Transcript Slide 1

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
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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?
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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?
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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…
Bingo
eaten beenI in seenConversation
a
Group Bingo
past
dog
fish
SH
noun
CH
cat conditional
horse
me
T
pizza studied.
a fight
ufo
1-line
T-Bingo
She
tastedis cooked danced
We willin
Etc.
preposition
pronoun
cow
D
chicken
present
run
F
fish
V
going.
soju lamyeon school
sleep. “Teaching the
Language”
YouTube Video/Link
climbed
I am spoken
She
dreamt
hike
bird
B
turtle
on
R about
future
zebra
verb
La pig
ahappy.
fence japanese
slept.
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)
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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
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(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…
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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