1. Common problems in teaching grammar
-teacher-centered (deliever grammar to students)
-does not give us time to practice
-students easily get bored after just the teacher explaining, it's not fun memorizing the rules
-too difficult grammatical terminology
-should teach how and when to use grammar rules (4 integrated skills)
-never saw real life samples, just examples and exercises
2. Recently defined goal of teaching grammar (teaching -ed forms)
-use short stories or recent experiences
-let students talk in -ed forms (role play, pair work)
-teach the pronunciation too
30 September, 2010
28 September, 2010
Teaching integrating grammar for CLT
Pre-grammar stage:
Post a picture on the board, a picture of a group of students doing different things in the sea. Then, the teacher asks: "What did the students do during the last summer vacation in Haewundae?"
While-grammar stage:
The teacher asks the students the question, "What did the students do during the last summer vacation in Haewundae?" The teacher gives one answer, "Kate worked as a life-saver in Haewundae." Then, several students continues to make sentences from the picture. "Alex swam." "The couple walked around the beach." The teacher tries to correct students when one answers in a wrong form, not directly, but encouraging students' efforts. Then the teacher shows other similar pictures and this time, let students make past tense sentences without the teacher's help. The teacher shows some irregular past tense verbs and explains using sentences like above with pictures to motivate the students' interests. The teacher makes sure students had enough practice.
Post-grammar stage
The teacher askes students about their last weekend. Some students raise their hands and answers. Then, the teacher ask for pair work about things they did last vacation or holiday. Then, some students tell interesting experiences to the class, and those who did not participate writes their experiences in correct -ed forms and hands them in.
18 September, 2010
Vocabulary programs
After this class, I found out so many useful and effective vocabulary-related programs in the internet that can relate to vocabulary teaching. Teaching vocabulary is one of the hardest part, even though every part of teaching is hard, of teaching, I think. Usually, it is the role of the students to just memorize hundreds and thousands of vocabulary. But, there are certainly some other ways to motivate the students' interests to learn and memorize vocabulary well and fast. It is important to make it a meaningful learning, not just rote learning with lots of drills and exercises only.
I think for younger or beginner leveled learners, showing lots of pictures or games would interest them and make them memorize vocabulary faster. Therefore, I think the site of making the crossword puzzles is somewhat interesting and fun. This site is especially good for reviewing what they have already learned.
For students who are somewhat more advanced, I think they would want some challenges. To check their vocabulary proficiency, the site of Wordsmart challenge would be a good practice for especially students about to take the SAT. The signing up for this "game" is somewhat easy and short, and you just have to click the start button and click on the similar meaning in the multiple choice. The game shows the context the word is used and you have to answer each in 20 seconds. You can check your score later. It's interesting, provides enough challenge, and there are smiley or frowny faces as you answer the question correctly or wrong and there are sounds to them. You can compete with your classmates or just check for your own challenge. Also, you don't need teachers, rather, students can work by themselves and improve their vocabulary skills. You just need a computer that is accessible to internet. It's not boring because the '20 seconds for each question' gets you busy and work fast. The time limit makes you nervous but with numerous practice, you will find yourself more confident and not nervous or embarrassed anymore.
I think for younger or beginner leveled learners, showing lots of pictures or games would interest them and make them memorize vocabulary faster. Therefore, I think the site of making the crossword puzzles is somewhat interesting and fun. This site is especially good for reviewing what they have already learned.
For students who are somewhat more advanced, I think they would want some challenges. To check their vocabulary proficiency, the site of Wordsmart challenge would be a good practice for especially students about to take the SAT. The signing up for this "game" is somewhat easy and short, and you just have to click the start button and click on the similar meaning in the multiple choice. The game shows the context the word is used and you have to answer each in 20 seconds. You can check your score later. It's interesting, provides enough challenge, and there are smiley or frowny faces as you answer the question correctly or wrong and there are sounds to them. You can compete with your classmates or just check for your own challenge. Also, you don't need teachers, rather, students can work by themselves and improve their vocabulary skills. You just need a computer that is accessible to internet. It's not boring because the '20 seconds for each question' gets you busy and work fast. The time limit makes you nervous but with numerous practice, you will find yourself more confident and not nervous or embarrassed anymore.
