1. YL Material Design & Development Week 4 Sample Lesson 1 & Processing YL’s Halliwell & Paul

2. Housekeeping: Name Cards Name: _________________ English Nickname: _________ Email address: ______________ Phone #: __________________ Something about your self:_________ ______________________________ Your Picture

3. Homework for Next Week Read and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4” p. 178 (Qs) pp. 179-187 (reading) Reflection on Homework Discuss in small groups or with a partner: –Describe the 5 th or 6 th stages in the active learning cycle. What happens in each stage? –How are thinking and learning related? Why do we want to make our Ss think? Who initiates the learning when Ss are thinking? –Why is personal involvement important How does it help Ss learning?

4. Sample Lesson #1 Please pretend that you are second grade, low- intermediate/intermediate level middle school students. As you participate in this lesson, please try to take mental note of: –the different features of materials that are used in the lesson. –how it illustrates the basic principles of lesson planning.

5. Sample Lesson 1 Let’s Talk about People

7. A is ___ than B. AliceCindy JaneMary

8. A: Is A ___ than B ? B: Yes, A is ___ than B. No, B is ___ than A. // No, A isn’t ___ than B. Jane Alice Cindy Mary

9. Is Bi better than SG Wanna Be? No, Bi isn’t better than SG Wanna Be. A: Is A ____ than B ? B: Yes, A is ____ than B. No, B is ____ than A. No, A isn’t ____ than B.

11. Processing The Lesson What are the productive skills? What are the receptive skills? What skill was taught in this lesson? How was Ss prior knowledge assessed? What were the materials I used in this lesson? Make a list? What role did those materials play? How did they help Ss learning? How does the lesson and/or materials conform/differ from Tomlinson’s recommendations for good materials?

12. Materials Used in Sample Lesson 1 laminated pictures on walls additional pictures on desk White board PowerPoint Students The monkey worksheets and handouts Teacher Re-grouping at end of lesson Graphic Organizer (chart on WB)

13. Features of Good Materials in Lesson 1 1. Impact 2. Puts Ss at ease 3. Develops confidence 4. Relevant and useful because Ss talk about famous people they care about 5. Self-Investment & discovery (puzzle game) 8. Communicative purpose (survey) 11. Learning styles (visual and kinesthetic learners accommodated) 13. Silent period 15. Not too much controlled practice 16. Outcome feedback

14. Discussing Halliwell Can you think of examples of how children are good at the following: –Interpreting meaning –Using language creatively –Learning indirectly –Having fun –Imagination –No fear of talking/Desire for interaction

15. Discussing Halliwell The implications: –Use gestures facial expressions and actions to help convey your meaning –Allow Ss to guess and play creatively with the language and guide their guessing to help them find the correct expression indirectly –Use games and fun activities –Allow Ss to use their imaginations to create something new with the language they are learning –Let Ss talk; give them opportunities to choose what they will talk about

16. Discussing Halliwell What does Halliwell believe teachers should base their teaching approaches on? The author talks about content and attitude goals; what are content and attitude goals and why does the author say attitude goals are to prioritized?

17. Discussing Haliwell Summarize the following in your groups –Special nature of language –Checking understanding –Treating Mistakes –Real exchanges –Teaching in the target language (TL)

18. The author says “in a child-centered lesson the children are active learners exploring the world of English.” Discuss the following questions with a partner: What does an active learner do? What is the teacher’s role in this type of classroom? What do you think you would see in the classroom?

19. As I read the story, see if you can hear these stages (make notes to discuss later with the class): Notice Challenge Play Succeed Link Notice Want

20. NoticeWantChallenge I arrived in Korea and everywhere I looked there were Korean signs and people speaking Korean. I felt lost and helpless that I couldn’t read any signs. I was also embarrassed that I hadn’t leaned. I decided that I would learn the language. PlaySucceedLink I started looking at language books written in English with things like ‘bab juseyo’ and ordering food in the restaurant. I was happy because I felt that I could finally communicate with people. I learned some simple words, but I found that most people couldn’t understand me.