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1. Good eveningI English vs. Korean in the Classroom Teaching Meaning and Language Correcting Students Adapting the textbook

2. Many people believe that the language classroom should be 100% English. Research and observation of effective classrooms, however, shows us that there is a place for the L1. Where is that place?

3. Either(only 3) <-- Korean English --> -->

4. Use Korean whenever it will maximize or assist in English learning or use. Establish an English environment where Korean is seen as a tool to help learn, not something to depend on.

5. USE KOREAN TO: Compare language or culture Translate complicated vocabulary Check comprehension -students can repeat instructions back in Korean -students can give vocabulary or sentence translations -translate complicated instructions that take time away from actual language use.

6. Presenting Language Inductive Approach / “Discovery Approach” Students are given examples Students discover the rules Students make their own sentences Better for upper intermediate or advanced students Deductive Approach Students are given the rules Students make their own sentences (the context) 0. Language is presented in context Context is King Language should always be presented in context!

7. Explaining Meaning How do we make our students understand? Run • Gesture • Mime • Drawings • Pictures • Explanation • Vocabulary • Translation

8. Explaining Meaning How do we make our students understand? I RUN. Present simple for habits.

9. Explaining Meaning How do we make our students understand? I’M RUNNING Present continuous for current actions.

10. Explaining Meaning How do we make our students understand? present simple vs present continuous I RUN vs. I’M RUNNING

11. Explaining Meaning How do we make our students understand? TIMELINES Yesterday Today Tomorrow I ran. I run. I will run.

12. Explaining Meaning How do we make our students understand? • Gesture • Mime • Drawings • Pictures • Explanation • Vocabulary • Translation Useful for intermediate and advanced students. Useful for explaining a category.“Cars, boars, and planes are examples of transportation.” Useful for very abstract vocabulary Useful for checking comprehension “How do you say transportation in Korean?”

13. Explaining Meaning How do we make our students understand? • Gesture • Mime • Drawings • Pictures • Explanation • Vocabulary • Translation Unless absolutely necessary, translation is not a good technique because it reduces the amount of cognitive work involved in understanding. The more work, the better understanding will be internalized.

14. Internalizing the Language How do we move language from short term to long term memory? Controlled Practice Choral Repetition A-B Repetition Dialogs Substitution Drills Worksheets Games Concentration Bingo Battleship Board Games Card Games - good for confidence building - good for question and answer - good for context and fluency building - good for quick practice - good for diagnostics and application Games make practice more fun and communicative

15. Internalizing the Language How do we move language from short term to long term memory? Vocabulary, Verb Tenses (now, last night, tomorrow) DOG Games Concentration Bingo Battleship Board Games Card Games

16. Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games Have you ever… Conversation Bingo Group Bingo 1-line T-Bingo Etc. Vocabulary Phonics Parts of Speech Tenses Functions “Teaching the Language” YouTube Video/Link

17. Internalizing the Language How do we move language from short term to long term memory? Simple to advanced grammar and Q&A Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” YouTube Video/Link

18. Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” Board Game Links

19. Internalizing the Language How do we move language from short term to long term memory? Games Concentration Bingo Battleship Board Games Card Games “Teaching the Language” Communication Games book downloads

20. Grammar Teaching Ideas How can we teach grammar? Basic Level -pictures and timelines -fill in the blank examples (He __ running) -L1/L2 comparison -For young learners: concrete examples -Less than 10 mins of instruction Intermediate Level: -find what’s common activity -formulaic examples (Pronoun + be + verb ~ing) -compare and contrast Advanced Level: -discovery method -explanations about different functions (with models) Context is King

21. Traditional Method of Grammar Instruction(grammar for grammar’s sake) • Teach the regular -edform with its two pronunciation variants • Hand out a list of irregular verbs that students must memorize • Do pattern practice drills for -ed • Do substitution drills for irregular verbs Communicative Method of Grammar Instruction(grammar for communicative competence) • Give 2 short stories about recent events, each half of the class • Teach the regular -edform, using verbs that occur in the texts. • Teach pronunciation and the irregular verbs that occur in the texts. • Students work in pairs in which one member has read Story A and the other Story B. Students interview one another; using the information from the interview, they then write up or orally repeat the story they have not read. “Teaching the Language” Link

22. Pronunciation Teaching Ideas How can we get students to say things right? Minimal Pairs /l/ vs /r/ Lice vs Rice /z/ vs /j/ Zoo vs Jew

23. Pronunciation Journeys

24. Pronunciation Teaching Ideas How can we get students to say things right? Minimal Pairs Tongue Twisters Songs /l/ vs /r/ Lice vs Rice /z/ vs /j/ Zoo vs Jew Left light, right light. The sixth sheik’s sixth sheep’s sick. “Teaching the Language” Pronunciation

25. Vocabulary Teaching Ideas How can we expand our students vocabulary? rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization rote memorization Rule of Rote Memorization Context Recycle Use Background Knowledge Students need to learn the CONTEXT of a word so they know how it is used.

26. Vocabulary Teaching Ideas How can we expand our students vocabulary? Context / Recontextualize TPR Word Walls Games Taboo Hot Seat

27. Correcting Students

28. Correcting Students What’s the goal of the activity? Fluency or Accuracy HOW TO CORRECT “I want read” Recasting Error Repetition Clarification Request Peer Correction Direct Correction Free production Personalization Role-play Presentations Etc. Controlled practice Language games Q&A X

29. Work in groups of 3 • Each student with get a language item to teach. You must explain the meaning and offer simple practice. • You have 5 minutes to prepare a short, simple lesson. • Student 1 will begin teaching. • Student 2 and 3 are students. They have different roles, including: • Making minor mistakes • Making major mistakes • Making no mistakes • Etc… • You must correct them appropriately • When finished, Student 2 will begin teaching. • Repeat Teaching Role Play Putting Ideas into Practice • Student 1 Language Point: third person verbs • Student 2: Minor Mistakes • Student 3: No Mistakes • He plays • He goes • She sings • She swims • It stays

30. Work in groups of 3 • Each student with get a language item to teach. You must explain the meaning and offer simple practice. • You have 5 minutes to prepare a short, simple lesson. • Student 1 will begin teaching. • Student 2 and 3 are students. They have different roles, including: • Making minor mistakes • Making major mistakes • Making no mistakes • Etc… • You must correct them appropriately • When finished, Student 2 will begin teaching. • Repeat Teaching Role Play Putting Ideas into Practice

31. Adapting the Textbook The textbook is not an instructional manual. The textbook is not the Bible. It is one tool of many. It is useful for organizing a lesson, but it is by no means a communicative source of language study. Good teachers know how to adapt and supplement the textbook for: -lower or higher levels -more skills practice -creating language use opportunities.

32. Textbook: Middle School English 2 • What are the grammar points? • What are the language functions? • What vocabulary should the students learn? • What are the objectives?SWBAT Students will be able to… • How could you change this for a lower level? • What activities could you make for this page?

33. Assignment 2 Textbook Unit Evaluation and Materials Development Textbook Unit Evaluation -Evaluate a single unit -Identify linguistic features -Discuss its strengths and weaknesses Material* Development -Make one adapted material for a lower level class -Make one adapter material for a higher level class *Material means any worksheet, activity, text, video, flashcards, etc that will be used to supplement or replace a lesson.

34. Context is king. The more cognitive steps, the better understanding will be internalized. What are some techniques to convey meaning? What is most important when teaching grammar? How many words can we learn at one time? How can we determine when to correct errors?

35. Homework 2pts