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  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • No sexism, racism, party political answers. Teams and give points! Rules nothing too emotional please!
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • For classroom English
  • Always good to use PPT to keep a repertoire of speaking frames at hand, or plan them into your lesson plan…
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Think of activities that challenge your students to think and to be invested in the words, find inventive ways for them to use them and to own them…
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • Language Research has shown that comprehensible input is crucial, and also without narrative students cannot develop fluency.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • For classroom English
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • What about you? What are you’re strongest? Attendee interaction part…
  • What about you? What are you’re strongest? Attendee interaction part…
  • More about lexiled books later… joke about dark circles…
  • Reflective teaching rocks!!! I’ve been reflecting a lot on the difficulties my students have had with authentic literature.
  • Transcript

    • 1. Aaron D. Jolly *Korea TESOL Teacher Trainer *Hanseo University's Institute for the Development of Talented and Gifted Education. How to Improve 4 Skills for Korean Elementary Students
    • 2.  
    • 3. Workshop Framework
      • Introduction, teaching keys and thriving in Korea
      • 2. Reading & Writing
      • 3. Listening & Speaking
    • 4.
      • Part 1:
      • Keys
    • 5. Aaron D. Jolly *Korea TESOL Teacher Trainer *Hanseo University's Institute for the Development of Talented and Gifted Education. How to Improve 4 Skills for Korean Elementary Students
    • 6.
      • Why we should teach/study English
      • http://www.youtube.com/watch?v=QmPr2OVXiLM
      • Why we should adapt and inspire #1
      • http://www.youtube.com/watch?v=oBuPQgV8yBM
      • Why we should thank our LUCKY stars!
      • http://www.youtube.com/watch?v=vTjA2icNAGA
    • 7. Warm Up Discuss these questions with your partner? *Tell me about your favorite book? *Tell me about favorite teacher? *What do you think keys to good teaching of English are? Wait for the… Speaking Frame
    • 8.
      • Hi, my name is ______. Nice to meet you. What’s your name?
      • My name is _______.
      • Nice to meet you too!
      • I was wondering would you tell me about _____?
    • 9. Who am I? I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
    • 10. About me… I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
    • 11. Who do I teach? I teach pre-kinder, kinder, elementary & M.S. with reading based 4 skills program.
    • 12.
      • Hip Hip Hooray
      • & Our
      • Discovery
      • Island
    • 13. First rule of Prof. Jolly
    • 14.
      • *Be a fool
      • in the classroom!
      • *Be serious
      • out of it!
    • 15.
      • Let’s be
      • serious
    • 16. Can you guess what country Professor Jolly is from?
    • 17. Clue: It is the 4 th biggest city in Aust.
    • 18. Winner: Here’s some points for you! Perth Sydney
    • 19.  
    • 20.  
    • 21.  
    • 22.
      • Let’s be
      • serious
    • 23.
      • Dress the part
      • Who died and
      • made you a
      • banker Aaron?
    • 24.
      • Serious Ideas:
      • Dress the part
      • Do research
      • Go to bookstores
      • Join web communities
      • Be tech savvy & magical
    • 25.
      • Let’s play the
      • fool
    • 26.
      • When in doubt
      • Sing
      • Chant &
      • Dance
    • 27.  
    • 28.  
    • 29.
      • When the
      • Ants Go
      • Marching
      • http://www.youtube.com/watch?v=1b3prAmX9WU&feature=related
    • 30.
      • Today is
      • Monday
      • http://www.youtube.com/watch?v=JtN7ixHO4c8
    • 31.
      • Foolish Ideas:
      • Be fun and be funny
      • Use songs & chants
      • Use magic & trickery
      • Motivate, motivate!
      • Use classroom control
    • 32.  
    • 33.  
    • 34.  
    • 35.  
    • 36.  
    • 37.  
    • 38.  
    • 39.
      • Choose the
      • right
      • materials
      • (book/tech)
    • 40.
      • Motivation
      • & Classroom
      • Control
      • are Key!
    • 41. Websites for YL
      • 1) http://eflclassroom.ning.com    EFL Classroom 2.0
      • Lots of resources, games, discussion and tips to using technology in the classroom. (For both students or teachers.) 
