Self-Access Reading Resources for L2 Readers
* My target students are first graders in middle school, advanced level, and the textbook is 'Middle School English 1' by Doosan dong-a.
* The purpose of providing web reading resources is to provide students with supplementary materials. Since they are advanced level, most of whom have been abroad to study English. the textbook itself is not challenging enough, they need out-of-class supplementary materials, which are closely related to the text. The materials are carefully chosen to challenge students' current level, but at the same time, provide them with interesting and informative reading articles. Some of the texts are a little challenging, so I wrote down what to do for those reading materials.
* My reading categories are chapter-based, and I chose chapters 1, 4, 7, 9, 12 on this blog.
**Chapter 1, Everything is New
1)'Classrooms around the world': There are 15 pictures and descriptions of various classroom settings around the world. Students are to choose 3 pictures they like and explain why they like them.
2)'20 great reasons you home school': Teacher briefly mentions what 'home scholing' is during class. Students are to read 20 reasons that support home schooling and choose 3 reasons, then write what they think about the idea of home schooling.
3)'Write a self introduction': Since this chapter is about making new friends and first day of school, students are to enter their information, what they like and dislike, on the blanks. When they enter'write it', the site will provide 5 versions of how to introduce yourself. Students are then asked to write the best version on a blank sheet and share with classmates later on.
4)'Shenyang Internation School': This is a school that Teacher Chan Mi Kim has went to in her middle school days. Students are free to look around the school site. Then, under 'academics-secondary', there are lists of subjects for middle school students. The reading is a little challenging for the students' current level, so they are to try their best. They are to choose 2 subjects they like and compare with the subjects in Korean middle school.
5)'First day at school'- This is a youtube video of a popular TV program which introduces different scenarios about life events. This video clip introduces first day at school for girls. As a related video, students can also click on 'boys' version of first day at school', which is in the related video section. This is in Korean, so I just put it for students' interest. However, students are to choose 2 tips on how to start your first day at school and write in English.
**Chapter 4, Shopping at Insa-dong
1)'Insa-dong shopping area': Since this chapter introduces different things you can shop in Insa-dong, this article provides supplementary information about Insa-dong, including pictures, transportation systems, and food. Students are to read the descriptions carefully and write a brief introduction of Insa-dong, pretending they are writing to a foreign friend.
2)'National holidays': This article introduces different national holidays in Korea. Students are to read each description and complete treasure hunt activity.
Q1. What 2 holidays are the most important in Korea? Write the holiday names and write at least one fact about each holiday.
Q2. For memorial day, where is the largest ceremony held?
Q3. Have you learned anything new while reading the article? Write at least one information that you did not know before.
Q4. Do your family celebrate all the holidays listed in this article? If not, what holiday do you not celebrate and why?
Q5. In your personal opinion, is there any holiday that should not be celebrated? If so, explain why. Or, is there any 'day' that you think should be added to the list? Explain why.
3)'How to wear hanbok': This is a youtube video about how to wear hanbok. I included this video because many young students in Korea do not know how to wear hanbok because there are not many occasions to wear it. Students are to carefully observe the video and the descriptions inside the video and write the procedure in 6 steps.
4)'20 body language facts': This is a supplementary reading article to compare customs in Korea vs. western culture. This article introduces 20 body language and what they generally mean in western culture. Students are to read them carefully and answer T/F questions.
Q1. Indirect eye contact means people are paying attention to you.
Q2. Blinking too much means people are pressured and anxious.
Q3. Leaning backward means people are interested in the other person.
Q4. Lowered head means people are happy and comfortable.
5)'Korean cultural properties': This is a youtube video (in Korean) of a popular TV program 'Infinite challenge'(무한도전) when the members of the program taught Korean history to young Korean singers. This clip especially focuses on Korean cultural properties. This is in Korean, so students are to freely watch the clip and learn about Korean assets. Then, they are to choose at least 2 cultural properties that was mentioned in the clip, search what it is briefly, and write about them.
**Chapter 7, A Summer to Remember
1)'My summer vacation': This is a short narrative story about summer vacation. Students are to read but also at the same time, listen, to the story. Then, they are to write 5 things the narrator wished to do during summer vacation.
2)'Top 10 vacation spots': This site introduces the top 10 vacation spots around the world. Read each vacation spot and choose the best spot they wish to travel. Then, write what is famous in that place and why they want to go there the most.
