1. TESOL Materials Design and Development Week 7 SARS: Lecture & Workshop

2. Warm-up & Opportunity for outcome feedback: Think about the following Qs: What kind of verbs do we use when writing SLOs? What does the acronym S-M-A-R-T stand for? In the formula: By the end of the lesson, SWBAT demonstrate ___________ BY ________, what do you put in the first blank? What do you put in the second blank? Why do we use backwards planning when planning our lessons? What question do we ask our self?

3. 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.

4. 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

5. 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?

6. How did you find the rule? 1.Many examples, 2.Teacher draws attention to important details by asking questions. 3.Students try to use the rule (or explain their guess about the rule) 4.T gives feedback. 5.Students try again. 6.(Repeat steps 3,4&5 if necessary) 7.Provide many chances to practice to master the new rule.

7. Inductive vs. Deductive This lesson is for older learners: high school or above, but the grammar is taught inductively rather than deductively. My questions to you: –What makes this lesson inductive? –How is it different from how you have learned or taught this same grammar point? –How do the materials help Ss discover the rules and internalize the TL?

9. Context of Use Communicative competence is –What to say  (meaning) words & expressions –How to say it  (form) grammar & pronunciation –When to say it  (use) appropriateness Context of use establishes/demonstrates “when” to use the target language

10. 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.

11. Human Sentences been to. have ICanada

12. White Board after eliciting the answers to the Guiding Questions This section of the white board is used for recording student answers for questions 1-3, 5 and 7 Rule for Question Has/Have + S + ever + p.p. + O Rule for Statement S + has/have + p.p. + O

13. Find Someone who… Don’t show your paper to your partner. You need to find six different people. You need to stand and walk around. First person who finds six different people gets 20 points for his/her group.

14. Present Perfect & Simple Past Timeline PASTPRESENT FUTURE last nightlast weeklast yearin 1997 Simple Past Present Perfect Rule: Present Perfect is about a general time in the past. Simple Past is about specific time in the past.

16. Travel Reporter

17. 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?

18. 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

19. 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?

20. 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?

21. 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?

22. 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. WhoWhich Jeon Ji Hyunelephant the manSM5 umbrellaCD player Kang Ho Dongcomputer DavidMP3 player

23. 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?

24. 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

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

26. 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)

27. 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? BlueRed

28. Rough Drafts of Mid-Term Project Due in Two Weeks Week 9: All Participants will need to come to HUFS to meet with me and their peers so that we can do group and individual conferencing. A Disadvantage to lesson planning alone is that you have few opportunities to share ideas. Use this time together to borrow activities and ideas from your classmates

29. What you need to bring Your SLO A rough draft of your LP – All your procedures and reasons for teaching Your materials or a range of materials that you think you might want to use. Use the lesson plan template available online, because all lesson plans need to be in the same format.

30. Homework Post your weekly entry to the discussion board and reply to at least two other participants’ entries.