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
Speaking tools
Chat robots could be good tools for students to practice speaking. These could easily be done by homework or also class time. Some useful sites for chat robot includes Alicebot, Fake Captain Kirk, and Voki.
For example, 'Alicebot' site includes chatbox with a robot computer program called Alice. If students go to this site and click 'chat with Alice', students will see the robot Alice and a blank which says 'you say:'. Here, students can freely ask questions to 'Alice' and practice some English forms and vocabularies with her. Students will be 'human' and when they ask her questions, Alice will reply. It is automatic replies but students can have fun. She is not real but it feels like real because some of her questions are funny and some serious. These days, students are really into computer games and like doing something with the internet, this resource could be an excellent tool for students to practice both reading, writing, and speaking. Because the answers Alice provides are the same for all 'humans', the teacher can give homework such as 'find out Alice's interests or hobby' by make them use certain forms they learned during class.
For 'Fake Captian Kirk', the same things reply. Good aspect of this site is that students can hear Captain Kirk's reply through headphones. Also, his character seems like from the space, so many boys would probably enjoy talking to him about their curious questions about the outer space. Many teenage boys are fascinated by outer space.
For 'Voki', students can create their own character, and it is always fun to make your own imagination character. After making one, students can type in the blank some sentence they want to hear from, their own character will say outloud for them. For speaking practice, it will be fun because they get to hear from their own creative image and not some automatic voice mail.
For example, 'Alicebot' site includes chatbox with a robot computer program called Alice. If students go to this site and click 'chat with Alice', students will see the robot Alice and a blank which says 'you say:'. Here, students can freely ask questions to 'Alice' and practice some English forms and vocabularies with her. Students will be 'human' and when they ask her questions, Alice will reply. It is automatic replies but students can have fun. She is not real but it feels like real because some of her questions are funny and some serious. These days, students are really into computer games and like doing something with the internet, this resource could be an excellent tool for students to practice both reading, writing, and speaking. Because the answers Alice provides are the same for all 'humans', the teacher can give homework such as 'find out Alice's interests or hobby' by make them use certain forms they learned during class.
For 'Fake Captian Kirk', the same things reply. Good aspect of this site is that students can hear Captain Kirk's reply through headphones. Also, his character seems like from the space, so many boys would probably enjoy talking to him about their curious questions about the outer space. Many teenage boys are fascinated by outer space.
For 'Voki', students can create their own character, and it is always fun to make your own imagination character. After making one, students can type in the blank some sentence they want to hear from, their own character will say outloud for them. For speaking practice, it will be fun because they get to hear from their own creative image and not some automatic voice mail.
05 November, 2010
Listening tools
From the listening tools we have studied, I have realized there are so many good listening materials to be used during English classes through the internet.
Podcasting is the digital recording of a radio broadcast or similar program. It is possible to download audio or video file to your PC, and post them on the blog.
iTune U sites could be useful sites for college level students. Many American universities offer iTune U and all the students from around the world can download some of the lectures they want to listen to. I think this is brilliant idea because or else, students not in American would never have any chance to attend a Harvard lecture. These sites could arouse students' attention and motivate them. Since the lecture are designed for English speakers, and they are college-leveled, it could be difficult to comprehend at first. However, as students get used to listening them, it could increase their listening skills and also the knowledge about their major.
There are also podcasting sites for kids.
For example, there is a kids site called 'Storynory' which includes lots of children stories. Children can click on the story they wish to know about. The site provides listening and also the script so children can say aloud while listening to their favorite stories. Since many of the stories are already familiar to them, and they like those stories, children could be motivated. There are no videos available, but children can instead imagine the scenes from the stories because the recorded voice does an amazing job at the intonation and pronunciation, making it sound like a real life story.
Podcasting is the digital recording of a radio broadcast or similar program. It is possible to download audio or video file to your PC, and post them on the blog.
iTune U sites could be useful sites for college level students. Many American universities offer iTune U and all the students from around the world can download some of the lectures they want to listen to. I think this is brilliant idea because or else, students not in American would never have any chance to attend a Harvard lecture. These sites could arouse students' attention and motivate them. Since the lecture are designed for English speakers, and they are college-leveled, it could be difficult to comprehend at first. However, as students get used to listening them, it could increase their listening skills and also the knowledge about their major.
There are also podcasting sites for kids.
For example, there is a kids site called 'Storynory' which includes lots of children stories. Children can click on the story they wish to know about. The site provides listening and also the script so children can say aloud while listening to their favorite stories. Since many of the stories are already familiar to them, and they like those stories, children could be motivated. There are no videos available, but children can instead imagine the scenes from the stories because the recorded voice does an amazing job at the intonation and pronunciation, making it sound like a real life story.
