YL Material Design & Development
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Transcript of YL Material Design & Development
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YL Material Design & Development
Week 4
Sample Lesson 1 & Processing
YL’s Halliwell & Paul
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Today’s Class
• Reflection on Homework – Paul’s Child-Centered Learning Collect homework Story time! Return Homework
• Discuss Halliwell• Sample Lesson 1
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Reflection on Homework • Discuss in small groups or with a partner:
1. Describe the 5th or 6th stages in the active learning cycle. What happens in each stage?
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Reflection on Homework • Discuss in small groups or with a partner:
2. How are thinking and learning related? Why do we want to make our Ss think? Who initiates the learning when Ss are thinking?
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Reflection on Homework • Discuss in small groups or with a partner:
3. Why is personal involvement important? How does it help Ss learning?
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Active Learners p.180
Discuss with a partner:
What does an active learner do?
What is the teacher’s role in this type of classroom?
What do you think you would see in the classroom?
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As I read the story, see if you can hear these stages (make notes to discuss later with the class):
Notice
Challenge
Play
Succeed
LinkNotice
Want
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Notice Want Challenge
I arrived in Korea and everywhere I looked there were people speaking Korean.
I felt helpless because I couldn’t speak I was also embarrassed that I hadn’t learned Korean.
I decided that I would learn the language.
Play Succeed Link
I started looking at language books and websites with practical words and phrases like ‘bab juseyo’ and ordering food.
I was happy because I felt that I could finally communicate with people.
I learned some simple words, but I found that I still couldn’t say much in Korean, and sometimes people couldn’t understand me.
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Homework for Next Week
• Read and answer the questions to EIF Framework and Kurzweil & Scholl’s “Chapter 4”
Questions p. 191
Reading p. 193-210
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Discussing Halliwell’s Working with YL & Identifying Implications
p.155-172 Reading
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Discussing Haliwell• Summarize the following in your groups
Special nature of language (2.2)
Checking understanding (2.3)
Treating Mistakes (2.4)
Real exchanges (2.5)
Teaching in the target language (TL – 2.6)
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Sample Lesson #1• Please pretend that you are second grade,
low-intermediate/intermediate level middle school students.
• As you participate in this lesson, please try to take mental note of: the different features of materials that are
used in the lesson. how it illustrates the basic principles of lesson
planning.
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Sample Lesson 1
Let’s Talk about People
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Who is that? Do you like him/her? What is he/she famous for?
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A is ___ than B .
Alice CindyJane Mary
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A: Is A ___ than B ?
B: Yes, A is ___ than B .No, B is ___ than A . // No, A isn’t ___ than B .
Jane Alice Cindy Mary
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Is Girls Generation better than Kara?
Yes, Girls Generation is better than Kara.
A: Is A ____ than B ?
B: Yes, A is ____ than B . No, B is ____ than A . No, A isn’t ____ than B .
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Processing The Lesson• What are the productive skills? What are the
receptive skills? • What skill was taught in this lesson?• How was Ss prior knowledge assessed?• What were the materials I used in this lesson?• What role did those materials play? How did they
help Ss learning?• Compare the lesson and materials to Tomlinson’s
16 features. What is similar? What differs?
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Materials Used in Sample Lesson 1• laminated pictures on walls• additional pictures on desk• White board• PowerPoint• Students• worksheets and handouts• Teacher Re-grouping at end of lesson • Graphic Organizer (chart on WB)• Stuffed animal