Greater University Tutoring Service

Foreign Language Learners

Lesson Planning: Structured/Themed Conversational Practices
Occasionally FLL facilitators may find it strategic to plan ahead and have a themed conversational lesson
during group meetings, as an alternative to unplanned, spontaneous, organic conversational practice
(which has its own benefits). Planning structured conversations for foreign language practice can be quite
similar to what instructors do in class to teach students. On that note, this handout borrows a framework
designed by those in foreign language pedagogy to guide you through how to think about your lessons
and provide a general sketch of what it can be like.
A common thematic lesson planning strategy is the Five-Phase Lesson Plan
1
Overview Stating the objectives and orienting students to the lesson, as a kind of organizer to the
lesson, assisting students in structuring their reception and response to lesson. For example, have
a syllabus outlining target vocabulary groups or subthemes of lesson beforehand, in addition to
a list of goals to achieve through the lesson.
. The five
phases are Overview, Preparation, Drill/Practice, Check/Accountability, and Follow-up
respectively.
Preparation Entails initial presentation of the material (vocabulary, phrases, etc. of concern)
that serves as an input for subsequent active usage of the material. For example, use giant flash
cards to get students oriented and memory-activated with the set of vocabulary; provide a text,
video, or audio to help introduce vocabulary or phrases within certain context.
Drill/Practice Encouraging students to reproduce what they have learnt in the previous input
session through (non-)conventional language production methods such as responding to a
question, fictional text production (such as ads, letters, stories), or even a project such as a
collage involving text-picture association. Effort should be made (on the facilitators part) to try
to vary student response patterns in Q&A form of practicing the vocabulary. Also, pay attention
to group dynamics, as some students may require more gradual movement (in terms of comfort)
from group production of responses to individual responses. Consider various factors and
multiple approaches to error of text production by the student be a supportive and flexible
peer facilitator.
Check/Accountability Providing certain opportunities for students to demonstrate their
understanding and ability to employ the material provided in active language production. Using
assessment methods such as a mini-quiz or mini-presentation (holding students accountable for
their production) would help provide the facilitator with a more meaningful evidence of the
students mastery of the material and help guide future plans in instruction/practice.
Follow-up Reflection of the whole lesson should be done to review the effectiveness of the
lesson in assisting students master the target vocabulary or theme, such that the students may
be more comfortable and apt at production of language with regards to the theme selected.
Go over the objectives of the lesson and think about what could be done to enhance what has
been achieved or to compensate for unreached goals.

1
Benjamin Rifkin, Guidelines for Foreign Language Lesson Planning. Foreign Language Annals, 36(2): 167-179.