04 November, 2010
podcasting example
Target Students: 2nd grade in Korean Girls Middle school, advanced level students
Goal of the lesson: to introduce Brother Grimm' stories, chose Snow White because the girls voted for it in advance. To improve students' listening skills combined with writing and speaking.
Process: to listen to an Snow White ending, which is somewhat different from the fmailiar Snow White ending. Students should talk in groups about the ending of Snow White and provide an alternative ending (write as a group).
Podcasting as a listening resource tool: Students should listen to the ending of Snow White uploaded podcasting file several times and each person in the group should upload their own recorded alternative ending using 곰녹음기, upload the file.
From: http://storynory.com/2006/07/31/snow-white/
-Storynory, audio stories for kids.
Goal of the lesson: to introduce Brother Grimm' stories, chose Snow White because the girls voted for it in advance. To improve students' listening skills combined with writing and speaking.
Process: to listen to an Snow White ending, which is somewhat different from the fmailiar Snow White ending. Students should talk in groups about the ending of Snow White and provide an alternative ending (write as a group).
Podcasting as a listening resource tool: Students should listen to the ending of Snow White uploaded podcasting file several times and each person in the group should upload their own recorded alternative ending using 곰녹음기, upload the file.
From: http://storynory.com/2006/07/31/snow-white/
-Storynory, audio stories for kids.
02 November, 2010
Week 10 Listening
1. Explain the two listening techniques: top-down vs. bottom-up and tell us when you employ each technique for what purpose.
Bottom-up: listening very carefully, to details
Listening test, explain direction, solve the problem
Top-down: get the main ideas using background information, guessing from context, listening to a chunk
Drama, TV, radio, talking with friends, music, novels, lecture, Korean context, predict
Implication: depending on the focus, purpose
2. What type of listening materials do you think good for top-down or bottom-up strategies? Review the listening materials and select some for each.
Bottom-up: academic texts, listening tests, dictation activities, phone #
Top-down: real-life stories, news
3. What is podcasting? Discuss the benefits of doing podacasting for L2 learners.
-digital recording of a radio broadcast or similar program, regularly. Search and download audio or video file downloaded to your PC, post them on the blog. People who RSS your site could download.
-1. T choose the right podcasting site, authentic material
2. Ss could pick what they are interested in (self-searchable), maybe authentic materials or educational, ESL materials
-Benefits:
1. T can provide more various, interesting materials
2. challenging materials for advanced students (additional materials)
Bottom-up: listening very carefully, to details
Listening test, explain direction, solve the problem
Top-down: get the main ideas using background information, guessing from context, listening to a chunk
Drama, TV, radio, talking with friends, music, novels, lecture, Korean context, predict
Implication: depending on the focus, purpose
2. What type of listening materials do you think good for top-down or bottom-up strategies? Review the listening materials and select some for each.
Bottom-up: academic texts, listening tests, dictation activities, phone #
Top-down: real-life stories, news
3. What is podcasting? Discuss the benefits of doing podacasting for L2 learners.
-digital recording of a radio broadcast or similar program, regularly. Search and download audio or video file downloaded to your PC, post them on the blog. People who RSS your site could download.
-1. T choose the right podcasting site, authentic material
2. Ss could pick what they are interested in (self-searchable), maybe authentic materials or educational, ESL materials
-Benefits:
1. T can provide more various, interesting materials
2. challenging materials for advanced students (additional materials)
22 October, 2010
wikispaces- sleeping ugly (our own version)
Once upon a time, there was an ugly girl in the little town. Boys in town always made fun of the girl with her face. But the ugly girl doesn't care about what other people said. She always look at the bright side and she nursing her sick mother by herself. One day, A witch came to the little town and see the girl's mother and said. "I think it is not useful to nursing your mother because she is almost die of terrible disease." The ugly girl shocked by what witch said to her. So she begged to the witch for saving her mother. Finally witch said there is only one way to save her mother. It was the way that the girl fall in a sleep forever replace her mother's death.
written by Yoon seon
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She was in a distress. In fact, sleeping forever was already like death. She didn't want to lose her life. But she had to save her mother. Eventually she told her mother the story about the witch. After listening the story, her mother suggested cheating the witch. That is, they prepare a orangutan to transform it into the ugly girl. Fortunately, she looked just like a orangutan. They captured a orangutan that is most similar to the girl in the forest. At last, they got their ducks in a row. And the appointed day was comming. They thought the orangutan would sleep eternally. So it had been no problem.
