The document provides guidance on planning effective secondary English as a foreign language courses. It discusses key characteristics of adolescence including biological, cognitive, and social-emotional development. It also covers teenagers as language learners and considerations for teaching teenagers. The document then outlines the components of a lesson cycle including opening, stimulation, instruction/participation, closure, and follow-up. It provides examples of activities that can be used within each part of the lesson cycle.

1. EFFECTIVE PLANNING FOR
SECONDARY EFL COURSES
Lic. Silvia Rovegno

2. √
Key characteristics of adolescence
√
√
Teenagers as language learners
Teaching teenagers: main
considerations
A lesson cycle
Sample activities
√
√
Lic. Silvia Rovegno

3. Lic. Silvia Rovegno

4. Task 1 – Complete the
statements with your own
ideas
• Teenagers…..
• Teenagers learn….
• Teaching teenagers…..
• A motivated teen…
• An unmotivated teen…..

5. Teenagers…..

7. Challenge #1 Biological Development
Onset of puberty
10-12
11-13
Growth spurt
10-12
12-14
Early maturation
7

8. Challenge #2 Cognitive Development
Normal adolescent behaviour?

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to argue for the sake of arguing
to be self- centered
to constantly find fault in adult’s
position
to be overly dramatic

9. Cognitive Development
• ability to think abstractly
• ability to analyze situations
logically
• ability to think realistically about
the future, goal setting
• moral reasoning
• Entertain hypothetical situations,
use of metaphors

10. Challenge #3
 Who am I? Where do I
belong?
- Identity development
(gender, sexual, ethnic)
- Self-esteem
- Role of peer group
 How do I relate to others?
- Social Skills
- Emotional Intelligence
Social Emotional
Development

11. School
YOUTH
Media/
Internet

12. Social factors that poison youth’ well being and
healthy development

13. Risk Taking Behaviour?
It is normal! -
But there is concern –
Exploration of new
behaviors,
decision making
skills, identity
development
Adolescents
overestimate their
capacities, rely on their
immature ability to
judge, or give in to peer
pressure

14. Problem Behaviours
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Teen Pregnancy
Violence
Delinquency
Substance Abuse
School drop out
Mental health

15. Positive Youth Outcomes
•
•
•
•
Volunteerism
Music & Performing Arts
High School Graduation
Enrollment in College

17. 
Why songs?

a context for language
theme-based
pronunciation and intonation.
gist listening and detailed listening.



Popularity
Sensitization
Language standard
Meaningful learning

18. When starting over,..............
I feel____________________________________________________________
I need __________________________________________________________
I’m worried about _______________________________________________
I’m keen on ____________________________________________________
I look forward to_________________________________________________

20. Example of Authentic Materials: (Hedge, 2000;
Baird, 2004)
Spoken: TV commercials, films, news items,
weather
forecasts,
airport
and
station
announcement, radio talks, interviews, and
debates.
Written: recipes, articles, train timetables,
advertisements, brochures, poems, application
forms, and instruction for use of equipment.

23. 
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How important are rules, norms and
discipline to promote language
learning?
Which are your top 5 rules and norms in
the classroom?
How did you reach them?
Are the same for every group?
Can discipline be imposed on learners?
What are the main characteristics a set
of rules must have to be successful?

24. 
T places firm limits and controls on the
students.
 verbal exchange and discussion are
discouraged
 students need to follow directions and not
ask why.
 students receive praise and
encouragement infrequently, if at all.
 T tells the students what to do and when to
do it. He makes all classroom decisions.
Authoritarian

25. 



places limits and controls on the
students but simultaneously
encourages independence..
open to considerable verbal interaction,
including critical debates
exhibits a warm and nurturing attitude
toward the students and expresses
genuine interest and affection.
will guide the students through a
project, rather than lead them.
Authoritative

26. few demands or controls on the students.
 T strives to not hurt the student's feelings and has
difficulty saying no to a student or enforcing rules.
 T sometimes bases classroom decisions on his students
feelings rather than on their academic concerns.
 T wants to be the students' friend. He may even
encourage contact outside the classroom (through
facebook, twitter and other social media sites).

Laissez-faire

27. This teacher places few demands, if any, on the
students and appears generally uninterested.
 T often feels that class preparation is not worth the
effort.
 Also, classroom discipline is lacking. This teacher may
lack the skills, confidence, or courage to discipline
students.
 The students sense and reflect the teacher's indifferent
attitude.

