good eveningi english vs. korean in the classroom teaching meaning and language correcting students...

Good eveningI

English vs. Korean in the Classroom

Teaching Meaning and Language

Correcting Students

Adapting the textbook

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?

<-- Korean English -->

Either(only 3)-->

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.

USE KOREAN TO:Compare language or cultureTranslate complicated vocabularyCheck 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.

Deductive Approach

Presenting Language

Inductive Approach / “Discovery Approach”

1. Students are given examples

2. Students discover the rules3. Students make their own

sentences4. Better for upper

intermediate or advanced students

Context is KingLanguage should always be presented in

context!

1. Students are given the

rules2. Students make their own

sentences

0. Language is presented in context

(the context)

Explaining MeaningRun

• Gesture• Mime• Drawings• Pictures• Explanation• Vocabulary• Translation

How do we make our students understand?

Explaining Meaning

I RUN.Present simple for habits.


Explaining MeaningI’M RUNNING

Present continuous for current actions.


Explaining Meaningpresent simple vs present continuous

I RUN vs. I’M RUNNING


Explaining Meaning

TIMELINESYesterday Today

Tomorrow

I ran. I run. I will run.


Explaining Meaning


Useful for intermediate and advanced students.

Useful for explaining a category.“Cars, boars, and planes are examples of transportation.”

Useful for very abstract vocabularyUseful for checking comprehension “How do you say transportation in Korean?”


Explaining MeaningHow do we make our students understand?


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.

Internalizing the LanguageHow do we move language from short term to long term memory?

Controlled PracticeChoral RepetitionA-B RepetitionDialogsSubstitution DrillsWorksheets

GamesConcentrationBingoBattleshipBoard GamesCard 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

Internalizing the LanguageHow do we move language from short term to long term memory?

GamesConcentrationBingoBattleshipBoard GamesCard Games

DOG

Vocabulary, Verb Tenses (now, last night, tomorrow)

Internalizing the LanguageHow do we move language from short term to long term memory?GamesConcentrationBingoBattleshipBoard GamesCard Games

VocabularyPhonicsParts of SpeechTensesFunctions

dog cathors

e

cowchick

enfish

birdturtl

ezebr

a

SH CH T

D F V

B R L

fish noun me

pronoun

run preposition

hike on verb

pastI

studied.

conditional

She is

going.

present

We will sleep.

I am happ

y.

She slept

.

future

eaten

pizza

been in a fight

seen a ufo

tasted

soju

cooked

lamyeon

danced in schoo

l

climbed

a fenc

e

spoken

japanese

dreamt

about a pig

Have you ever…Conversation Bingo

Group Bingo1-line

T-BingoEtc.

“Teaching the Language”

YouTube Video/Link

Internalizing the LanguageHow do we move language from short term to long term memory?Simple to advanced grammar and Q&AGamesConcentrationBingoBattleshipBoard GamesCard Games


YouTube Video/Link



Board Game Links



Communication Games book downloads

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)

Grammar Teaching IdeasHow can we teach grammar?

Context is King

Traditional Method of Grammar Instruction

(grammar for grammar’s sake)

Communicative Method of Grammar Instruction

(grammar for communicative competence)

• Teach the regular -ed form 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

• Give 2 short stories about recent events, each half of the class • Teach the regular -ed form, 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

Minimal Pairs

Pronunciation Teaching IdeasHow can we get students to say things right?

/l/ vs /r/Lice vs

Rice

/z/ vs /j/Zoo vs

Jew

GO LEFT sound GO RIGHT

Lose /l/ vs /r/ Ruse

Pit /p/ vs /b/ Bit

Jane /j/ vs /z/ Zane

Ship /i/ vs /I/ Sheep

Pronunciation Journeys

Minimal Pairs

Tongue Twisters

Songs

Pronunciation Teaching IdeasHow can we get students to say things right?

/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

Rule of

Rote Memorization

Context

Recycle

Use Background Knowledge

rote memorization rote memorization









Vocabulary Teaching IdeasHow can we expand our students vocabulary?

Students need to learn

the CONTEXT

of a word so

they know

how it is used.

Vocabulary Teaching IdeasHow can we expand our students vocabulary?

Context / Recontextualize

TPR

Word Walls

Games

Hot SeatTaboo

Correcting Students

Correcting StudentsWhat’s the goal of the activity?

Fluency or Accuracy

Free productionPersonalization

Role-playPresentations

Etc.

Controlled practice

Language gamesQ&A

X

HOW TO CORRECT

“I want read”Recasting

Error RepetitionClarification

RequestPeer Correction

Direct Correction

Teaching Role PlayPutting Ideas into Practice

1. Work in groups of 32. Each student with get a

language item to teach. You must explain the meaning and offer simple practice.

3. You have 5 minutes to prepare a short, simple lesson.

4. Student 1 will begin teaching.

5. Student 2 and 3 are students. They have different roles, including:1. Making minor mistakes2. Making major mistakes3. Making no mistakes4. Etc…

6. You must correct them appropriately

7. When finished, Student 2 will begin teaching.

8. Repeat

Student 1 Language Point: third person verbs

Student 2: Minor MistakesStudent 3: No Mistakes

He playsHe goesShe singsShe swimsIt stays

Teaching Role PlayPutting Ideas into Practice

1. Work in groups of 32. Each student with get a

language item to teach. You must explain the meaning and offer simple practice.

3. You have 5 minutes to prepare a short, simple lesson.

4. Student 1 will begin teaching.

5. Student 2 and 3 are students. They have different roles, including:1. Making minor mistakes2. Making major mistakes3. Making no mistakes4. Etc…

6. You must correct them appropriately

7. When finished, Student 2 will begin teaching.

8. Repeat

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.

Textbook: Middle School English 2

1. What are the grammar points?

2. What are the language functions?

3. What vocabulary should the students learn?

4. What are the objectives?SWBATStudents will be

able to…

• How could you change this for a lower level?

• What activities could you make for this page?

Assignment 2Textbook 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.

1.Context is king.2.The more cognitive steps, the better

understanding will be internalized.

3.What are some techniques to convey

meaning?

4.What is most important when teaching

grammar?

5.How many words can we learn at one time?

6.How can we determine when to correct errors?

Homework2pts

good eveningi english vs. korean in the classroom teaching meaning and language correcting students...

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