3)'Camping tips for girls': Since this is a long text, students are to skim the article briefly, and then choose one tip of their interest. Then, they are to briefly summarize the problem and solution mentioned in the article, then write their own individual solution that they think is more effective.
4)'Cool summer activities' puzzle: It is time for students to relax and enjoy solving world puzzle. The vocabularies are from the textbook. The purpose of this activity is for the students to be familiar with key vocabulary in the text while enjoying themselves.
**Chapter 9, A Healthy Life
1)'Healthy habits': This is a narrative story about healthy habits. Students are to read and listen to the story carefully. After reading, students are to write '5 things you MUST NOT DO in order to stay healthy', and write 2 tips of their own on how to keep yourself healthy.
2)'Harmful effects of junk food on health': The site provides 10 pictures (with descriptions) on how junk food negatively effects health. This is a little challenging text for their level. Students are to read each description and write 3 reasons why junk food is bad for their health (in their own words, not copying).
3)'Kids' Medical Dictionary': This site contains various categories that explain medical terms into easy definitions. Students are to choose 5 of them and write a brief summary about each terms in their own words.
4)'Drugs, alcohol, and smoking': I chose this article because even though my target students are middle school 1st grade, many of them are consistently exposed to alcohol and smoking. This article is an interview of a boy who says he would not date a girl who uses any of these things. Students are to briefly skim the text, then read the section 'Would you date a girl who uses drugs, alcohol, or tobacco?' carefully, and write why the boy opposes to these three things, and whether they agree or not.
5)'Stretching': This is a youtube video of soccer player Jisung Park's advertisement. This is not related to reading actually, but I put this for students to have fun watching, but at the same time follow Jisung Park on stretching. It is important for students to stretch regularly but they are not aware of the dangers of not stretching.
**Chapter 12, Your Dream, Your Future
1)'10 most unusual jobs': This article introduces 10 most unusual and unique, but fun jobs in the world. Students are to read each job description about write about two jobs that they most likely want to be and explain why.
2)'How to become...(blank)': This site provide several interesting steps about jobs that a person wants to have. On the upper right corner (google- custom search', students can enter their dream job, for example: how to become a lawyer/ or, how to become a doctor, and click 'search' button. Several links will be provided, but when they click on the first one, it will show them the steps and tips on how to get that dream job. Students are then to read them carefully and summarize the most important steps and write about them.
3)'Interview DOs and DON'Ts': This site provides helpful tips on job interviews. The article is a little challenging, so students are to briefly skim the text, choose 2 DOs and 2 DON'Ts, and write why they think those tips are helpful and worth mentioning.
4)'Paul Potts Interview': For students to get some motivation about reaching their dreams, I prepared an interview clip of Paul Potts (has subtitles in Korean', who was a regular salesman but entered a popular audition program and reached his dream as an opera singer.
5)'Find the person's job!': This is a matching activity of key vocabularies from the text. Students are to match each job with an example person. The purpose of this activity is to have students to be familiar with key terms, and at the same time, have fun matching.
12 June, 2013
15 April, 2013
Journal 3
Journal 3
Highlight anything that you have learned through this course and discuss why this is meaningful for your learning and instruction?
The importance of reading in English is evident. I knew the value of reading before I took this course, but was not sure why it is important, or how to teach English reading effectively. I came to realize various terms regarding reading, many sub-categories in reading, and also various methods in teaching reading.
There are many purposes in reading. Many Korean students do not like English reading because they only think it as "studying" or "comprehending" a text. However, there are also the reading for pleasure or to gain information. There is no one who does not read. Not only do people read magazines or textbooks, but people also read street maps or bulletin boards. I think Korean students should be aware of the fact that there is more to reading than just "comprehending the questions in the texts". By realizing how much they read every day in real life, they will soon realize the joy or pleasure of reading.
This course also made me realize the various skills in reading. I knew some skills and strategies, but it was the first time that I learned those skills and strategies in detail and how much I used them in my own reading. I learned some new skills which I plan to use for my future reading. While doing the "Travel Hunts" activity, I got to examine a Korean High school English textbook, dividing the stages into pre-reading, while-reading, and post-reading stages. I found some strengths but also weaknesses. By critically reviewing each stage, I could realize that many Korean textbooks are trying to include various reading strategies than before, but there are still many things to improve. I learned the importance of "Travel Hunts" activity, and why it is important to be critical. It is not just criticizing, but it also helps us to look at the textbook for improvement by discussing the strengths and weaknesses. While searching for a supplement reading lesson by using the web resources and making my own questions, I realized how difficult it was to help students improve their reading strategies. I think by combining the textbook resources and the online resources, students will get lots of chances which will help them enhance their reading.