17 September, 2010
vocabulary teaching
I have tried several different methods in learning vocabulary.
One traditional way of learning vocabulary is to just to write down on a paper as you memorize each vocabulary from the vocabulary list. Keep going until you finish the book.
This could easily get the students to be bored, and tired, exhausted from memorizing, just like memorizing lots of grammar rules.
One method I like to use is to memorize the synonyms and antonyms as I memorize each word. At first, it may get you tired because you have to personally take the effort to find all the synonyms and antonyms (if it is not listed in the book), and it takes longer time to memorize one word. However, as you go through this practice, you will find yourself memorized lots of vocabulary that are related. This will affect your English skills, all speaking, listening, reading, and writing. In writing, you can choose different, difficult words because you don't want to repeat the same words over and over again. This could make you smart. As you memorize this way, as you memorize more words, you will find that you have memorized many of them already, they are all connected or related. You would find yourself very smart. Later, when you think of a word, you will be able to say outloud lots of its synonyms and antonyms. I think this method is very practical and useful for the future.
One traditional way of learning vocabulary is to just to write down on a paper as you memorize each vocabulary from the vocabulary list. Keep going until you finish the book.
This could easily get the students to be bored, and tired, exhausted from memorizing, just like memorizing lots of grammar rules.
One method I like to use is to memorize the synonyms and antonyms as I memorize each word. At first, it may get you tired because you have to personally take the effort to find all the synonyms and antonyms (if it is not listed in the book), and it takes longer time to memorize one word. However, as you go through this practice, you will find yourself memorized lots of vocabulary that are related. This will affect your English skills, all speaking, listening, reading, and writing. In writing, you can choose different, difficult words because you don't want to repeat the same words over and over again. This could make you smart. As you memorize this way, as you memorize more words, you will find that you have memorized many of them already, they are all connected or related. You would find yourself very smart. Later, when you think of a word, you will be able to say outloud lots of its synonyms and antonyms. I think this method is very practical and useful for the future.
10 September, 2010
07 September, 2010
Week 1 web 2.0
8 Key Factors for successful language learning
1. Learners have opportunities to interact and to negotiate meaning.
-should orally interact with each other, have conversation; socially exchange real message (NOT: role-play; YES: talking about last weekend)
2. Learners interact in the target language with an authentic audience.
-with the people involved in the real English communication
3. Learners are involved in authentic tasks.
-participate in activities with authentic audiences in real situations
4. Learners are exposed to and encouraged to produce varied and creative language.
-use the technology, etc
5. Learners have sufficient time and feedback.
6. Learners are guided to attend mindfully to the learning process.
-should be motivated and pay attention to the learning process (NOT: test-outcome)
-evaluate the students' improvement; writing reflection
7. Learners work in an atmosphere with an ideal stress/anxiety level.
-less stressful environment, should feel comfortable
8. Learner autonomy is supported.
-self-directed learning
WEB 2.0
1. user-centered; active
2. system
3. posting; create
4. tailored; change things on my own purpose; add or delete; customized
5. open to everyone; easily accessible
vs. WEB 1.0
1. Learners have opportunities to interact and to negotiate meaning.
-should orally interact with each other, have conversation; socially exchange real message (NOT: role-play; YES: talking about last weekend)
2. Learners interact in the target language with an authentic audience.
-with the people involved in the real English communication
3. Learners are involved in authentic tasks.
-participate in activities with authentic audiences in real situations
4. Learners are exposed to and encouraged to produce varied and creative language.
-use the technology, etc
5. Learners have sufficient time and feedback.
6. Learners are guided to attend mindfully to the learning process.
-should be motivated and pay attention to the learning process (NOT: test-outcome)
-evaluate the students' improvement; writing reflection
7. Learners work in an atmosphere with an ideal stress/anxiety level.
-less stressful environment, should feel comfortable
8. Learner autonomy is supported.
-self-directed learning
WEB 2.0
1. user-centered; active
2. system
3. posting; create
4. tailored; change things on my own purpose; add or delete; customized
5. open to everyone; easily accessible
vs. WEB 1.0
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