      • 2) http://mes-english.com    -  MES English
      • - flashcards, worksheets for young learners
      • 3) http://bogglesworldesl.com   -  Bogglesworld
      • - lesson plans, activities, for young learners and M.S. / H.S.
      • 4) http://kindersay.com   - Kindersay
      • -  Full vocabulary suite with slideshows and audio for teacher/student use
      • 5) http://www.de.mingoville.com/content/view/13/29/lang,en/ -  Mingoville
      • -  online learning suite for young learners. Free, great for practice 
      • 6) http://barryfunenglish.com    Click N Learn
      • - online learning suite with flash games.  Free.  
    • 42. Websites for YL 7) http://www.voicethread.com   -- Voicethread      Create an account, put up a picture and send your students there to practice speaking and to record messages. Really great for oral speaking practice.  8) http://tarheelreader.org – Tar Heel Reader         Make books with pictures. The site has a voice which will read them! Also download them as powerpoint and use in class directly!  9) http://supersimplesongs.com – Children’s songs     Great songs and tips for teaching them with young learners!  10) http://real-english.com – Real English     Watch videos with subtitles, for all levels. Unique!  11) http://jr.naver.com/english/list.nhn?id=dongyo&cid1=2   - Jr. Naver Many songs, chants, stories, games for young learners (Korean based)
    • 43.
      • http://thejollyprofessor.blogspot.com/
    • 44.
      • Part 2:
      • Reading & Writing
    • 45. It’s Time to Share a Story Do you know who this is? (Hint: Author of Very Hungry Caterpillar)
    • 46. Yes it’s Eric Carle Author of The Very Hungry Caterpillar & many other great books for children.
    • 47. Let’s Try Read Aloud Refer to separate PPT for Read Aloud.
    • 48. Discuss with Partner or Group How could you integrate this book with a lesson from the Korean Elementary School English textbook?
    • 49. Answers?
      • Lesson with can/can’t
      • Lesson with body parts
      • Lesson with animals
      • Any lesson as a warm-up
    • 50. Reading: Goals of Curriculum   3 rd grade - To distinguish big and small letters of alphabet - To recognize simple words 4th grade - To read big and small letters of alphabet - To read simple words 5 th grade - To read words and phrases - To understand sound and letters 6 th grade - To read phrases and sentences
    • 51. Reading: 3 rd & 4 th Grade Tactics
      • Be sure what you do is fun!
      • Use big books or scanned books.
      • Choose books that have focus on alphabet and site words.
      • Remember that the focus should
      • not be on children’s production.
      • In a way their level mimics the silent phase a baby/toddler goes through as a native speaker.
    • 52. Reading: 3 rd & 4 th Grade Activities
      • Read aloud – passive.
      • Read aloud – active.
      • Alphabet activities.
      • Phonics activities.
      • Word card activities.
    • 53. Reading: 5th & 6 th Grade Tactics
      • Be sure what you do is fun!
      • Use big books or scanned books.
      • Use graded readers.
      • Try to match with their age level.
    • 54. Reading: 5th & 6 th Grade Activities
      • Read aloud – passive
      • Read aloud – active
      • Word card activities
      • Dramatic Retelling
    • 55. Read Aloud
      • Use big books, scanned books , or multiple copies of books if available.
      • (Choose fun books with great pictures)
      • Make it interactive , and don’t have students repeat everything you say. They are not parrots.
      • Books can be much more difficult than what the students can do on their own.
    • 56. See. Think. Wonder What do you wonder?
    • 57. Station Set-up Sample Class of 32 Students: Read aloud with teacher: 16 students (Ss) Vocab. Card Practice 4 Ss Quizzes/Puzzles 4 Ss Art Activity 4 Ss Reader Play 4 Ss
    • 58. Dramatic Retelling
      • Usually only relevant for older
      • students or smaller classes of
      • younger ones.
      • Have them act out a story book
      • or a story that you have
      • made up in PPT.
      • Give them copies of the script
      • on paper and call for dramatic
      • voice rather than memorized script.
    • 59. Dramatic Retelling
    • 60. Words
    • 61. Phonics & Sight Words.
      • Alphabet Short Vowel
      • Long Vowel Double Consonants
      • Double Letter Vowels.
      • NOTE: BE SYSTEMATIC WITH THESE.
