For educational purposes only

1. Lesson 3: Instructional
Planning Models for
Mother Tongue
Instruction

2. Teaching Instructional Model
Instructional Model 1
Backward Design Language Teaching (Wiggins and McTighe)
1. Identify desired result. (What will the students be able to do by the end of
of the lesson, module, unit, or course?)
2. Determine assessment evidence. (How will students demonstrate what
they have learned?)
3. Plan learning experiences and instruction. (What types of activities,
materials, and resources will lead students to the desired results?)

3. Instructional Model 2
Forward Design Language Teaching (Richards, 2001)
1. Choose a topic for a lesson.
2. Select a resource.
3. Choose instructional methods based on the resource and the topic.
4. Choose questions/test type to assess student understanding of the
material.

4. Instructional Model 3
Task-based Language Teaching (Richards, 2001)
1. Identify target tasks through needs analysis.
2. Design classroom tasks.
3. Apply TBLT methodology.
4. Identify language and other demands of the tasks.
5. Follow up language work.

5. Malone (2010) indicates that in order for learners to become
successful learners they must be able to:
• Listen and read with understanding;
• Speak and write to communicate thoughts, ideas, needs, and
experiences;
• Read letters, words and sentences correctly, and
• Speak and write correctly.

6. Balanced teaching method
A balanced pedagogy is one that focuses on the development of
speaking, listening, reading and writing skills.
That enables learner to develop all four skills can be divided into two
“tracks”.
• One track emphasizes accuracy or correctness and focuses on the
pats of the language.
• The other track emphasizes meaning and communication and
focuses on whole texts.

7. Mean Features of Essential Components in Language
Educational Program