SNUE Materials and Activities

1. SNUE Materials and Activities • Today’s class • Lesson planning frameworks • Contrasting concepts • Creating lesson objectives Email: edpovey@hotmail.co.uk Website: edwardtesol.com/snue2019

2. Tips for starting a lesson • Ask about things the students know & can answer • Start with easy questions • Start with something interesting • Use actions, multimedia, realia, pictures and videos to get attention

3. Starting a lesson Tip: Use cartoon characters! What is he doing? He’s climbing. (example target language) What does she like? She likes fish. (example target language)

4. Starting a lesson Tip: Use cartoon characters! Where’s the Pokemon?

5. Starting a lesson What TL can we teach and practice with celebrities? Talk with your partner.

6. Starting a lesson “Today we’re going to talk about…” Tip: Use actions! and surprises! and humor!

7. Starting a lesson First questions: How was your Chuseok this year? Where did you go? What did you eat? Today’s topic: Thanksgiving General topic: Festivals Can you list some festivals? Halloween, Christmas, Pepero day.......

8. Starting a lesson map of Jeju First question: Have you been to Jeju? Today’s class: A worksheet about volcanoes Hallasan

9. Starting a lesson Tip: Think about the wider topic first or a related topic that the learner knows. Festivals Volcanoes Thanks- giving Hallasan Chuseok Jeju

10. More tips for starting a lesson • Personalize - “Do you remember we went to the zoo? What was your favourite animal?” • Contextualize - “What cities do you know in Europe? What European food can you name?” • Talk about the objective of the lesson - “Today we’re going to make a poster.” • Re-use and review language - “Last week we talked about hobbies. Let’s make a list of hobbies.”

11. Task Think about questions, activities and materials that would personalize and contextualize these topics in a language lesson. Choose two topics from each and brainstorm examples of personalizing and contextualizing. Young learners Months / Christmas / Clothes / Transport / Weather Lower Intermediate Buying a movie ticket / shoe shopping / asking for directions / visiting the doctor

12. Activity Planning Next we are going to plan an activity route map with a worksheet. Consider: Lead in Get interest, warm up, contextualize, language input, activate background knowledge. Run activity Set up, run activity, finish activity. Close Finishing activities, personalize, extend the topic, homework tasks.

13. Learning theories Theories about how to teach Approach: Assumptions about how to engage learning Method: actions that engage learning Technique: classroom strategies Technique: classroom strategies

14. CLIL = Content and Language Integrated Learning

15. Lesson Planning Frameworks What is a teaching framework? Each language skill has a different framework, or system, for teaching. The framework helps us to organize the lesson.

16. Lesson planning frameworks Receptive Skills TBLT Strong CLT Inductive / Speaking Deductive Beginning Middle End Pre-task Task cycle Language focus Encounter Internalize Fluency Pre During Post Present Practice Produce

17. Framework for Listening and Reading (receptive skills) Imagine you are using this framework with a listening text, such as a song or a story. For each stage: What is the purpose? What kinds of things should the teacher consider? Pre stage During stage Post stage Discuss with your partner and brainstorm about each stage.

18. Framework for Listening and Reading (receptive skills) In planning terms, they are similar. A receptive skills lesson can have 3 stages: 1. Before L/R ( Pre stage ) 2. During L/R ( During stage ) 3. After L/R ( Post stage ) TASK: Put the activities in the right places with the word cards.

19. PDP: Pre-During-Post Framework for Listening and Reading lesson planning ‘Pre’ stage before L/R. ‘During’ tasks while L/R. ‘Post’ stage after L/R.

20. PRE / BEFORE - generate interest - connect the topic to the learner (personalize) - set the context, situation, topic (contextualize) - activate background knowledge - find out what they already know - review known vocabulary - pre-teach new vocabulary

21. Activities BEFORE • show a picture related to the material and discuss • prediction questions or inferences from a picture or title • matching, categorizing, brainstorming, rating, listing, ordering, ranking or sequencing • completing a chart or table, e.g. K/W/L Chart • fill-in-the-blanks with vocabulary words • matching questions and responses (e.g. formulaic language, such as greetings, telephone language, etc.) • listing/brainstorming words for a topic

22. DURING • give many opportunities to L/R • give different tasks each time • start easy and progress to difficult • start with general idea and move to details • give tasks that show learner comprehension • “Listen/Read and …” (what can we put here …?)