      • (ii) Sight Words 200-300 common words that make up 75% of all words that appear in children’s stories.
      • (iii) Fluency is important so repeated reading and repeated practice is needed.
    • 62. Vocabulary Instruction
      • Many words are learnt naturally through repetition in a variety of contexts , so NOT every word needs
      • to be taught by teacher.
      • (ii) Use word lists and word cards. It’s
      • very simple- English on one side & Korean on the other. This is a very efficient way.
      • (iii) Sight words 1 st (200-300), then work on first 1000 words, then 2000.
    • 63. Vocabulary Instruction
      • Need:
      • Paper with words
      • Coating machine
      • Ring and punch
      • Ss Practice turning
      • over cards & memo-
      • rise translation on
      • the back of card.
    • 64. Vocabulary Instruction
      • Need:
      • Paper with words
      • Coating machine
      • Ring and punch
      • Ss Practice turning
      • over cards & memo-
      • rise translation on
      • the back of card.
    • 65. Vocabulary Instruction
      • Need:
      • Paper with words
      • Coating machine
      • Ring and punch
      • Ss Practice turning
      • over cards & memo-
      • rise translation on
      • the back of card.
    • 66. Vocabulary Instruction
      • Need:
      • Paper with words
      • Coating machine
      • Ring and punch
      • Ss Practice turning
      • over cards & memo-
      • rise translation on
      • the back of card.
    • 67. Vocabulary Instruction
      • Need:
      • Paper with words
      • Coating machine
      • Ring and punch
      • Ss Practice turning
      • over cards & memo-
      • rise translation on
      • the back of card.
    • 68. D.I.Y. Books with PPT When I was 7 I used to race go-karts. How about that?
    • 69. D.I.Y. Books with PPT When I was 12 I used to coach 9 year olds at soccer? How about that?
    • 70. D.I.Y. Books with PPT When I was 27 I came to Korea for the 2002 World Cup. Korea made the semi-finals. How about that?
    • 71.  
    • 72.  
    • 73.  
    • 74.  
    • 75.  
    • 76. Writing: Goals of Curriculum 3 rd grade -No writing 4th grade -No writing 5 th grade -To write easy words 6 th grade - To write phrases and sentences - To write big, small letters and a punctuation mark correctly
    • 77.
      • Part 2:
      • Listening & Speaking
    • 78. Speaking: Goals of Curriculum
      • 3 rd grade
      • To speak properly for English sound,
      • stress, rhythm, and intonation
      • - To speak simple words or 1 sentence
      • 4th grade
      • - To speak commonly used expressions
      • - To speak simple 1~2 sentences
      • 5 th grade
      • - To speak properly for purpose and situation
      • - To speak 2~3 sentences, past tense
      • 6 th grade
      • - To speak about a daily life
      • - To speak future tense
    • 79. Speaking for Elementary: Tactics
      • A. Set the correct tone
      • Fear v Comfort
      • Teacher modeling.
      • Self-depreciating.
      • Clapping and rewarding mistakes.
      • First bring the class together as a team.
    • 80. Speaking for Elementary: Activity
      • A. Set the correct tone
      • Rock Scissor Paper Game:
      • Play, and the loser has to pay the
      • winner one of these compliments
      • (use these or come up with others):
      • That _______ looks good on you!
      • __(color)__ looks good on you!
      • I like your ___( clothes) ___.
      • Your so __( kind/helpful/generous) ____.
    • 81. Speaking for Elementary: Tactics
      • B. Assist Performance
      • Acts as facilitator or discussion leader.
      • Activates background knowledge
      • Offers feedback on correct usage
      • Provides language model forms.
      • Focus on object of the learning and assists students in practicing that.
      • The teacher arranges tasks in sequence.
    • 82. Speaking for Elementary: Tactics
      • C. Turn taking
      • Teach students how to take turns
      • Communication is a two way street
      • After each answer by a student, prompt them to continue the communication with a question or suggestion.
    • 83. Speaking for Elementary: Tactics
      • D. Use 2 way tasks
      • Students can be motivated to speak,
      • “ if there is a need”
      • Use two way tasks
      • Info. gap kind of activity
      • Catalyst towards inflaming
      • students talk time
    • 84. Speaking for Elementary: Tactics
      • E. Use authentic texts and topics/themes
      • Interest.
