TESOL Materials Design and

Development

Week 7

SARS: Lecture & Workshop

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?

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 whichhelps them discovery

the rule.

Teacher explains the ruleand Ss make examples

following the rule.

How to Read a Teacher’s 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

How to Read a Teacher’s 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?

How did you find the rule?1. Many examples,

2. Teacher draws attention to important details by asking questions.

3. Students try to use the rule (or explain their guess about the rule)

4. T gives feedback.

5. Students try again.

6. (Repeat steps 3,4&5 if necessary)

7. Provide many chances to practice to master the new rule.

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?

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

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

• You’ll 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.

Human Sentences

beento .

haveI Canada

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 QuestionHas/Have + S + ever + p.p. + O

Rule for StatementS + has/have + p.p. + O

Find Someone who…

• Don’t 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.

Present Perfect & Simple PastTimeline

PAST PRESENT FUTURE

last nightlast weeklast yearin 1997

Simple Past

PresentPerfect

Rule:Present Perfect is about a

general time in the past.

Simple Past is about specific time in the past.

Travel Reporter

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?

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

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?

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?

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?

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 elephantthe man SM5umbrella CD playerKang Ho Dong computerDavid MP3 player

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?

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, isn’t 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

Active vs. Passive Voice

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

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)

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

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

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.

Homework

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