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Materials Design and Development

Materials Design and Development. Receptive skills (PDP) lesson 1: Parks (Listening). A park. A: What can you do in a park? B: I can walk in a park. A: What can you do in a park? B: I can ____ in a park. What do you see?. A pigeon. Pigeons in a park. 1. 2. Which one is a pigeon?.

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Materials Design and Development

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  1. Materials Design and Development Receptive skills (PDP) lesson 1: Parks (Listening)

  2. A park

  3. A: What can you do in a park? B: I can walk in a park.

  4. A: What can you do in a park? B: I can ____ in a park.

  5. What do you see?

  6. A pigeon

  7. Pigeons in a park

  8. 1 2 Which one is a pigeon?

  9. Statue of Liberty

  10. 1 2

  11. A hoop and a stick

  12. Hoops or Sticks?

  13. Hoops

  14. A hoop or a stick?

  15. A stick

  16. A paper bag

  17. Yes or No?

  18. Yes or No?

  19. 1 2

  20. Entrance

  21. An entrance?

  22. Circle what you hear

  23. A: What did you circle? B: I circled ________. What about you? A: I circled…… B:

  24. Listen for what’s wrong

  25. Hoop Horse Two Park Sitting Pigeon Man Looking Nearby Paper Pigeons Bird Eating Playing Word List

  26. Park Sitting Pigeon Looking Nearby Paper Bird Pigeons Eating Playing Hoop Man Horse Two Answers

  27. Review I You He She It We They

  28. Describe What You See

  29. A: What did you circle? B: I circled ________. What about you? A: I circled…… B:

  30. Draw Your Favorite Park • Do you have a favorite park? • I do:

  31. Tell your partner about your park

  32. Processing • How does the Park Lesson illustrate the PDP framework? For example: • What happened in the “Pre” stage of the Park lesson? • What happened in the “During” stage of the Park lesson? • What happened in the “Post” stage of the Park lesson?

  33. In the “Pre” stage • Activate schema • Assess prior knowledge • Generate interest in the topic • Build rapport with our Ss • Elicit and/or pre-teach the key lexis

  34. In the “During” stage • Tasks give Ss a reason to read or listen – different task each time • Tasks are given before Ss read or listen • Task allow Ss to demonstrate understanding • Tasks are sequenced • Easy to difficult • General to specific • Concrete to abstract

  35. In the “Post” stage • Ss have a chance to move beyond the text • Ss are allowed to personalize the topic or theme • Ss integrate other skills • Ss make “text to self” and “text to world” connections by doing tasks that allow them to see how the topic is relevant to them and their world

  36. Processing continued Look at the lesson plan and fill in the missing stages. - Pre - During - Post

  37. Processing continued Look at the front page of the lesson plan and fill in the SLO.

  38. Review With a partner, summarize your current understanding of the PDP framework.

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