Many people today talk about the value of Extensive reading. Before, the Korean education context focused much on intensive reading. Today there is a trend to shift into extensive reading, although it is difficult because there are not many Korean expert teachers who had ever got training in this area. Teachers tend to teach with how they have learned in their school days. When I was in high school in China, I got an experience with extensive reading method, so I think by more training, I can try extensive reading in my own future classroom. It is my dream to have Korean students enjoy reading in English. My presentation was about extensive reading, and through Professor's help, I got to read a book about Extensive reading in detail. I did not realize how many effective methods there were in this area. I hope to discover more methods in my future and try them on my own classroom.
There are so many things about reading that I have learned in this course. I will try to review what I have learned, and search more about teaching reading for my future classroom. I hope to be an expert in this area and be a help in changing the current Korean students who do not like reading into becoming reading experts.
The importance of reading in English is evident. I knew the value of reading before I took this course, but was not sure why it is important, or how to teach English reading effectively. I came to realize various terms regarding reading, many sub-categories in reading, and also various methods in teaching reading.
There are many purposes in reading. Many Korean students do not like English reading because they only think it as "studying" or "comprehending" a text. However, there are also the reading for pleasure or to gain information. There is no one who does not read. Not only do people read magazines or textbooks, but people also read street maps or bulletin boards. I think Korean students should be aware of the fact that there is more to reading than just "comprehending the questions in the texts". By realizing how much they read every day in real life, they will soon realize the joy or pleasure of reading.
This course also made me realize the various skills in reading. I knew some skills and strategies, but it was the first time that I learned those skills and strategies in detail and how much I used them in my own reading. I learned some new skills which I plan to use for my future reading. While doing the "Travel Hunts" activity, I got to examine a Korean High school English textbook, dividing the stages into pre-reading, while-reading, and post-reading stages. I found some strengths but also weaknesses. By critically reviewing each stage, I could realize that many Korean textbooks are trying to include various reading strategies than before, but there are still many things to improve. I learned the importance of "Travel Hunts" activity, and why it is important to be critical. It is not just criticizing, but it also helps us to look at the textbook for improvement by discussing the strengths and weaknesses. While searching for a supplement reading lesson by using the web resources and making my own questions, I realized how difficult it was to help students improve their reading strategies. I think by combining the textbook resources and the online resources, students will get lots of chances which will help them enhance their reading.
Many people today talk about the value of Extensive reading. Before, the Korean education context focused much on intensive reading. Today there is a trend to shift into extensive reading, although it is difficult because there are not many Korean expert teachers who had ever got training in this area. Teachers tend to teach with how they have learned in their school days. When I was in high school in China, I got an experience with extensive reading method, so I think by more training, I can try extensive reading in my own future classroom. It is my dream to have Korean students enjoy reading in English. My presentation was about extensive reading, and through Professor's help, I got to read a book about Extensive reading in detail. I did not realize how many effective methods there were in this area. I hope to discover more methods in my future and try them on my own classroom.
There are so many things about reading that I have learned in this course. I will try to review what I have learned, and search more about teaching reading for my future classroom. I hope to be an expert in this area and be a help in changing the current Korean students who do not like reading into becoming reading experts.
30 March, 2013
Journal 2
Journal 2
Discuss reading skills that you have learned in this class, but have rarely used in your reading. Do you think they are really necessary ones for better reading? Why or why not?:::::
According to the book, skill is goal-directed, well organized behavior; it is an acquired ability though practice or training. Through effort, skill is performed unconsciously. There are various kinds of skills in reading. Reading skills in general can be categorized into four separable skills; word attack skills, comprehension skills, fluency skills, and critical reading skills. These four skills need to be harmoniously balanced.
