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Lesson Planning - The 3 Ps Revisited

2018/05/01

Lesson Planning - The 3 Ps Revisited

 

This piece of writing is the detailed and extended version of what we have been Tweeting and Face Booking.

 

We have all heard about the 3 Ps in creating a lesson plan. Those who have studied education may vaguely remember about it early in their curriculum... we hope. If you remember, that's wonderful. If not, this writing will go over the 3 Ps to serve as not only a reminder, but also to put your mindset into teaching at its most fundamental.

 

The 3 Ps should always be covered in any sort of teacher training for teachers new and old. For new teachers, it is the bare bones of lesson planning, and therefore indispensable knowledge. For some reason, after years of teaching, "veteran" teachers will forget about them and lose focus when creating lesson plans and teaching in the class, so it is a useful reminder.

 

PRESENTATION (approx 10-15% of class time): In this part, the target language should be introduced to the students. Assume they have no prior knowledge of the target language, and introduce it in a simple way that anyone can understand easily. It is important to involve students in this section by having them answer questions and participate.

 

Ideas for Presentation: flashcards, sample conversations, keep students engaged with questions, use props or gestures, write/draw stuff on the board.

 

PRACTICE (approx 50% or more of class time): This section is the meat and potatoes of the lesson. Here, the students will spend a lot of time practicing the target language with controlled games/activities. This will give them a chance to improve their performance of the grammar and vocabulary, and will give them confidence for the final P step.

 

Ideas for Practice: games and drills to practice the language, practice reading the sample conversation in the textbook, elicit the target language with visuals/gestures, fill in the blanks worksheets, illustration and vocabulary matching worksheets, pair work using sample conversation in the textbooks.

 

PRODUCTION (approx 15-20% of class time): In this final step, students should fully understand the target language, and be able to input their own ideas into the activities. As opposed to the PRACTICE section, this step involves a hands-off approach, and much less controlled environment. Set up activities where students are thinking up ideas on their own, and only step in when they really need your help.

 

Ideas for Production: worksheets with pair work activities, pair work that elicit students' own ideas, mingle activities, interview activities, information gap activities, presentation to class using students making their own conversation, textbook exercises that make students think of their own ideas.

 

Bonus, the 4th P, PURPOSE: This one is taught by some institutes of education. It does not have a time frame like the others, but it is an extra item to keep the lessons focused. Everything in the lesson plan should have a purpose that relates to the lesson objective. If it does not serve a purpose, then maybe it should be reconsidered. Before teaching a class, the teacher should double-check what the purpose is of that lesson.

 

The 3 Ps are essential to keep in mind for your teaching career. Every now and then, review your lesson plans and see if they are present.

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