TESOL Materials Design and Development

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TESOL Materials Design and Development

• Week 7
• SARS Lecture Workshop

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Warm-up Opportunity for outcome feedback

• Think about the following Qs
• What kind of verbs do we use when writing SLOs?
• What does the acronym S-M-A-R-T stand for?
• In the formula By the end of the lesson, SWBAT
  demonstrate ___________ BY ________, what do you
  put in the first blank? What do you put in the
  second blank?
• Why do we use backwards planning when planning
  our lessons? What question do we ask our self?

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Which is deductive?Which is inductive?

• Bottom-Up Processing
• Examples
• I
• I
• I
• ?
• Rule

• Top-Down Processing
• Rule
• I
• I
• I
• ?
• Examples

Ss are given a task which helps them discovery
the rule.
Teacher explains the rule and Ss make examples
following the rule.
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How to Read a Teachers Mind

• I am going to ask you some questions.
• I want you to guess the answers to the questions.
• Watch me carefully. See if you can read my mind

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How to Read a Teachers Mind

• Before we play the game again, read these
  questions and try to guess the rule.
• Guiding questions
• What kind of question is the T asking? Can you
  give some examples?
• What does the T often do when he asks a question?
  
• What is the answer when the T does that?

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How did you find the rule?

• Many examples,
• Teacher draws attention to important details by
  asking questions.
• Students try to use the rule (or explain their
  guess about the rule)
• T gives feedback.
• Students try again.
• (Repeat steps 3,45 if necessary)
• Provide many chances to practice to master the
  new rule.

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Inductive vs. Deductive

• This lesson is for older learners high school or
  above, but the grammar is taught inductively
  rather than deductively.
• My questions to you
• What makes this lesson inductive?
• How is it different from how you have learned or
  taught this same grammar point?
• How do the materials help Ss discover the rules
  and internalize the TL?

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Context of Use

• Communicative competence is
• What to say ? (meaning) words expressions
• How to say it ? (form) grammar pronunciation
• When to say it ? (use) appropriateness
• Context of use establishes/demonstrates when to
  use the target language

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Card Attack

• Get into groups of four
• Each group will get a set of cards
• You will only have 3 minutes
• Turn over a card and fill out the chart
• EX hop hopped hopped
• Youll get 1 point for each correct word, and
  bonuses for each level you reach without any
  errors.
• Be careful Mistakes will cost you points and a
  ship. If all your ships are destroyed, you lose.

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Human Sentences
been
.
to
have
I
Canada
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White Board after eliciting the answers to the
Guiding Questions
This section of the white board is used for
recording student answers for questions 1-3, 5
and 7
Rule for Question Has/Have S ever p.p. O
Rule for Statement S has/have p.p. O
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Find Someone who

• Dont show your paper to your partner.
• You need to find six different people.
• You need to stand and walk around.
• First person who finds six different people gets
  20 points for his/her group.

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Present Perfect Simple PastTimeline
FUTURE
PAST
PRESENT
Rule Present Perfect is about a general time in
the past. Simple Past is about specific time in
the past.
Present Perfect
Simple Past
last night
last week
last year
in 1997
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Travel Reporter
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Processing Present Perfect

• How did teacher establish context of use? How did
  this prepare Ss to learn the topic being taught?
  Could T activate schema for the present perfect
  tense in Korean Ss? Why or why not? If no, then
  what did the T activated?
• What did the T initially assess? How did the T
  assess it? Why did the T need to assess this?
• How did the teacher get the Ss to discover the
  rules for the present prefect tense? How did the
  T get the Ss to focus on the form? How did the T
  create a learning opportunity, without being
  directly involved?

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Processing Present Perfect

• Look at the lesson plan and label the missing
  stages in terms of the Productive Skills
  Framework Encounter-Internalize-Fluency.
• Some steps may combine stages
• E
• E/I
• I
• F

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Processing

• This lesson looked like a squid
• What were the two language chunks?
• What was the controlled practice for the first
  chunk?
• What was the practice for the second chunk?
• Why is Talkopoly not a fluency?
• Where in the lesson were inductive techniques
  used? How were these activities similar? How were
  they different?

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Descriptive vs. Prescriptive Grammar

• Descriptive Grammar Talks about how grammar is
  actually used by native speakers
• Prescriptive Grammar Talks about grammar in
  terms of what is right and what is wrong.
• What kind of grammar do your Ss need to know?

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Guided Discovery vs.Collaborative Discovery

• The present perfect lesson uses guided discovery
  rather than collaborative discovery.
• Why was this lesson more appropriate for High
  School learners and adults rather than young
  learners (YL) or middle school Ss?
• Where in the guided discover activities did the
  materials use meta-language (meta-linguistic
  language)?
• Why is this problematic for YL and middle school
  Ss?

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Using who and which

• Which is more delicious samgyeopsal or salad?
• Who is better Bi or Big Bang?
• Who is smarter the boy or the girl?
• Which is more interesting Harry Potter or Lord of
  the Rings?
• Which is stronger the lion or the mouse?
• Directions Use the sentences above as a guide
  and put the words in the blue box into the chart.

Who Which

Jeon Ji Hyun elephant the man SM5 umbrella CD
player Kang Ho Dong computer David MP3 player
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Collaborative Discovery

• How did this collaborative discovery activity
  differ from the guided discovery in the present
  perfect lesson?
• What age level of Ss would this activity be
  appropriate for? Why?
• After the Ss had finished the task what questions
  should I ask? Why?

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Make Your Own Guided Discovery or Collaborative
Discovery Activity

• A similar process is required to make a
  collaborative discovery or guided discover
  activity as writing an SLO. You need to
• Select the grammar topic,
• Fine-tune What is, isnt included, other
  meanings, negative form, question, typical Ss
  problems
• Make example sentences and choose one as a
  representative,
• Decide on a situational context or text to teach
  the grammar form
• Analyse the form, meaning and use

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Active vs. Passive Voice

• Make a collaborative discovery or guided
  discovery activity to help Ss learn how to use
  active and passive voice.

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What I might do

• Generate 4-5 passive voice sample sentences e.g.
  (Hangeul was invented by Sejong)
• Generate 4-5 active voice sentences e.g. (Sejong
  invented Hangeul)
• Use enhanced input to draw Ss attn to TL
• Scramble the sentences up
• Ask Ss to separate the sentences into to columns
  - Blue and Red (see next slide)

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What I might do

• Ss cut and paste the sentences in to the columns
• Ss drawn lines between sentences that mean the
  same thing
• Ss answer the following Qs
• What words are first in the blue sentences? What
  words are second?
• What words are first in the red sentence? What
  words are second?
• Are the Blue words or Red words the DOERS?
• Are the Blue words or Red words THINGS?
• How are the underlined words different?
• Are there any other differences?
• What rule can you make?

Blue Red

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Rough Drafts of Mid-Term Project Due in Two Weeks

• Week 9 All Participants will need to come to
  HUFS to meet with me and their peers so that we
  can do group and individual conferencing.
• A Disadvantage to lesson planning alone is that
  you have few opportunities to share ideas. Use
  this time together to borrow activities and ideas
  from your classmates

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What you need to bring

• Your SLO
• A rough draft of your LP All your procedures
  and reasons for teaching
• Your materials or a range of materials that you
  think you might want to use.
• Use the lesson plan template available online,
  because all lesson plans need to be in the same
  format.

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Homework

• Post your weekly entry to the discussion board
  and reply to at least two other participants
  entries.