I went to an American International school when I lived in China. Everything was taught in English only, and my high school English subject teacher had his own principle to teach us in his own specific way. For most of the class hour, we spent time in silent reading, individual writing, and discussing our reading and writing as a whole class discussion. Therefore, when I was taking that teacher's class, I did not have much chance to learn bottom-up skills, especially word attack skills. I was shocked because it was a very different teaching method from all the other English teachers, but as time went by, I realized that through silent reading and writing, I could improve word attack skills somewhat unconsciously. I already had the basic knowledge in bottom-up skills. Still, my skill in decoding the units of language is somewhat poor compared to other students who learned in the conventional method in Korea. Word attack skills are necessary for better reading, because without basic language skills, reading can be difficult and boring. Teachers teach such skills because without having bottom-up skills, when students encounter more difficult texts, they would have a hard time decoding, and also studying such texts.
Skills can also be categorized in hierarchical order, from lower-level skills to higher-level skills. Lower-level skills include bottom-up skills such as recognizing the details and main ideas, and recalling of comparison and character traits. As the skills move toward higher-level skills, they involve more thinking of the whole chunk of text, such as judging of appropriateness, giving an emotional response to the content, and reacting to the author's use of language.
When I was studying in International school, especially in high school, I spent much time in higher-level skills due to my English teacher's unique method of teaching. However, we did not had much time interpreting figurative language. Actually, I did not read many poems or literature because they were more difficult to read and understand. I regret not reading many literature such as Shakespeare's sonnets or Jane Austen's books. I highly recommend teenagers to read literature and discuss the figurative language and the implications because literature would help them learn to appreciate others' minds and to have 'empathy'. Many teenagers go through a difficult time of emotional crisis, thinking about their identity, which is one of the reasons for school violence or even suicide. I think teaching them literature is one way to help solve such problems. If students learn to have 'empathy', they would think twice before bullying another human being. Therefore, interpreting figurative language and giving emotional response to the content, thinking about literature or any text, and giving reactions to the author's language are all necessary ones for better reading.
According to the book, skill is goal-directed, well organized behavior; it is an acquired ability though practice or training. Through effort, skill is performed unconsciously. There are various kinds of skills in reading. Reading skills in general can be categorized into four separable skills; word attack skills, comprehension skills, fluency skills, and critical reading skills. These four skills need to be harmoniously balanced.
I went to an American International school when I lived in China. Everything was taught in English only, and my high school English subject teacher had his own principle to teach us in his own specific way. For most of the class hour, we spent time in silent reading, individual writing, and discussing our reading and writing as a whole class discussion. Therefore, when I was taking that teacher's class, I did not have much chance to learn bottom-up skills, especially word attack skills. I was shocked because it was a very different teaching method from all the other English teachers, but as time went by, I realized that through silent reading and writing, I could improve word attack skills somewhat unconsciously. I already had the basic knowledge in bottom-up skills. Still, my skill in decoding the units of language is somewhat poor compared to other students who learned in the conventional method in Korea. Word attack skills are necessary for better reading, because without basic language skills, reading can be difficult and boring. Teachers teach such skills because without having bottom-up skills, when students encounter more difficult texts, they would have a hard time decoding, and also studying such texts.
Skills can also be categorized in hierarchical order, from lower-level skills to higher-level skills. Lower-level skills include bottom-up skills such as recognizing the details and main ideas, and recalling of comparison and character traits. As the skills move toward higher-level skills, they involve more thinking of the whole chunk of text, such as judging of appropriateness, giving an emotional response to the content, and reacting to the author's use of language.
When I was studying in International school, especially in high school, I spent much time in higher-level skills due to my English teacher's unique method of teaching. However, we did not had much time interpreting figurative language. Actually, I did not read many poems or literature because they were more difficult to read and understand. I regret not reading many literature such as Shakespeare's sonnets or Jane Austen's books. I highly recommend teenagers to read literature and discuss the figurative language and the implications because literature would help them learn to appreciate others' minds and to have 'empathy'. Many teenagers go through a difficult time of emotional crisis, thinking about their identity, which is one of the reasons for school violence or even suicide. I think teaching them literature is one way to help solve such problems. If students learn to have 'empathy', they would think twice before bullying another human being. Therefore, interpreting figurative language and giving emotional response to the content, thinking about literature or any text, and giving reactions to the author's language are all necessary ones for better reading.
