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

2. Homework for Next Week
Read and answer the questions to Grave’s “Adapting Course Books” p. 213 (Qs) pp (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?

3. 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.

4. 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.

5. 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

6. 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?

7. 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.

8. 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.

9. 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?

11. 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.

13. 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?

14. Reviewing EIF
Look at the Comparatives Lesson plan on pages 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

15. Processing – Present Perfect
Look at the lesson plan on page 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

16. 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?

17. 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?

18. 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?

19. 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

20. 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?

21. 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

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

23. 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)

24. 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

25. 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

26. 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

27. 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.

28. 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 

29. 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 

30. 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

31. 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

32. 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

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

34. 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

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

36. 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.

37. 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.

38. 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

39. 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)__.

40. 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.

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

42. 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

43. 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.

44. 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)

45. 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?

46. 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?

47. 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