This document outlines a training session on lesson planning using the Present, Practice, Produce (PPP) format. The session begins with introductions and a group discussion on the importance of lesson planning. It then provides a lecture on incorporating language skills and methodology into lessons, explaining the PPP format and its elements. Trainees participate in an activity to create a lesson plan in groups using the PPP format and materials provided. They then assess another group's lesson plan. The document aims to prepare participants for practicum by teaching effective lesson planning techniques.

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

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

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
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.
Objective: To gather and discuss our thoughts
on the role of lesson planning.

7. 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?
Group Discussion Activity

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

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

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

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

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

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

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

17. • 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.
1. Bringing Together Language Skills and
Methodologypp. 122-123

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

19. 1. Bringing Together Language Skills and
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
pp. 119-120

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

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

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

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

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

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

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

28. Produce
• 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
2. PPP Format and it’s Reasoning
pp. 120-122

29. Produce
• 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
2. PPP Format and it’s Reasoning
pp. 120-122

30. 3. Lesson Plan Elementsp. 123

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

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

33. 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
p. 124

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

35. 3. Lesson Plan Elements
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.
“Students will be able to…”
p. 124

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

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

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

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
My email address: moonasard@gmail.com
http://www.waygook.org/
http://www.eflclassroom.com