17 March, 2013
Journal 1
Journal 1
• Suppose your younger brother, nine year old, did not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English was simply nightmare. He hated doing phonics workbook and memorizing words. He didn't want to go to Hakwon anymore. Your mother was now anxious and worried about her son. Your mother asked for your help. How would you help your brother enjoy reading in English?::::
Learning phonics is one of the basics in English learning, and that is why many private institutes in Korea teach English beginning with phonics. However, even though learning phonics can improve English, it should not be forced to students who do not wish to learn them. If English starts to feel like "hatred" and "nightmare", it is not a good sign since we are surrounded by English for our whole lives. My younger brother is just a nine year old boy. If he does not want to go to Hakwon anymore, I think he should not be forced. Even though English is the key for survival in the Korean society, and I understand that mom is worried his son will be left behind in English studying, I think he should first enjoy English before begin to "study" phonics and vocabulary.
I think the supporting atmosphere is important, that everyone is supporting him. I would help him improve his reading using the four principles designed by Williams (1986). I think language-focused learning, which focuses on form, strategy, grammar, and functional expressions, can be taught later, and perhaps gradually while other principles are put to use. For meaning-focused input and fluency development, because he does not yet know how to read in English, I think shared reading and guided reading can be effective techniques. Me as a story teller, I can read him stories from blown-up books while showing him the pictures and written words. He probably has just begun to read Korean books, so I do not want to pressure him to reading a brand new information in English. Maybe reading him the translated story from the Korean version could be helpful. This is shared reading. When he begins to understand some English words, guided reading can take place, which he reads silently or reading aloud to me or other members of the family. I think complements goes a long way. It may seem like his English is not improving, but he is just looking at the pictures. However, I think for his age, a lot of exposure to English is helpful, and this is a way which does not pressure him.
Watching his favorite movie, for example 'Harry Potter', is also effective, for him to enjoy English. I myself watched 'Harry Potter' movie almost every day for one summer until I memorized the words. Then, I was excited and wanted to read the original version, the Harry Potter books. Even though I could not understand many vocabulary, I just read the book aloud to my family. Recording the voice of reading is also helpful, and this recording could be played during dinner time which all my family members can hear and see that I improve every day. This is one of the meaning-focused output strategies as it involves reading, listening, and speaking. I myself used the similar strategies and found myself love English and want to read more challenging books. If he is active, he can role play some of the scenes from Harry Potter with me, using English. This can improve his pronunciation and intonation as well. There is nothing to worry about at his age. English is not learned in one month. It needs time to make it in my own. When he feels that he wants to learn more English, he will be willing to go to Hakwon now.
Learning phonics is one of the basics in English learning, and that is why many private institutes in Korea teach English beginning with phonics. However, even though learning phonics can improve English, it should not be forced to students who do not wish to learn them. If English starts to feel like "hatred" and "nightmare", it is not a good sign since we are surrounded by English for our whole lives. My younger brother is just a nine year old boy. If he does not want to go to Hakwon anymore, I think he should not be forced. Even though English is the key for survival in the Korean society, and I understand that mom is worried his son will be left behind in English studying, I think he should first enjoy English before begin to "study" phonics and vocabulary.
I think the supporting atmosphere is important, that everyone is supporting him. I would help him improve his reading using the four principles designed by Williams (1986). I think language-focused learning, which focuses on form, strategy, grammar, and functional expressions, can be taught later, and perhaps gradually while other principles are put to use. For meaning-focused input and fluency development, because he does not yet know how to read in English, I think shared reading and guided reading can be effective techniques. Me as a story teller, I can read him stories from blown-up books while showing him the pictures and written words. He probably has just begun to read Korean books, so I do not want to pressure him to reading a brand new information in English. Maybe reading him the translated story from the Korean version could be helpful. This is shared reading. When he begins to understand some English words, guided reading can take place, which he reads silently or reading aloud to me or other members of the family. I think complements goes a long way. It may seem like his English is not improving, but he is just looking at the pictures. However, I think for his age, a lot of exposure to English is helpful, and this is a way which does not pressure him.
Watching his favorite movie, for example 'Harry Potter', is also effective, for him to enjoy English. I myself watched 'Harry Potter' movie almost every day for one summer until I memorized the words. Then, I was excited and wanted to read the original version, the Harry Potter books. Even though I could not understand many vocabulary, I just read the book aloud to my family. Recording the voice of reading is also helpful, and this recording could be played during dinner time which all my family members can hear and see that I improve every day. This is one of the meaning-focused output strategies as it involves reading, listening, and speaking. I myself used the similar strategies and found myself love English and want to read more challenging books. If he is active, he can role play some of the scenes from Harry Potter with me, using English. This can improve his pronunciation and intonation as well. There is nothing to worry about at his age. English is not learned in one month. It needs time to make it in my own. When he feels that he wants to learn more English, he will be willing to go to Hakwon now.