Written by Dahye^^
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The girl heard the witch's footsteps on the front door. She checked that the orangutan was asleep, dressed up just like herself. She covered the orangutan's face up with the blanket just in case the witch might become suspicious, and hid herself inside the closet behind the bed. Her heart began to beat loudly, she was scared. The girl's mother stood in front of her bedroom to beg the witch, just in case the witch would change her mind. The girl heard the witch talking to her mother, and she was surprised by the witch's voice- it was a voice of a male! The girl heard her mother ask the man who he was, he said he was a follower of the witch and the witch sent him instead to do the job. In just a few seconds, the girl thought of a new plan. That man was popular in the town for having no girlfriend his entire life. So the girls in town all gossiped about him being attracted to really ugly girls. As thinking about this, the ugly girl quickly got out of the closet, put the orangutan into the closet, and lied down on the bed instead. She thought the man would fall in love with her, change his mind about bewitching her, and cure her mother's disease. Her new plan was perfect.
Written by Chanmi
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Eventually, the man came up to the ugly girl. The girl's heart was hammering in her chest. When he saw the ugly girl, he heaved a sigh of despair looking ceiling because of her bad appearance. However, his appearance was worse than her. So, he suddenly thought that this girl could be his girl because her appearance was similar to him. Therefore, he cured ugly girl's mother without any exchange. After curing, he said to the ugly girl, "Run away from here with your mom, and wait for me in the Lampland where nobody knows." In this way, she ran away with her mom and married with the man and conceived twins who were not ugly anymore. Thus, they lived happily ever after.
Written by Sun
written by Yoon seon
--------------------------------------------------------------------------------
She was in a distress. In fact, sleeping forever was already like death. She didn't want to lose her life. But she had to save her mother. Eventually she told her mother the story about the witch. After listening the story, her mother suggested cheating the witch. That is, they prepare a orangutan to transform it into the ugly girl. Fortunately, she looked just like a orangutan. They captured a orangutan that is most similar to the girl in the forest. At last, they got their ducks in a row. And the appointed day was comming. They thought the orangutan would sleep eternally. So it had been no problem.
Written by Dahye^^
--------------------------------------------------------------------------------
The girl heard the witch's footsteps on the front door. She checked that the orangutan was asleep, dressed up just like herself. She covered the orangutan's face up with the blanket just in case the witch might become suspicious, and hid herself inside the closet behind the bed. Her heart began to beat loudly, she was scared. The girl's mother stood in front of her bedroom to beg the witch, just in case the witch would change her mind. The girl heard the witch talking to her mother, and she was surprised by the witch's voice- it was a voice of a male! The girl heard her mother ask the man who he was, he said he was a follower of the witch and the witch sent him instead to do the job. In just a few seconds, the girl thought of a new plan. That man was popular in the town for having no girlfriend his entire life. So the girls in town all gossiped about him being attracted to really ugly girls. As thinking about this, the ugly girl quickly got out of the closet, put the orangutan into the closet, and lied down on the bed instead. She thought the man would fall in love with her, change his mind about bewitching her, and cure her mother's disease. Her new plan was perfect.
Written by Chanmi
--------------------------------------------------------------------------------
Eventually, the man came up to the ugly girl. The girl's heart was hammering in her chest. When he saw the ugly girl, he heaved a sigh of despair looking ceiling because of her bad appearance. However, his appearance was worse than her. So, he suddenly thought that this girl could be his girl because her appearance was similar to him. Therefore, he cured ugly girl's mother without any exchange. After curing, he said to the ugly girl, "Run away from here with your mom, and wait for me in the Lampland where nobody knows." In this way, she ran away with her mom and married with the man and conceived twins who were not ugly anymore. Thus, they lived happily ever after.
Written by Sun
12 October, 2010
How does technology help task-based writing?
3. How does technology help task-based writing?
There are many useful tools to help task-based writing. There are actually lots of fun sites for students to have fun while writing. One of the aspects of task-based writing is providing an alternative ending to the original story or create your own story. For example, in wikispaces.com, the teacher can set up a topic or genre, one student can start creating his own story, maybe a paragraph, then other students could follow, and maybe the last member of the group could finish the story, give an ending. If the teacher gives a topic which is similar to an actual reading book but just change a word or so, then students would be excited to create a totally different story.
These kind of writing activities could be followed by grammar, spelling, or vocabulary checker such as spellchecker.net. If the student puts his paragraph(that he wrote) into the box in spellchecker, it would provide some correct or alternative options for parts of your sentences.
These kind of tools could be shared by many students or groups, therefore is interactive work.