Indifferent

28. What is a discipline problem?

29. Categorizing levels of behaviour
(adapted from Scrivener)
Poor behaviour
Unacceptable
behaviour
Serious offence
Being noisy
Being rude to
classmates
Making racist, sexist,
homophobic or other
discriminatory comment
Distracting others
Being rude to the
teacher
Theft
Late arrivals
Cheating in a test
Vandalizing
Leaving rubbish or
litter in class
Missing lessons
Using L1
Swearing in class
Using mobile phones,
mp3 in class without
permission
in Classroom Management
Techniques, CUP, 2012

30. So what are the components of discipline?
(by M Boynton and C Boynton)
in The Educator's guide to preventing
and solving discipline

31. 
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Consistency
Don’t threaten sanctions unless you mean it
Minimal rules
State and wait
Wordless interventions
Physical proximity
Sit down with them
Distract rather than address
Everyday nuisances: toilet visits, late arrivals,
packing up early, mobile phones
So how can we deal with small disruptions?

32. Break out of escalating cycles
 Distinguishing between presenting problem and the
underlying problem:
 Deal with the immediate, visible, tangible bad
behaviour
 Follow up later


Don’t leave it too late
How about serious discipline issues?

33. 
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Assertive teachers react confidently and quickly in situations that
require the management of student behaviour.
They are supported by a few clearly stated classroom rules that
have been explained, practiced, and enforced consistently.
They give firm, clear, concise directions to students who are in
need of outside guidance to help them behave
appropriately. Students who comply are reinforced, whereas those
who disobey rules and directions receive negative consequences.
Assertive teachers do not view students as adversaries, nor do they
use an abrasive, sarcastic, hostile style (as with "hostile"
teachers). Neither do they react in a passive, inconsistent, timid,
non-directive manner (as with "non-assertive" teachers).
A key concept: Assertive discipline
Lee and Canter

34. True
on the whole
1. I try to avoid using L1 in the classroom.
2. When I find myself using L1, I tend to
feel a bit guilty about it.
3. I try to avoid translating new words,
use translation only as a last resort.
4. If an L1 translation is necessary, I’d
elicit from a student rather than giving it
myself.
5. I might translate orally, but would not
write up L1 translations on the board
6. I would not ask my pupils to do full
translation exercises of lists of words,
expressions or sentences (English
L1)
7. I would not ask my pupils to do full
translation exercises (L1
English)
False
on the whole

35. When does using the L1 help?

36. Tips for promoting L2 use
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Teach ‘classroom management’ English
Insist on pupils using the English they know
Make sure understanding English is
necessary!
Translate only what is necessary for
understanding
Addressing individual needs
Realistic expectations

37. A unit of work
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38. Opening
Follow-up
Closure
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Stimulation
Instructionparticipation

39. Opening a lesson
What are the aims of the lesson?
What prior knowledge do students need to work through
the lesson?
Do I need to pre teach something?
Lic. Silvia Rovegno

40. Lic. Silvia Rovegno

41. Stimulation

How can I help students relate the topic of the lesson to
their lives?
 How can I grab sts´attention?
 How can I lead them into the lesson?
Lic. Silvia Rovegno

42. Lic. Silvia Rovegno

43. Instruction/participation

How can I check students´understanding?
 How can I encourage participation?

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How can I encourage interaction?

44. Do you understand?
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45. Lic. Silvia Rovegno

46. 
Target sentence: Look! They're painting the wall
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Is it happening now?
Yes
Can you see it?
Yes
Is the painting finished?
No
Are they painting now?
Yes
Is this the past, present or future?
Present
Lic. Silvia Rovegno

47. 
Target sentence: She's a shop assistant. She works
in a shop
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Has she got a job?
Yes
Is she working now
Don't know
Does she work there every day?
Yes
Is this the past, present or future?
Present, but also past and probably future.
Lic. Silvia Rovegno

48. Lic. Silvia Rovegno

49. Closure

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How can I evaluate my students´learning?
 Were the aims of the lesson achieved?

50. Can students use
the target language
spontaneously?
√ Class surveys
√ Conversation
grids
√ Line dialogue
√ Jeopardy game
Lic. Silvia Rovegno

51. Lic. Silvia Rovegno

52. Follow-up
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
Lic. Silvia Rovegno
How can I reinforce learning?
How can I prepare them for next lesson?

53. √ Pronunciation spot
√ Vocabulary revision and expansion
√ Learner development activities
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54. Lic. Silvia Rovegno

55. 3 things you take from this session
Any concepts?
 Activities?
 Ideas?

That you will be introducing to
your planning this year

57. Lic. Silvia Rovegno