1. Good eveningI English vs. Korean in the Classroom Teaching Meaning and Language Correcting Students Adapting the textbook

2. Many people believe that the language classroom should be 100% English. Research and observation of effective classrooms, however, shows us that there is a place for the L1. Where is that place?

3. <-- KoreanEnglish --> Either (only 3) -- >

4. Use Korean whenever it will maximize or assist in English learning or use. Establish an English environment where Korean is seen as a tool to help learn, not something to depend on.

5. USE KOREAN TO: Compare language or culture Translate complicated vocabulary Check comprehension -students can repeat instructions back in Korean -students can give vocabulary or sentence translations -translate complicated instructions that take time away from actual language use.

6. Deductive Approach Presenting Language Inductive Approach / “Discovery Approach” 1.Students are given examples 2.Students discover the rules 3.Students make their own sentences 4.Better for upper intermediate or advanced students Context is King Language should always be presented in context! 1.Students are given the rules 2.Students make their own sentences 0. Language is presented in context (the context)

7. Explaining Meaning Run Gesture Mime Drawings Pictures Explanation Vocabulary Translation How do we make our students understand?

8. Explaining Meaning I RUN. Present simple for habits. How do we make our students understand?

9. Explaining Meaning I’M RUNNING Present continuous for current actions. How do we make our students understand?

10. Explaining Meaning present simple vs present continuous I RUN vs. I’M RUNNING How do we make our students understand?

11. Explaining Meaning TIMELINES Yesterday Today Tomorrow I ran.I run.I will run. How do we make our students understand?

12. Explaining Meaning Gesture Mime Drawings Pictures Explanation Vocabulary Translation Useful for intermediate and advanced students. Useful for explaining a category. “Cars, boars, and planes are examples of transportation.” Useful for very abstract vocabulary Useful for checking comprehension “How do you say transportation in Korean?” How do we make our students understand?

13. Explaining Meaning How do we make our students understand? Gesture Mime Drawings Pictures Explanation Vocabulary Translation Unless absolutely necessary, translation is not a good technique because it reduces the amount of cognitive work involved in understanding. The more work, the better understanding will be internalized.

14. Internalizing the Language How do we move language from short term to long term memory? Controlled Practice Choral Repetition A-B Repetition Dialogs Substitution Drills Worksheets Games Concentration Bingo Battleship Board Games Card Games - good for confidence building - good for question and answer - good for context and fluency building - good for quick practice - good for diagnostics and application Games make practice more fun and communicative

15. Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games DOG Vocabulary, Verb Tenses (now, last night, tomorrow)

16. Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games Vocabulary Phonics Parts of Speech Tenses Functions dogcathorse cow chick en fish birdturtlezebra SHCHT DFV BRL fishnounme prono un run preposit ion hikeonverb past I studi ed. conditio nal She is going. prese nt We will sleep. I am happ y. She slept. future eaten pizza been in a fight seen a ufo taste d soju cook ed lamy eon dance d in school climb ed a fence spoke n japan ese dreamt about a pig Have you ever… Conversation Bingo Group Bingo 1-line T-Bingo Etc. “Teaching the Language” YouTube Video/Link

17. Internalizing the Language How do we move language from short term to long term memory? Simple to advanced grammar and Q&A Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” YouTube Video/Link

18. Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” Board Game Links

19. Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” Communication Games book downloads

20. Basic Level -pictures and timelines -fill in the blank examples (He __ running) -L1/L2 comparison -For young learners: concrete examples -Less than 10 mins of instruction Intermediate Level: -find what’s common activity -formulaic examples (Pronoun + be + verb ~ing ) -compare and contrast Advanced Level: -discovery method -explanations about different functions (with models) Grammar Teaching Ideas How can we teach grammar?