There are many useful tools to help task-based writing. There are actually lots of fun sites for students to have fun while writing. One of the aspects of task-based writing is providing an alternative ending to the original story or create your own story. For example, in wikispaces.com, the teacher can set up a topic or genre, one student can start creating his own story, maybe a paragraph, then other students could follow, and maybe the last member of the group could finish the story, give an ending. If the teacher gives a topic which is similar to an actual reading book but just change a word or so, then students would be excited to create a totally different story.
These kind of writing activities could be followed by grammar, spelling, or vocabulary checker such as spellchecker.net. If the student puts his paragraph(that he wrote) into the box in spellchecker, it would provide some correct or alternative options for parts of your sentences.
These kind of tools could be shared by many students or groups, therefore is interactive work.
Week 6 Writing
1. From commnicative language teaching (CLT) perspective, Writing practice should be interactive. Discuss how English teachers can provide interactive English writing experience for students.
-Traditionally, writing is usually individual work, not interactive work (pen+paper+dictionary)
-Communication tools (twitter- exchange comments)
1)Students share the pen with the T adn classmates. The written text is structured and compoased by both Ss and T together.
2)Making writing conditions more authentic by specifying audience, situation, purpose, and intention
-Interactive writing: some purpose for real-life (send message to others, information, recording, resume) to certain different audiences (expect reactions)
EX) 이순신: provide an alternative ending as a group, write a comical scenario (drama script), compare his childhood to my childhood
EX) Suppose you are a children story writer to kindergarten students, use easy vocabulary to write about General Lee's childhood.
3)Interplay between texts, writer, and readers
-brainstorming as a group (add opinions and ideas together)
-collaborative writing
-peer-editing
-group-research
-whole class examination of texts produced by other students (comments, feedback)
-whole class discussion
2. When we write for authentic purposes, there are always audience (except secret diaries or self-notes). Discuss types of writing activites for different audiences.
-write an appreciation letter in parents day
-movie review
-fan letter
-writing portfolio
-write a letter to the author of a story
-exchange letters (pen-pal)
08 October, 2010
Reading tools
BRAINPOP
If you log into Brainpop, one of the tools for reading, you will see many categories. If you type ESL in the search engine, for example, you will find several levels you can try on. There are free trials and free lessons. One of the good things about Brainpop is that it is colorful and attractive, since students will most likely use this cite. For every unit lesson, there is a dialogue presented in animation. At the bottom, you will find words to know, games, reading, writing, listening activities, and so on. There are so many activities in just one lesson, with the use of all four language skills.
I think this cite is useful for beginners of English, especially young children. There are animation, motion pictures, and games, which can attract their attention easily and also make them follow your lesson, get what they need to get from the lesson. And there are so many lesson plans for teachers to use. I think it's good to use several tools together, for example comic cite. However, it would be better if the teacher combine these tools with more reading materials such as Dear Abby or TIME for kids. TIME magazine has a section for kids to read, they are easy to follow and with pictures and short stories. For children who do not like to read or cannot read difficult materials or are just not interested in the world news, it would be a good online tool for reading. Using children's stories tools would also attract students' attention, plus they give children some moral lesson to take in.
If you log into Brainpop, one of the tools for reading, you will see many categories. If you type ESL in the search engine, for example, you will find several levels you can try on. There are free trials and free lessons. One of the good things about Brainpop is that it is colorful and attractive, since students will most likely use this cite. For every unit lesson, there is a dialogue presented in animation. At the bottom, you will find words to know, games, reading, writing, listening activities, and so on. There are so many activities in just one lesson, with the use of all four language skills.
I think this cite is useful for beginners of English, especially young children. There are animation, motion pictures, and games, which can attract their attention easily and also make them follow your lesson, get what they need to get from the lesson. And there are so many lesson plans for teachers to use. I think it's good to use several tools together, for example comic cite. However, it would be better if the teacher combine these tools with more reading materials such as Dear Abby or TIME for kids. TIME magazine has a section for kids to read, they are easy to follow and with pictures and short stories. For children who do not like to read or cannot read difficult materials or are just not interested in the world news, it would be a good online tool for reading. Using children's stories tools would also attract students' attention, plus they give children some moral lesson to take in.
