1. Weekend TESOL Materials Development
Week 14 class notes:
(workshop) SLO Writing & Choosing Keywords

2. Homework
Take out your answers to the questions for Describing Learners. Discuss your answers with your group. Please make changes to your answers if necessary.

3. Lesson Plan and Materials 2
This assignment is due in TWO weeks (week 16)
You will be required to hand in a FULL lesson plan and ALL materials for a receptive skill lesson (reading or listening)

4. Please make sure you bring:
Next week I will meet with you individually to review your lesson plan and materials
Please make sure you bring:
Your SLO (make sure you describe your target students age and level)
Choose keywords and brainstorm how you will do initial assessment, elicitation and comprehension of the new words
Next week also bring:
the listening or reading text (in written form)
a rough lesson plan of ideas for activities and materials to show me and other members of your team.

5. Create Your SLO Using This Formula
By the end of the lesson, SWBAT demonstrate their understanding/comprehension of the __________ (text/passage/story/dialog/conversation/article/etc.),_________ (title of text) BY ______(doing something)__________.

6. Choosing Keywords
What are keywords? How do know which words to pre-teach?
How many words are appropriate to pre-teach? Why?
Look at listening script for the “Korean Food” lesson (p. 102). Underline all the difficult key words and then circle 6-10 key words

7. List of Difficult Words
tasty
texture
chewy
beef
pork
vampire
bugs
marinated
slurping
squid
octopus
blood sausage
blood soup
silk worm larvae
miso soup
buckwheat noodles

8. What words would I teach?
The “Korean Food” lesson is interesting because the words for the food have been made strange by being expressed in English.
I would teach this lesson in the PRE stage differently than the way described in the course packet
I would use a collaborative discovery activity, so Ss could discovery the meaning of the Korean words made strange

9. Activate schema and assess prior knowledge with the menu activity
재승’s World Famous
Korean Restaurant

10. Choosing Keywords Now look at your texts:
How many difficult words are there?
Are all the difficult words keywords?
If you have more than 6-8 keywords, is the text too difficult for your learners?
How will you scaffold Ss learning if the text is too difficult?

11. Lesson Planning-Pre Questions to ask your self: What is your text?
What is your SLO?
How will you motivate the Ss to engage in the lesson?
How will you encourage the students to predict/anticipate the reading/listening lesson?
How will you check their prior knowledge?
Which words will you pre teach?
How will you teach/assess their understanding of new words?

12. Lesson Planning-During
What simple question can I ask to have my students notice the …
form, setting, genre, mood, gist (see end of reading on PDP framework)
How will my students show that they have understood the story or listening text?
What materials will I use to support them? How will I include VAKT? Peer learning?
Do each of my activities have a purpose given before the Ss listen/read?

13. Lesson Planning-Post
What aspect of this lesson can I transfer to another skill? Is there a language point, a theme or a topic which will lend itself to
Will it be a speaking or writing activity?
What materials do I need to support this?

14. Materials
Remember, “[materials] refers to anything which is used by teachers or learners to facilitate the learning of a language”
Possible materials:
Pictures, PowerPoint, realia, drawing of the white board, teacher talk (for example: CCQs, guiding questions, focusing questions, instructions and anecdotes) a game, worksheets, (SARSed) course book pages, drawing of the seating arrangement,
Must be age-appropriate (Tom. A-6)
Must support/match the lesson.
Must be labelled to match the lesson plan.
Must follow Tomlinson’s guidelines, (for example, A-2 help the learners feel at ease, A-10 different learning styles)

15. Aspects of Tomlinson’s Features not in Receptive Skill Lessons
8. Draw learners attn to input
9. Communicative purposes not required
13. Silent period – will happen naturally
15. Not too much controlled practice

16. Planning for Clear Instructions
What info do Ss need to know?
page # or materials
task
purpose
groups
time
special considerations such as turn taking, not showing your paper, etc
How will T convey that information?
using focusing Qs
previewing
short & simple instructions
chunking
CCQs
modeling
providing visual as well as verbal instructions