Material Design & Development Week 1 Course Intro, Syllabus & Life Map Mini Lesson 1

Needs Analysis Background Information Course Expectations Challenges and concerns about being or becoming an English teacher 2

What do you want to know about me? I’ll give you several minutes to ask me some personal questions. Although one of my hobbies is lying, I promise not to lie…today 

Housekeeping: Name Cards English Nickname: _________ Email address: ______________ Phone #: __________________ Your Picture Something about your self:_________ ______________________________ 4

Syllabus & Assessment 5

Attendance [10%] & Participation [20%] (30%) Attendance is mandatory. Participants who arrive to class 10 minutes or more after the start of class will be considered late. Participants who are late 3 times will receive 1 absence. Any participant who misses ¼ or more of all class meetings WILL receive an F in the course. More important than attendance is participation. I expect participants to be active in class discussions and to complete all oral and written assignments BY THE DUE DATE. If assignments are handed in late without prior permission from the instructor, 10% for each late day will be deducted from the grade. Finally, participants in this course will have several opportunities to apply the skills learned in lectures, discussions and workshops by engaging in various “in-class” activities and projects.

Homework on readings (20%) It is essential to be prepared for each class by completing the required readings. This will provide you with the background knowledge on the topic and allow you to participate actively in the class discussion. In order to ensure that you have read the required readings for class, you will be expected to do a short homework assignment for the reading. This homework assignment involves answering the guiding reading questions presented at the beginning of each reading. These homework assignments are to be submitted at the beginning of class. Late submissions will NOT be accepted.

Lesson Plan & Material 1 & 2 (25% each) These two assignments are critical to success in this course. Participants will be expected to write a student learning objective (SLO), design a lesson plan to achieve the SLO, and select, adapt, and/or supplement the materials that the Ss will need to complete the lesson successfully.

Lesson Plan & Material 1 Create a student learning objective (SLO) for a productive skill lesson (speaking lesson). Create a lesson plan following the E-I-F framework using the given template Label the stages in the lesson E-I-F Include interaction for each step in the lesson (T-S, S, Ss-Ss, etc.) Provide a purpose or a rationale for each step in the lesson Select, adapt and/or supplement the necessary materials to be used in the lesson Label your materials so that they match the steps in your lesson plan

Homework for Next Week Read and answer the questions to Harmer’s “Describing Learners” Questions p. 149 Reading pages 151-162.

Sample Lesson When I do sample lessons, you will role play the students: How old would you be? What kind of Ss would you be? Hardworking? Quiet? Shy? Extroverted? Studious? Would you have taken an English class before or is it your first time in an English class? What would be your strongest skill; your weakest skill? (listening, speaking, reading, writing) What kind of errors would you make? 11

Life Map Mini Lesson Be yourself today, but as I do the lesson think about: What materials did I use in this mini-lesson? What made them relevant?

Mini-Lesson 13

Discuss in Groups What are some important events in your life? What experiences have made a difference in your life?

Discuss these words. What do they mean? graduate graduation to move be born attend learn to date go out with contest competition break up break up with Use sentences on page 76 to help you.

move learn to date attend graduate contest break up be born  I won the ___ . I got a prize.  I will _____ middle school next year. I ______ from high school. Now I’m going to university. I _______ ride a bike from my father. I was _______ in August in the year of the monkey. I ________ with my boyfriend last week. There’s a girl I want to ______ , but she keeps saying no. My family and I _____ to a new apartment last month. 16

Life Map 17

Step One Make a list of events from your life: important interesting/exciting sad scary fun embarrassing/funny being born… traveling to Egypt… father died… falling into a hornet nest… night climb of Soraksan… teaching with zipper down.. 18

Share list with partner. Add ideas. A: What are your …. experiences? B: My …. experiences are …. What are your … experiences? A: My …. experiences are …. <continue taking turns>

Step Two Count the number of your events (at least 6 no more than 12) Make a column of numbers Put events in order: First, second, next, and then… being born move & change schools falling into hornet nest traveling to Egypt getting arrested for climbing pyramid summer in NYC father died teaching with zipper down night climb of Soraksan being born… traveling to Egypt… father died… falling into a hornet nest… night climb of Soraksan… teaching with zipper down.. 20

Step Three On page 78 draw a single, wavy line Make dots on the wavy line for each event in your life. Then write the name of the event next to each dot (1-4 words) 21

Step 4 Draw Pictures 22

Get to know your classmates: A: ….important…. B: …..camping at the beach. B: I met my current boy/girl friend….scary… A: …… getting stuck on top of a rollercoaster. A: ……………. A: What was one of your _____ experiences? B: An important _______ experience was ____. A: What happened? B: ________________. What was one of your _____ experiences? A: A _______ experience was ____. B: What happened? A: _________________. 23

You Try! Share with a Partner important interesting/exciting embarrassing/funny scary fun sad A: What was one of your _____ experiences? B: An/A _______ experience was ____. A: What happened? B: ________________. <continue taking turns> 24

Life Map Processing Qs What are the receptive skills? What are the productive skills? What were the “language learning materials” used in the mini-lesson? What were the characteristics of those materials? What skill did the icebreaker focus on? Could you use this activity in your own class? What changes might you need to make? Why would you need to make them? How could you adapt this activity to other skills? 25