17 December, 2010
Reflection on the final project
My reflection on the final project
I think it must have been a very difficult project for every one in sophomore because we did not have any chance to do a micro-teaching before.
At first, I had a vague idea on how to do it, and we planned our lesson, but the lesson plan was denied by the professor. This made me confused on what exactly we should be doing. Now, I was confused. I did not know what to do or what not to do. Luckily, professor helped us in misery. After listening to her, it was everything we needed. Now, the goal was clear. It was not just criticizing the traditional classroom lesson. It was figuring out how to make the lesson better. It was very hard at first, but after the professor's help, we were on the roll.
It was very hard project, but after having a chance to design a newly made lesson, now I have somewhat more confidence on teaching.
Preparing for the project took a lot of time, energy, and effort.
After watching other group's presentation, it made me think everyone has great ideas, and that I should learn more.
I think it must have been a very difficult project for every one in sophomore because we did not have any chance to do a micro-teaching before.
At first, I had a vague idea on how to do it, and we planned our lesson, but the lesson plan was denied by the professor. This made me confused on what exactly we should be doing. Now, I was confused. I did not know what to do or what not to do. Luckily, professor helped us in misery. After listening to her, it was everything we needed. Now, the goal was clear. It was not just criticizing the traditional classroom lesson. It was figuring out how to make the lesson better. It was very hard at first, but after the professor's help, we were on the roll.
It was very hard project, but after having a chance to design a newly made lesson, now I have somewhat more confidence on teaching.
Preparing for the project took a lot of time, energy, and effort.
After watching other group's presentation, it made me think everyone has great ideas, and that I should learn more.
13 December, 2010
16 November, 2010
Week 12 Speaking
< Discussion Questions>
1. What is a goal to teach speaking? How can English teachers to achieve this goal?
-Communication process (effectively)
-Deliver message to others, listen and react in English appropriately
-Balance between input and output
-Comfortable atmosphere
2. Explain the following terms and types of speaking activities
*content-oriented vs. form-oriented input
-Content-oriendted: focus on information (lectures, weather report, news, movies)
-Form-oriented: ways of using the language (vocabulary, pronunciation, and grammar, read aloud, intonation, fluency, My Words, spoken accuracy, grammar chants and songs, tong twister)
*communicative vs. structure input(output)
-Communicative output: fluency, meaning-based, message, less attention on errors
-Structure output: correct forms, specific structure, fixed dialogue, repeat, make students comfortable, accuracy
*information gap
-at least two people
-meaning negotiation actively involved; more meaningful
-two different roles
-communicating to get the information from another person
-zigsaw
*picture narrating vs. picture describing
-picture narrating: based on several sequential pictures; Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric
-picture describing: give students just one picture and having them describe what it is in the picture; fosters the creativity and imagination, public speaking skills
*role play vs. simulation
-role play: students pretend they are in various social contexts and have a variety of social roles; fixed; use imagination
-simulation: more elaborate; create a realistic environment; dramatic
1. What is a goal to teach speaking? How can English teachers to achieve this goal?
-Communication process (effectively)
-Deliver message to others, listen and react in English appropriately
-Balance between input and output
-Comfortable atmosphere
2. Explain the following terms and types of speaking activities
*content-oriented vs. form-oriented input
-Content-oriendted: focus on information (lectures, weather report, news, movies)
-Form-oriented: ways of using the language (vocabulary, pronunciation, and grammar, read aloud, intonation, fluency, My Words, spoken accuracy, grammar chants and songs, tong twister)
*communicative vs. structure input(output)
-Communicative output: fluency, meaning-based, message, less attention on errors
-Structure output: correct forms, specific structure, fixed dialogue, repeat, make students comfortable, accuracy
*information gap
-at least two people
-meaning negotiation actively involved; more meaningful
-two different roles
-communicating to get the information from another person
-zigsaw
*picture narrating vs. picture describing
-picture narrating: based on several sequential pictures; Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric
-picture describing: give students just one picture and having them describe what it is in the picture; fosters the creativity and imagination, public speaking skills
*role play vs. simulation
-role play: students pretend they are in various social contexts and have a variety of social roles; fixed; use imagination
-simulation: more elaborate; create a realistic environment; dramatic
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