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Good eveningI Many people believe that the language classroom should be 100% English. Research and observation of effective classrooms, however, shows us that there is a place for the L1. Where is that place? <-- Korean Either (only 3) English --> --> Establish an English environment where Korean is seen as a tool to help learn, not something to depend on. USE KOREAN TO: Compare language or culture Translate complicated vocabulary Check comprehension -students can repeat instructions back in Korean -students can give vocabulary or sentence translations -translate complicated instructions that take time away from actual language use. Presenting Language Inductive Approach / Deductive Approach “Discovery Approach” (the contex 1. Students areisgiven the rules 0. Language presented in 1. Students are given examples 2. Students make their own context 2. Students discover the rules sentences 3. Students make their own sentences 4. Better for upper intermediate or advanced students Context is King Language should always be presented in context! Explaining Meaning How do we make our students understand? Run • • • • • • • Gesture Mime Drawings Pictures Explanation Vocabulary Translation Explaining Meaning How do we make our students understand? I RUN. Present simple for habits. Explaining Meaning How do we make our students understand? I’M RUNNING Present continuous for current actions. Explaining Meaning How do we make our students understand? present simple vs present continuous I RUN vs. I’M RUNNING Explaining Meaning How do we make our students understand? TIMELINES Yesterday I ran. Today Tomorrow I run. I will run. Explaining Meaning How do we make our students understand? • • • • • • • Gesture Mime Drawings Pictures Explanation Vocabulary Translation Useful for intermediate and advanced students. Useful for explaining a category. “Cars, boars, and planes are examples of transportation.” Useful for very abstract vocabulary Useful for checking comprehension “How do you say transportation Explaining Meaning How do we make our students understand? • • • • • • • Gesture Mime Drawings Pictures Explanation Vocabulary Translation Unless absolutely necessary, translation is not a good technique because it reduces the amount of cognitive work involved in understanding. The more work, the better Internalizing the Language How do we move language from short term to long term memory? Controlled Practice Choral Repetition - good for confidence building A-B Repetition - good for question and answer Dialogs- good for context and fluency building Substitution Drills - good for quick practice Worksheets - good for diagnostics and application Games Concentration Bingo Games make practice more fun and Battleship communicative Board Games Card Games Internalizing the Language How do we move language from short term to long term memory? Vocabulary, Verb Tenses (now, last night, tomorrow) DOG Games Concentration Bingo Battleship Board Games Card Games Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games Vocabulary Phonics Parts of Speech Tenses Functions Have you ever… Conversation Bingo eaten beenI in seen a Group Bingo past dog fish SH noun CH cat conditional horse me T 1-line pizza studied. a fight ufo T-Bingo Etc. pronou She is cooked We will preposition tasted cow D chicken present run F fish V danced the lamyeo sleep. “Teaching going. n Language” in school YouTube soju Video/Link n I am She hike bird B turtle on R future zebra verb L dreamt happy. slept. climbed spoken about a Internalizing the Language How do we move language from short term to long term memory? Games Simple to advanced grammar and Q&A Concentration Bingo Battleship Board Games Card Games “Teaching the Language” YouTube Video/Link Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” Board Game Links Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” Communication Games book downloads Grammar Teaching Ideas How can we teach grammar? Basic Level -pictures and timelines -fill in the blank examples (He __ running)Context -L1/L2 comparison -For young learners: concrete examples -Less than 10 mins of instruction Intermediate Level: -find what’s common activity -formulaic examples (Pronoun + be + verb ~ing ) -compare and contrast Advanced Level: -discovery method -explanations about different functions (with is King Traditional Method of Grammar Instruction (grammar for grammar’s sake) • • • • Teach the regular -ed form with its two pronunciation variants Hand out a list of irregular verbs that students must memorize Do pattern practice drills for -ed Do substitution drills for irregular verbs Communicative Method of Grammar Instruction • • • • (grammar for communicative competence) Give 2 short stories about recent events, each half of the class Teach the regular -ed form, using verbs that occur in the texts. Teach pronunciation and the irregular verbs that occur in the texts. Students work in pairs in which one member has read Story A and the other Story B. Students interview one another; using the information from the interview, they then write up or orally repeat the story they have not read. “Teaching the Language” Link Pronunciation Teaching Ideas How can we get students to say things right? Minimal Pairs /l/ vs /r/ Lice vs Rice /z/ vs /j/ Zoo vs Jew Pronunciation Journeys GO LEFT sound GO RIGHT Lose /l/ vs /r/ Ruse Pit /p/ vs /b/ Bit Jane /j/ vs /z/ Zane Ship /i/ vs /I/ Sheep Pronunciation Teaching Ideas How can we get students to say things right? Minimal Pairs /l/ vs /r/ Lice vs Rice Tongue Twisters Left light, right light. The sixth sheik’s sixth sheep’s sick. Songs “Teaching the Language” Pronunciation /z/ vs /j/ Zoo vs Jew Vocabulary Teaching Ideas How can we expand our students vocabulary? Rule of Rote Memorization Context rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization Recycle Use Background Knowledge Vocabulary Teaching Ideas How can we expand our students vocabulary? Context / Recontextualize TPR Word Walls Games Hot Seat Taboo Correcting Students Correcting Students What’s the goal of the activity? Fluency or Accuracy HOW TO CORRECT “I want read” Free production Controlled Personalization practice Recasting Role-play Error Repetition Language games Presentations Clarification Request Q&A Etc. Peer Correction Direct Correction 1. Work in groups of 3 2. Each student with get a language item to teach. You must explain the meaning and offer simple practice. 3. You have 5 minutes to prepare a short, simple lesson. 4. Student 1 will begin teaching. 5. Student 2 and 3 are students. They have different roles, including: 1. Making minor mistakes 2. Making major mistakes 3. Making no mistakes 4. Etc… 6. You must correct them appropriately 7. When finished, Student 2 will Teaching Role Play Putting Ideas into Practice Student 1 Language Point: third person verbs Student 2: Minor Mistakes Student 3: No Mistakes He plays He goes She sings She swims It stays 1. Work in groups of 3 2. Each student with get a language item to teach. You must explain the meaning and offer simple practice. 3. You have 5 minutes to prepare a short, simple lesson. 4. Student 1 will begin teaching. 5. Student 2 and 3 are students. They have different roles, including: 1. Making minor mistakes 2. Making major mistakes 3. Making no mistakes 4. Etc… 6. You must correct them appropriately 7. When finished, Student 2 will Teaching Role Play Putting Ideas into Practice Adapting the Textbook The textbook is not an instructional manual. The textbook is not the Bible. It is one tool of many. It is useful for organizing a lesson, but it is by no means a communicative source of language study. Good teachers know how to adapt and supplement the textbook for: -lower or higher levels -more skills practice -creating language use Textbook: Middle School English 2 1. What are the grammar points? 2. What are the language functions? 3. What vocabulary should the students learn? 4. What are the objectives? SWBAT Students will be able to… • • How could you change this for a lower level? What activities could you make for this page? Assignment 2 Textbook Unit Evaluation and Materials Development Textbook Unit Evaluation -Evaluate a single unit -Identify linguistic features -Discuss its strengths and weaknesses *Material means any worksheet, activity, text, video, flashcards, etc that will be used to supplement or replace a lesson. Material* Development -Make one adapted material for a lower level class -Make one adapter material for a higher level class 1. Context is king. 2. The more cognitive steps, the better understanding will be internalized. 3. What are some techniques to convey meaning? 4. What is most important when teaching grammar? 5. How many words can we learn at one time? 6. How can we determine when to correct errors? Homework 2pts