Week 5 Reading
Top-down Approach
-focus on meaning (background knowledge, past experience)
-get the main point of the text
-Ignore grammar structure and vocabulary
-Follow the logical sequence
-Quick reading
-Cartoons, internet articles
Bottom-up Approach
-Specific information, details
-Grammar structures
-Prepare for exams
-Textbooks, poetry
Interactive Approach
-Depend on the purpose of reading
-Balance two approaches in L2
-Integrate
Intensive Reading (정독)
-Similar to bottom-up
-Quality of understanding
-Tests preparation
-Appropriate amount of reading
-Textbook or workbook
-Understanding better
-Thoroughly understanding the meaning
-Challenging
-Reading accurately
-Easily get bored
Extensive Reading (다독)
-Top-down approach
-Quantity; fluency
-Build cultural and subject matter knowledge
-Fun, knowledge building
-Authentic materials; easy
-"Why" reading? - to enjoy reading itself
-Long time to improve the quanlity of reading
-focus on meaning (background knowledge, past experience)
-get the main point of the text
-Ignore grammar structure and vocabulary
-Follow the logical sequence
-Quick reading
-Cartoons, internet articles
Bottom-up Approach
-Specific information, details
-Grammar structures
-Prepare for exams
-Textbooks, poetry
Interactive Approach
-Depend on the purpose of reading
-Balance two approaches in L2
-Integrate
Intensive Reading (정독)
-Similar to bottom-up
-Quality of understanding
-Tests preparation
-Appropriate amount of reading
-Textbook or workbook
-Understanding better
-Thoroughly understanding the meaning
-Challenging
-Reading accurately
-Easily get bored
Extensive Reading (다독)
-Top-down approach
-Quantity; fluency
-Build cultural and subject matter knowledge
-Fun, knowledge building
-Authentic materials; easy
-"Why" reading? - to enjoy reading itself
-Long time to improve the quanlity of reading
01 October, 2010
'국·영·수만 늘린’ 교원 임용시험
중등교사 임용시험을 한 달여 앞두고 있는 김아무개(30)씨는 최근 청천벽력 같은 소식을 들었다. 올해에는 자신이 준비해온 공통과학 과목 교사는 전국에서 한 명도 뽑지 않는다는 것이었다. 김씨는 “3년간 시험을 준비해왔고 특히 최근 1년 동안은 집을 떠나 학원가 고시원에서 먹고자며 공부했는데 당장 짐을 싸야 할 판”이라며 허탈해했다.
최근 전국 시·도 교육청이 내년도 교사 임용공고를 발표하면서, 김씨처럼 오랜 기간 임용시험을 준비해온 수험생들 사이에서 불만의 목소리가 터져 나오고 있다. 전체 신규임용 규모가 대폭 줄었을 뿐 아니라, 지역에 따라서는 신규 채용을 한 명도 하지 않는 과목도 여럿 있기 때문이다. 서울 노량진 학원가에서 임용시험을 준비해온 한 수험생은 “지금 임용고시 학원가는 거의 공황 상태”라고 말했다.
24일 교육과학기술부와 전국 시·도 교육청이 발표한 자료를 보면, 2011학년도 중등교사 신규채용 공고인원(특수·보건·영양교사 등은 제외)은 지난해보다 492명이 줄어든 2041명으로 집계됐다. 시·도별로는 수도권의 신규채용 감소 폭이 커, 서울은 지난해 375명에서 214명으로 161명이, 경기도는 지난해 912명에서 348명으로 564명이 각각 줄었다.
과목별로는 교원 수급의 ‘양극화 현상’이 두드러진다. 국어·영어·수학의 신규채용 공고인원은 전체의 55.3%(1128명)로 지난해의 51.2%(1297명)보다 비중이 오히려 4.1%포인트 늘었다. 그러나 사회과목 신규채용 인원 비중은 지난해 16.1%(407명)에서 올해는 5.3%(108명)로 크게 줄었다.
공통사회와 공통과학 과목은 전국을 통틀어 신규채용 인원이 한 명도 없었다. 사회교과는 지리가 지난해 76명에서 올해 19명으로 75% 줄어드는 등 6과목 모두 감소 폭이 컸다. 도덕·윤리와 한문 과목 교사를 뽑는 곳은 16개 시·도 가운데 각각 4곳에 그쳤다.
이에 대해 교사들은 내년부터 적용되는 ‘2009 개정 교육과정’의 영향 때문이라고 주장한다. 진영효 전국교과모임연합 의장은 “교과목 편중과 이에 따른 교원수급 등의 문제는 교과별 수업시수 자율 증감과 집중이수제를 뼈대로 하는 ‘2009 개정 교육과정’이 도입되면서 충분히 예견됐던 것”이라며 “입시 중심의 교육 풍토에서 수능에 도움이 되지 않는 과목이 도태되는 현상이 현실화하고 있다”고 말했다.
이유진 기자 frog@hani.co.kr
30 September, 2010
Week 4 Grammar
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
-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
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.
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