21. Traditional Method of Grammar Instruction (grammar for grammar’s sake) Communicative Method of Grammar Instruction (grammar for communicative competence) Teach the regular -ed form with its two pronunciation variants Hand out a list of irregular verbs that students must memorize Do pattern practice drills for -ed Do substitution drills for irregular verbs Give 2 short stories about recent events, each half of the class Teach the regular -ed form, using verbs that occur in the texts. Teach pronunciation and the irregular verbs that occur in the texts. Students work in pairs in which one member has read Story A and the other Story B. Students interview one another; using the information from the interview, they then write up or orally repeat the story they have not read. “Teaching the Language” Link

22. Minimal Pairs Pronunciation Teaching Ideas How can we get students to say things right? /l/ vs /r/ Lice vs Rice /z/ vs /j/ Zoo vs Jew

23. GO LEFTsoundGO RIGHT Lose/l/ vs /r/Ruse Pit/p/ vs /b/Bit Jane/j/ vs /z/Zane Ship/i/ vs /I/Sheep

24. Minimal Pairs Tongue Twisters Songs Pronunciation Teaching Ideas How can we get students to say things right? /l/ vs /r/ Lice vs Rice /z/ vs /j/ Zoo vs Jew Left light, right light. The sixth sheik’s sixth sheep’s sick. “Teaching the Language” Pronunciation

25. Rule of Rote Memorization Context Recycle Use Background Knowledge rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization Vocabulary Teaching Ideas How can we expand our students vocabulary? Students need to learn the CONTEXT of a word so they know how it is used.

26. Vocabulary Teaching Ideas How can we expand our students vocabulary? Context / Recontextualize TPR Word Walls Games Hot Seat Taboo

28. Fluency or Accuracy Free production Personalization Role-play Presentations Etc. Controlled practice Language games Q&A HOW TO CORRECT “I want read” Recasting Error Repetition Clarification Request Peer Correction Direct Correction

29. Teaching Role Play Putting Ideas into Practice 1.Work in groups of 3 2.Each student with get a language item to teach. You must explain the meaning and offer simple practice. 3.You have 5 minutes to prepare a short, simple lesson. 4.Student 1 will begin teaching. 5.Student 2 and 3 are students. They have different roles, including: 1.Making minor mistakes 2.Making major mistakes 3.Making no mistakes 4.Etc… 6.You must correct them appropriately 7.When finished, Student 2 will begin teaching. 8.Repeat Student 1 Language Point : third person verbs Student 2 : Minor Mistakes Student 3 : No Mistakes He plays He goes She sings She swims It stays

30. Teaching Role Play Putting Ideas into Practice 1.Work in groups of 3 2.Each student with get a language item to teach. You must explain the meaning and offer simple practice. 3.You have 5 minutes to prepare a short, simple lesson. 4.Student 1 will begin teaching. 5.Student 2 and 3 are students. They have different roles, including: 1.Making minor mistakes 2.Making major mistakes 3.Making no mistakes 4.Etc… 6.You must correct them appropriately 7.When finished, Student 2 will begin teaching. 8.Repeat

31. Adapting the Textbook The textbook is not an instructional manual. The textbook is not the Bible. It is one tool of many. It is useful for organizing a lesson, but it is by no means a communicative source of language study. Good teachers know how to adapt and supplement the textbook for: -lower or higher levels -more skills practice -creating language use opportunities.

32. Textbook : Middle School English 2 1.What are the grammar points? 2.What are the language functions? 3.What vocabulary should the students learn? 4.What are the objectives? SWBAT Students will be able to… How could you change this for a lower level? What activities could you make for this page?

33. Textbook Unit Evaluation and Materials Development Textbook Unit Evaluation -Evaluate a single unit -Identify linguistic features -Discuss its strengths and weaknesses Material* Development -Make one adapted material for a lower level class -Make one adapter material for a higher level class * Material means any worksheet, activity, text, video, flashcards, etc that will be used to supplement or replace a lesson.

34. 1.Context is king. 2.The more cognitive steps, the better understanding will be internalized. 3.What are some techniques to convey meaning? 4.What is most important when teaching grammar? 5.How many words can we learn at one time? 6.How can we determine when to correct errors?

35. Homework 2pts