Material Design & Development Week 6 Present Perfect Sample Lesson Processing of Lesson & EIF 1

Homework for Next Week Read and answer the questions to Grave’s “Adapting Course Books” p. 213 (Qs) pp. 215-237 (reading) Review of Concepts Discuss in small groups or with a partner: Where is the SLO achieved in an EIF lesson? What kind of activity do we need in the fluency?

Mid-Term Projects SLO: due April 22nd/23rd. We will work on them next week, and your final version is due the week after Draft due April 29th/30th. You will need a rough draft of your lesson plan and materials and I will meet with you to give you feed back. Final draft due Wednesday, May 7th. Class E, please put materials and lesson plan in an envelop or folder and put in my mailbox. Classes A & B I will collect in class.

Which is deductive? Which is inductive? Bottom-Up Processing Examples I ▼ Rule Top-Down Processing Rule I ▼ Examples Ss are given a task which helps them discovery the rule. Teacher explains the rule and Ss make examples following the rule.

How to Read a Teacher’s Mind I am going to ask you some questions. I want you to guess the answers to the questions. Watch me carefully. See if you can read my mind

How to Read a Teacher’s Mind Before we play the game again, read these questions and try to guess the rule. Guiding questions: What kind of question is the T asking? Can you give some examples? What does the T often do when he asks a question? What is the answer when the T does that?

How to Read a Teacher’s Mind Discuss with your partner, what is the rule? Ask your partner some questions about yourself using the rule.

How did you find the rule? Many examples, Teacher draws attention to important details by asking questions. Students try to use the rule (or explain their guess about the rule) T gives feedback. Students try again. (Repeat steps 3,4&5 if necessary) Provide many chances to practice to master the new rule.

Sample Lesson: Present Perfect This is appropriate for High School Ss. Think about the following: What makes this lesson inductive? How do the materials facilitate Ss self-investment and discovery?

Card Attack Get into groups of four Each group will get a set of cards You will only have 3 minutes Turn over a card and fill out the chart EX: hop – hopped – hopped You’ll get 1 point for each correct word, and bonuses for each level you reach without any errors. Be careful – Mistakes will cost you points and a ship. If all your ships are destroyed, you lose.

Processing – Present Perfect How did teacher establish context of use? How did this prepare Ss to learn the topic being taught? Could T activate schema for the present perfect tense in Korean Ss? Why or why not? If no, then what did the T activated? What did the T initially assess? How did the T assess it? Why did the T need to assess this? How did the teacher get the Ss to discover the rules for the present prefect tense? How did the T get the Ss to focus on the form? How did the T create a learning opportunity, without being directly involved?

Reviewing EIF Look at the Comparatives Lesson plan on pages 13-16 and label the missing stages in terms of the Productive Skills Framework: Encounter-Internalize-Fluency (E – I – F). Some steps may combine stages E/I

Processing – Present Perfect Look at the lesson plan on page 33-35 and label the missing stages in terms of the Productive Skills Framework: Encounter-Internalize-Fluency (E – I – F). Some steps may combine stages E/I

Processing This lesson looked like a squid: What were the two language chunks? What was the controlled practice for the first chunk? What was the practice for the second chunk? Why is Talkopoly not a fluency? Where in the lesson were inductive techniques used? How were these activities similar? How were they different?

Descriptive vs. Prescriptive Grammar Descriptive Grammar: Talks about how grammar is actually used by native speakers Prescriptive Grammar: Talks about grammar in terms of what is right and what is wrong. What kind of grammar do your Ss need to know?

Guided Discovery vs. Collaborative Discovery The present perfect lesson uses guided discovery rather than collaborative discovery. Why was this lesson more appropriate for High School learners and adults rather than young learners (YL) or middle school Ss? Where in the guided discover activities did the materials use meta-language (meta-linguistic language)? Why is this problematic for YL and middle school Ss?

Using “who” and “which” Which is more delicious samgyeopsal or salad? Who is better Bi or Big Bang? Who is smarter the boy or the girl? Which is more interesting Harry Potter or Lord of the Rings? Which is stronger the lion or the mouse? Directions: Use the sentences above as a guide and put the words in the blue box into the chart. Who Which Jeon Ji Hyun elephant the man SM5 umbrella CD player Kang Ho Dong computer David MP3 player

Collaborative Discovery How did this collaborative discovery activity differ from the guided discovery in the present perfect lesson? What age level of Ss would this activity be appropriate for? Why? After the Ss had finished the task what questions should I ask? Why?

Make Your Own Guided Discovery or Collaborative Discovery Activity A similar process is required to make a collaborative discovery or guided discover activity as writing an SLO. You need to… Select the grammar topic, Fine-tune: What is, isn’t included, other meanings, negative form, question, typical Ss problems Make example sentences and choose one as a representative, Decide on a situational context or text to teach the grammar form Analyse the form, meaning and use

Active vs. Passive Voice Make a collaborative discovery or guided discovery activity to help Ss learn how to use active and passive voice.

