Material Design & Development

1. Material Design & Development Week 6 Present Perfect Sample Lesson & Processing Productive Skills Framework Lesson Planning

2. Homework for Next Week • Read and answer the questions to Grave’s “Adapting Course Books” p. 183 (Qs) pp. 186-208 (reading) Reflection on Homework Discuss in small groups or with a partner: • What does S-M-A-R-T stand for? • How do we make an SLO specific and measurable? What do we need to include?

3. Bottom-Up Processing Examples I I I ▼ Rule Top-Down Processing Rule I I I ▼ Examples Which is deductive?Which is inductive? 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 to Read a Teacher’s Mind Discuss with your partner, what is the rule? Ask your partner some questions about yourself using the rule.

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

8. Sample Lesson:Present Perfect • This is appropriate for Korean High School Ss. • I have taught this lesson successfully to Ss from Ansan and Daewon Foreign Language High School • Think about the following: • What makes this lesson inductive? • How do the materials facilitate Ss self-investment and discovery?

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.

12. 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?

13. 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

14. 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?

15. 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?

16. 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?

17. 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. Jeon Ji Hyun elephant the man SM5 umbrella CD player Kang Ho Dong computer David MP3 player

18. 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?

19. 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

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

21. What I might do • Generate 4-5 passive voice sample sentences e.g. (Hangeulwas invented by Sejong) • Generate 4-5 active voice sentences e.g. (SejonginventedHangeul) • 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)

22. 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?

23. Draw an triangle on a piece of paper. What steps are there to teach someone to ride a bike? List the steps on your paper. Put the first step at the top of the triangle and the last step at the bottom Your First Lesson Plan First  Last 

24. Read through your lesson plan and label the stages E-I-F. Look at your last step: Did you give your learner a clear task to let them demonstrate their SLO? Write an SLO of this lesson plan using the formula you learned in this lesson. Did you miss any steps? Add them in. Your First Lesson Plan First  Last 

25. Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. 1. Controlled Free

26. Scaffolding • SLA Definition: • scaffolding explains how learning occurs as a result of “support coming from a more knowledgeable other that leads the learner to internalize what is being learned.” (Ko, Schallert and Walters (2003). • Materials Development Definition • scaffolding denotes the language support that the teacher or material developer builds into the productive skill lesson to facilitate the successful learning of the target language

27. Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. By the end of the lesson, SWBAT demonstrate their ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. 1. Controlled Free

28. Visual Support on the box under the box next to the box in the box

29. EIF E = Encounter Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language) I = Internalize Students “internalize” the target language through practice (controlled practice activities  free practice activities) F = Fluency Students “USE” the target language on their own  they become fluent in using the target language

30. EIF framework What do you think this triangle shape represents? E ____ I __________________ F

31. EIF breakdown of triangle shape • E time needed to encounter and clarify the target language/skill. • I  Timed needed to work on accurately remembering and internalizing the target language/skill. • F  Time needed to work on fluently using the target language/skill (mastery).

32. Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle. • Why do you think this is so?

33. Why do you think this is so? Imagine teaching “greetings” to your students. Would you teach them the whole dialogue at once? Why? • E (encounter) • I (internalize) • E • I • E • I • F • We call this “Language chunking”

34. Typical ENCOUNTER activities • brainstorming • describing a picture or pictures • using the people and things in the classroom • learning a dialogue (choral repetition and group drilling) • watch and follow a model • elicitation from students of vocabulary they already know • word map • story telling with guiding Qs to elicit concepts, term or vocabulary • reading/listening to sentences • reading/listening to a passage • puzzle/games that check Ss prior knowledge

35. Typical INTERNALIZE and FLUENCY activities • pair conversations & conversation grids • games • information gaps • interviews/surveys • mixers (“cocktail party”) such as “Find Someone who…” • dialogues and personalized substitution drills (less controlled internalize practice activity only) • role plays (usually only for fluency) • discussions & debates

36. Is there a difference between dialogues and role-plays? • Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity). • Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.

37. Backwards Planning Second to last activity First practice activity SLO & Final Activity Warm-Up Introduction Creates more effective lessons Saves planning time