Presentation on theme: "YL Material Design & Development Week 4 Sample Lesson 1 & Processing YL’s Halliwell & Paul."— Presentation transcript:
YL Material Design & Development Week 4 Sample Lesson 1 & Processing YL’s Halliwell & Paul
Today’s Class Reflection on Homework – Paul’s Child-Centered Learning Collect homework Story time! Return Homework Discuss Halliwell Sample Lesson 1
Reflection on Homework Discuss in small groups or with a partner: 1.Describe the 5 th or 6 th stages in the active learning cycle. What happens in each stage?
Reflection on Homework Discuss in small groups or with a partner: 2. How are thinking and learning related? Why do we want to make our Ss think? Who initiates the learning when Ss are thinking?
Reflection on Homework Discuss in small groups or with a partner: 3. Why is personal involvement important? How does it help Ss learning?
Active Learners p.180 Discuss 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?
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
NoticeWantChallenge I arrived in Korea and everywhere I looked there were people speaking Korean. I felt helpless because I couldn’t speak I was also embarrassed that I hadn’t learned Korean. I decided that I would learn the language. PlaySucceedLink I started looking at language books and websites with practical words and phrases like ‘bab juseyo’ and ordering food. I was happy because I felt that I could finally communicate with people. I learned some simple words, but I found that I still couldn’t say much in Korean, and sometimes people couldn’t understand me.
Homework for Next Week Read and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4” Questions p. 191 Reading p. 193-210
Discussing Halliwell’s Working with YL & Identifying Implications p.155-172 Reading
Discussing Haliwell Summarize the following in your groups Special nature of language (2.2) Checking understanding (2.3) Treating Mistakes (2.4) Real exchanges (2.5) Teaching in the target language (TL – 2.6)
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.
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
Is Girls Generation better than Kara? Yes, Girls Generation is better than Kara. A: Is A ____ than B ? B: Yes, A is ____ than B. No, B is ____ than A. No, A isn’t ____ than B.
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? What role did those materials play? How did they help Ss learning? Compare the lesson and materials to Tomlinson’s 16 features. What is similar? What differs?
Materials Used in Sample Lesson 1 laminated pictures on walls additional pictures on desk White board PowerPoint Students worksheets and handouts Teacher Re-grouping at end of lesson Graphic Organizer (chart on WB) Stuffed animal