23. Activities DURING Read or Listen and point to the right word or picture Listen and move your body or an object Listen and raise your hand or clap Listen and show your fingers Listen and mime Listen and follow directions Listen and draw or color a picture Listen and make Listen and circle the right picture or word Listen and match the pictures, words or sentences Listen and sequence the pictures, words or sentences Listen and find the mistakes or false answers Listen and choose the correct answer Listen and mark true or false Listen for stress or intonation Listen and translate Listen and fill in the blanks Listen and complete a graphic organizer

24. POST / AFTER • introduce other language skills (L, S, R, W) • apply TL to new situation or context • focus on grammar or creativity • connect language with the world (contextualize) or the student (personalize)

25. Activities AFTER • speaking: role play, debate or discussion • writing: create a new ending • grammar activities: unscramble sentences • creative activities: make a poster or presentation

26. PDP: Pre-During-Post Framework for Listening and Reading lesson planning ‘Pre’ stage before L/R. - Generate interest - Assess background knowledge - Activate schema - Pre-teach key vocabulary ‘During’ tasks while L/R. - multiple exposures - varied tasks/skills - sequenced/scaffolded - leads to full comprehension ‘Post’ stage after L/R. - expanding content/theme/topic - connect/personalize information - extend language study - new skills focus

27. Main concepts: Contrasting terms • declarative vs. procedural knowledge • explicit vs. implicit learning • deductive vs. inductive teaching • controlled vs. free practice • accuracy vs. fluency

28. Declarative vs. Procedural knowledge • Procedural knowledge: • knowing how to do something • automatic performance • ‘motor skills’ • Examples: • driving a car and riding a bike • painting and drawing • many native English speakers and grammar rules

29. Declarative vs. Procedural knowledge • Declarative knowledge: • knowledge about something • conscious and verbalized • factual information • Examples: • metalinguistics • explaining a grammar rule • explaining how a bird or plane flies

30. Declarative vs. Procedural knowledge

31. Declarative vs. Procedural knowledge

32. Explicit vs. Implicit learning • Explicit learning • clearly defined goals • awareness of what is being learned • easily observable • common in adults • Examples: • memorizing word lists • using dictionaries • learning how to learn

33. Explicit vs. Implicit learning • Implicit learning • not directly expressed • incidental, not conscious • not easily observable • common in young learners • Examples: • life experiences, field trips • projects, discussions • learning from classroom language

34. Explicit vs. Implicit learning Explicit learning Implicit learning

35. Deductive vs. Inductive teaching • Deductive teaching • is teacher-centered • explanation -> practice • goals and objectives are stated • learners apply rules and practice • Example: • The teacher explains regular past tense verbs with ‘~ed’ and the students complete a gap fill activity.

36. Deductive vs. Inductive teaching • Inductive teaching • is student-centered • Ss observe examples -> Ss generalize rule • involves ‘noticing’ • Example: • Students read a text about someone’s life experiences (that contains many instances of present perfect tense). They then write about their own life experiences.

37. Deductive vs. Inductive teaching Think about which sequence suits your lesson content and target language.

38. Controlled vs. Free practice • Controlled practice • specific language structures used • predictable • teacher-centered • Examples: • drilling (repeating after the teacher) • gap fill activities • questions with limited answers

39. Controlled vs. Free practice • Free practice • might include many language structures • unpredictable • student-centered • Examples: • debates and discussions • activities with many outcomes • open-ended questions

40. Controlled vs. Free

41. Accuracy vs. Fluency • Accuracy • language use without grammar mistakes • correct spelling or pronunciation • language appropriate for the context • Examples: • drilling (repeating after the teacher) • written language exams • learners who don’t want to make mistakes

42. Accuracy vs. Fluency • Fluency • natural flow of language • pauses that sound natural • responsiveness • Examples: • active communicators • meaning is more important • learners who are willing to make mistakes

43. Accuracy vs. Fluency Try to help your students have a balance.

44. Accuracy vs. Fluency “Hey! Food. Drink. Table. Come!” Is it fluency or accuracy?

45. Review • declarative vs. procedural knowledge • explicit vs. implicit learning • deductive vs. inductive teaching • controlled vs. free practice • accuracy vs. fluency • https://www.youtube.com/watch?v=6dmSdO-6WEU&t=88s

46. Learning Objectives A Student Learning Objective (SLO) is a written statement about what students will achieve. teacher student

47. Learning Objectives A good learning objective is…

48. Learning Objectives A bad learning objective “I will teach my students Math.” “My students will know the answer to this.” • unclear • needs to be more specific

49. Learning Objectives A good learning objective “By the end of the lesson, students will answer 15 sums using addition by finishing this worksheet.” This is specific. It describes what the students will do, the skills they will use, and a task they need to complete using those skills. This will prove that the students have learned addition.

50. Writing SLOs Here is the formula for writing a speaking lesson SLO: By the end of the lesson, students will be able to… ( use this target language ) by ( completing this task ). Here is an example of a speaking lesson SLO: By the end of the lesson, students will be able to ask and answer about the time using “What’s the time?” “It’s _ o’clock.” by doing a role play calling friends in different countries and asking the time.