Material Design & Development

1. Material Design & Development Week 7 SLO for Mid-Term Project Productive Skills Framework Lesson Planning

2. Lesson plan 1 will be returned by week 12 or 13

3. Homework for Next Week: Work on you mid-term project.

4. Homework for Next Week Discuss in small groups or with a partner: • Explain what SARS means • Before an activity, the T needs to determine if Ss are ready to do the activity because: “[S]imply telling the learners what, how, and why of an activity doesn’t prepare them. They need to demonstrate either verbally or in action that they have understood” What do Ts do to clarify their verbal instructions and to check if Ss understand the activity? Is this easy or difficult for you? Why? • Explain what the authors means by: “Any activity actually has three parts: Preparation, implementation, and follow-up” How does this relate to what you have learned in SLRW class? What does it mean in terms of your lesson plans and materials? Does the Korean educational system allow for this? Why or why not?

5. SARS Warm-up:Discussion Questions • Do you only use the textbook when you teach your classes? • Do you always follow the textbook exactly the way it is laid out?

6. Course books and Materials Principles for using a course book: Understand how the course book is organized Adapt the material & Use SARS Prepare the learners Monitor and follow up Building a repertoire

7. Understanding how the course book is organized Most course books are organized around key features of language. For example: topics and associated vocabulary (ex: animals, food, body parts) grammar structures (ex: verb tenses) social and cultural interaction skills (ex: introductions)

8. Adapt the material Textbooks are not written for a specific group of people. No book can meet all the needs and interests of each group of learners you teach. Therefore, course books need to be adapted to your particular group of learners.

9. SARS S=Select A = Adapt R = Reject S = Supplement

10. Prepare the learners Learners often fail activities in course books because they have not been well prepared. Model activity Check for understanding (tell or demonstrate) As long as learners know what to do and have the ability to it, they will be successful.

11. PREPARING THE LEARNER MEANS PREPARING YOURSELF What is the context for the activity? How can you make the context clear and interesting? What is the purpose of the activity? What is the focus  grammar, communication, vocabulary? What can you do as a teacher to set your students up to be successful at the activity? How long will the activity take?

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

13. MONITOR AND FOLLOW UP How can we “monitor” our students? While students are doing the task, make sure to check their progress and help them if needed. Make sure to check on ALL students!

14. BUILD A REPERTOIRE What does the term “repertoire” mean? “the complete list or supply of skills, devices, or ingredients used in a particular field, occupation, or practice” How can we apply this definition to language teaching? (What does “repertoire” refer to in terms of teaching?)

15. Course books often contain consistent activities throughout. • Doing activities “consistently” can build your repertoire of ways to do each type of activity. • It can also help students to get used to it and know what to expect (predictability).

16. Comparatives 2 Sample Lesson p.19 • How was SARS applied to this lesson? • What parts of the textbook were: • Selected • Adapted • Rejected • Supplemented • Why do you think SARS was applied this way?

17. Fill in this chart

18. 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?

19. 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

20. 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?

21. 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

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

23. 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)

24. 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?