1. Material Design & Development
Week 6
Present Perfect Sample
Lesson & Processing
Productive Skills Framework
Lesson Planning 1

2. Homework for Next Week Grave’s “Adapting Course Books” Homework p. 210
Reading p

3. Discuss in small groups or with a partner:
What does S-M-A-R-T stand for?
How do we make an SLO specific and measurable? What do we need to include?

4. Which is inductive? Which is deductive?
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 teacher asking? Can you give some examples?
What does the teacher often do when he asks a question?
What is the answer when the teacher 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
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 Students to learn the topic being taught?
Could Teachers activate schema for the present perfect tense in Korean Students? Why or why not? If no, then what did the T activated?

14. Processing – Present Perfect
What did the teacher initially assess?
How did the teacher assess it?
Why did the teacher need to assess this?

15. Processing – Present Perfect
How did the teacher get the Students to discover the rules for the present prefect tense?
How did the Teacher get the Students to focus on the form?
How did the Teacher create a learning opportunity, without being directly involved?

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

17. 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? Different?

18. 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 Students need to know?

19. 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 Students?
Meta-linguistic words

20. Using “who” and “which”
Which is more delicious samgyeopsal or salad?
Who is better Kara or Girls Generation?
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
G Dragon elephant
the man SM5
umbrella CD player
Psy computer
Jeanne MP3 player

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

22. Make Your Own Guided Discovery or Collaborative Discovery Activity
A similar process is required to make a collaborative discovery or guided discovery 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

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

24. 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)

25. 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