
• allows students to experiment or make mistakes

21. 1. Bringing Together Language Skills and
pp. 119-120 Methodology
•Questioning
•Games with specific outcomes
•Surveys
•Interviews
•Story building
•Role plays
•Ordering/ Sorting
•Experimenting/ Building

22. 2. PPP Format and it’s Reasoning
pp. 120-122
• Easy 3 staged lesson plan.
• Most accepted lesson plan format
in South Korea and NSETs Present
• Allows for receptive and
productive language skills. Practice
• Flexible for multi strategy
approaches. Produce

23. 2. PPP Format and it’s Reasoning
pp. 120-122
• Share lessons with other
professionals
Present
• Makes lessons understandable for 5-10 minutes
observing peers, supervisors, &
parents Practice
10-15 minutes
• Communicates about in-class
roles and lesson execution
Produce
20-25 minutes

24. 2. PPP Format and it’s Reasoning
pp. 120-122
• Used to introduce new or target language.
• Teacher can use:
PPT songs
flash cards drills
picture cards games Present
videos direct questions

25. 2. PPP Format and it’s Reasoning
pp. 120-122
• Teacher centered vs. student centered
• Don’t linger for comprehension
• Goal is to present comprehensible input not
gain comprehension.
Present

26. 2. PPP Format and it’s Reasoning
pp. 120-122
• Gives controlled practice through controlled activities
• Teacher can use:
question and pre-written role
answer plays
choral response jigsaw activities
read and repeat games
worksheets direct questions Practice

27. 2. PPP Format and it’s Reasoning
pp. 120-122
• Goal is to give students boundaries to safely use the
language
• Clearly defined correct and incorrect answers
• Give clear feedback
• Time to assess
Practice

28. 2. PPP Format and it’s Reasoning
pp. 120-122
• To freely as possible interact and explore the language
• Teacher can use:
group & pair work gathering
information
creating dialogue interviews
creating role plays games
creating stories presentations
Produce

29. 2. PPP Format and it’s Reasoning
pp. 120-122
• Goal is to produce language, not necessarily on
correctness
• Can be somewhat hectic
• Use classroom strategies for management
• Classroom Management
• Curriculum Development and Design
• Assessment & Assignment
• Content-based English Instruction
• Task-based Learning Produce

30. p. 123 3. Lesson Plan Elements

31. p.123
Table 1.4 3. Lesson Plan Elements

32. p. 124 3. Lesson Plan Elements
Keep the lesson on track
Give learners concrete goals to work
towards
Fair assessment
Gauge students progress
Working towards expectations

33. p. 124 3. Lesson Plan Elements
When writing clear objectives they need to:
have a measurable and observable outcome
be concise in structure and length
follow a consistent format
be able to be read by an outside observer

34. Pg. 125
Table 1.5 3. Lesson Plan Elements
Avoid using ambiguous or passive
verbs and phrases that are not
measurable or observable.

35. p. 124 3. Lesson Plan Elements
“Students will be able to…”
Examples of well-written objectives:
Students will be able to identify the primary colors.
Students will be able to locate proper nouns from a list of
nouns.
Students will be able to predict what comes next in the
story presented.
Students will be able to collect like shaped objects from a
basket.

36. Pg. 126
Table 1.6 3. Lesson Plan Elements
• concise, repetitive in form
• visually easy to understand

37. p. 126 3. Lesson Plan Elements
• Gives the ability to measure and understand
objectives
• Embedded in strategies and teaching (interim,
formative, and summative)
Why aren’t they
• Individual and group/class level understanding
this?

38. p. 127 3. Lesson Plan Elements
• Frequently neglected
• Increases awareness and experience
• Where teachers practice critical thinking/
engagement skills

39. 4. Lesson Planning Activity
Objective: Create a lesson plan and then assess another
group’s lesson plan.
Instructions:
1. Your group will be given a worksheet packet and lesson material.
2. In your group, plan a lesson based on the material given to your group.
3. Use the information we discussed today and your lecture materials.
4. You will have 25 minutes to plan. After you're finished I will collect your plans.
5. Wait for more instructions.

40. 4. Lesson Planning Activity
Objective: Create a lesson plan and then assess another
group’s lesson plan.
Instructions:
1. I will give your group another group’s lesson plan.
2. Use the “Lesson Planning Peer Assessment” form on page 1.
3. You can write any additional comments on that page or the lesson plan.
4. Please be constructive with your comments and assessment.
5. You have 10 minutes to assess.

41. Feedback and Questions
http://www.waygook.org/
http://www.eflclassroom.com
My email address: moonasard@gmail.com