What I might do Generate 4-5 passive voice sample sentences e.g. (Hangeul was invented by Sejong) Generate 4-5 active voice sentences e.g. (Sejong invented Hangeul) Use enhanced input to draw Ss attn to TL Scramble the sentences up Ask Ss to separate the sentences into to columns - Blue and Red (see next slide)

What I might do Ss cut and paste the sentences in to the columns Ss drawn lines between sentences that mean the same thing Ss answer the following Qs: What words are first in the blue sentences? What words are second? What words are first in the red sentence? What words are second? Are the Blue words or Red words the DOERS? Are the Blue words or Red words THINGS? How are the underlined words different? Are there any other differences? What rule can you make? Blue Red

Typical ENCOUNTER activities brainstorming describing a picture or pictures using the people and things in the classroom learning a dialogue (choral repetition and group drilling) watch and follow a model elicitation from students of vocabulary they already know word map story telling with guiding Qs to elicit concepts, term or vocabulary reading/listening to sentences reading/listening to a passage puzzle/games that check Ss prior knowledge

Typical INTERNALIZE and FLUENCY activities pair conversations & conversation grids games information gaps interviews/surveys mixers (“cocktail party”) such as “Find Someone who…” dialogues and personalized substitution drills (less controlled internalize practice activity only) role plays (usually only for fluency) discussions & debates

Is there a difference between dialogues and role-plays? Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity). Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.

Your First Lesson Plan Draw an triangle on a piece of paper. What steps are there to teach someone to ride a bike? List the steps on your paper. Put the first step at the top of the triangle and the last step at the bottom First  Last 

Your First Lesson Plan Read through your lesson plan and label the stages E-I-F. Look at your last step: Did you give your learner a clear task to let them demonstrate their SLO? Write an SLO of this lesson plan using the formula you learned in this lesson. Did you miss any steps? Add them in. First  Last 

Free By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. 1. Controlled Free

Scaffolding SLA Definition: Materials Development Definition scaffolding explains how learning occurs as a result of “support coming from a more knowledgeable other that leads the learner to internalize what is being learned.” (Ko, Schallert and Walters (2003). Materials Development Definition scaffolding denotes the language support that the teacher or material developer builds into the productive skill lesson to facilitate the successful learning of the target language

Free By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. 1. Controlled Free

Visual Support on the box under the box next to the box in the box

Creates more effective lessons Backwards Planning Second to last activity First practice activity SLO & Final Activity Warm-Up Introduction Creates more effective lessons Saves planning time

“SMART” objectives S - specific M - measurable A - achievable R – relevant T – time bound

What do you think of this objective? By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs BY completing a fill-in-the blank worksheet. Please rephrase “completing a fill-in-the-blank worksheet” into something more meaningful and authentic as well as observable and measurable. Remember the goal of a speaking lesson is to have the Ss using the language productively; therefore; the behavior you need at the end of the lesson involves using the TL.

Compare your ideas with these possible changes: By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs… by producing the correct form of the third person singular for regular and irregular verbs in writing - given the infinitive forms. by identifying incorrect forms of 3rd person singular regular and irregular verbs and providing the correct form. by producing the correct forms in a written description of someone’s daily activities.

A more appropriate SLO By the end of the lesson, SWBAT demonstrate an understanding of the rules for third person singular verb forms of regular and irregular verbs… BY interviewing their partner about their daily routine and then sharing what they have learned with another classmate in a double interview activity

Creating Objectives * Remember the key is to think about the language needed to complete a communicative task that students will demonstrate by the end of the lesson; this task should be based on what the students have learned from all the activities they participated in during the lesson. It might be helpful to use the following “formula”: By the end of the lesson, SWBAT demonstrate (TL – functons & notions – knowledge, & skills) by (doing something = the assessment activity)__.

The Comparative 1 Sample Lesson By the end of the lesson, SWBAT make statements about and ask basic questions using comparatives (i.e.: “X is taller than Y” and “Is X taller than Y?”) by conducting a class survey about famous Korean people.

SLO Formula By the end of the lesson, SWBAT ___________________________ by _________________________________________.

Practice Make detailed objectives for the following productive skill lessons: Vocabulary: family members (mother, uncle, etc); asking/answering Qs about family photos Function: giving and receiving directions; drawing the route/path on a map Grammar: simple past tense; asking answering questions about past activities

Vocabulary Function Grammar By the end of the lesson SWBAT describe their family using the TL (mother, father…) by describing people in a family photo album. Function By the end of the lesson SWBAT ask for and give directions using the TL (A: Excuse, me can you tell me where the ____ is? B: Yes, ….. ) by doing “Find the Treasure” information gap activity. Grammar By the end of the lesson SWBAT ask and answer Qs using the simple past tense e.g. (A: What did you ___? B: ____ I _____.) by doing “Conversation Grid” interview activity.

Language Analysis: What you do before you write an SLO Here is a condensed form of Scrivener’s steps (P. 206) Are there any you want to add/remove? Select the grammar topic, Fine-tune: What is, isn’t included, other meanings, negative form, question, typical Ss problems Make sentences and choose one as a representative, Decide on a situational context or text to teach the grammar form Analyse the form, meaning and use Write your student learning objective (SLO)

Let’s practice together The grammar item is: Tag questions. What are some typical sentences?(5-10) What do we need to consider? E.g. Verb form, pronunciation, negative, answering What are some common Ss errors? Where might they have difficulty? What situations and places is the grammar usually used in?

Tag Questions Continued What is our ‘representative sentence?’ What are some ‘concept check questions?’ (Some of these should relate to the Ss common errors) What is our ‘main aim’? How do we need to modify this to produce an SLO?

Make Your Own SLO It’s time to start thinking about your mid-term project which will be due in week 10. You will be writing a lesson plan and selecting, adapting and supplementing materials for each stage of the lesson The first step is to make your SLO Choose TL and include your SLO with your weekly posting to the discussion forum