      • Make it real and make it up to date with timely texts (news items, celebrity gossip, hot topics etc…)
      • Keep it about their lives and world.
      • Keep them driving (speaking) on a full and powerful engine!
    • 85. Speaking for Elementary: Tactics
      • F. Get them on their feet!
      • Get them practicing what they will be preaching!
      • Activity:
      • Simply giving them a slip of paper with one question or prompt and having them walk around the class exchanging it and finding others – does wonders for acquiring language and practicing what I call – authentic production.
    • 86. For heaven’s sake use PPT
    • 87.
      • Word/phrase cards
      • & speaking frames
    • 88.
      • Prof. Jolly’s Speaking Frames 2010
    • 89.  
    • 90. A: What’s your favorite ice-cream? B: My favorite ice-cream is _______. How about you? A: I like ___________. Do you like ___________? B: Yes I do/No I don’t actually.
    • 91.
      • Connect
      • How are the ideas connected to
      • what you already know?
      • I thought about how______.
      • I already knew __________.
      • I remembered _____________.
    • 92.
      • Extend:
      • What new ideas did you get that
      • Extended your thinking in
      • new directions?
      • I got new ideas about ________.
      • I learned that ____________ which made me think that _____.
    • 93.
      • Challenge
      • What questions, wonderings or
      • puzzles do you still have?
      • I am still challenged by _______.
      • I am puzzled about why _______.
      • I’m still wondering why ________.
      • What I don’t fully understand yet
      • is _____________________.
    • 94.  
    • 95.  
    • 96.  
    • 97. http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
    • 98. Speaking for Elementary: Tactics
      • F. Get them on their feet!
      • Get them practicing what they will be preaching!
      • Activity:
      • Simply giving them a slip of paper with one question or prompt and having them walk around the class exchanging it and finding others – does wonders for acquiring language and practicing what I call – authentic production.
    • 99. What’s the most delicious word? What’s the most dangerous word? What’s the ugliest word? What’s the tallest word? What’s the funniest word? What’s your favorite word? Review Activity: “ The Vocabulary challenge.”
    • 100. From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html
    • 101. List all the things you know about ants ( in 1 minute) Next, make a list with your partner… next share with the two people next to you or behind you . No duplications please!
    • 102.
      • A. Excuse me, may I join
      • your group ______?
      • B. Sure, that’d be fine
      • _______. Please do!
    • 103. Listening: Goals of Curriculum
      • 3 rd grade
      • To distinguish English sound,
      • stress, rhythm, and intonation
      • - To understand 1 sentence
      • 4th grade
      • - To listen simple dialogue
      • - To understand 1~2 sentences
      • 5 th grade
      • - To listen past tense
      • - To understand basic phone dialogue
      • 6 th grade
      • - To listen future tense
      • - To understand ‘why’, ‘because’ and comparative sentences
    • 104. Listening: Activities
      • Listen and complete-
      • Learners listen and use the information
      • given to complete a picture, map, diagram, table, or chart.
      • Listen and correct-
      • Learners listen to a text which contains a
      • number of factual mistakes. They identify and then correct the mistakes.
      • Listen and do-
      • Learners listen to a series of instructions or actions, and do them as they hear them.
    • 105. Listening: Activities
      • Listen and draw-
      • Learners listen to a description of a person,
      • place, or object and draw it as they listen.
      • Listen and guess-
      • Learners listen to a description of a person,
      • place, or object and guess what it is. (Who am I?)
      • Listen and match-
      • Learners listen to a description and match it to, for example, pictures, people, objects, or places.
    • 106. Listening: Activities
      • Listen and reorder-
      • Learners listen to some information and use it to put some picture or sentences in the correct order.
      • From Jill Hadfield
      • Simple Listening Activities.
    • 107.
      • If you think what I say is true move to the left…
      • If you think it is false move to my right…
    • 108. Writing: Activities
      • Drawing letters in the air.
      • Drawing letters on partner’s backs.
      • Using your body to make the alphabet.
      • Make their own word cards.
      • Look, say, cover, write.
      • Writing frames.
    • 109. Writing Frames
      • My favorite color is ________.
      • My mother loves __________.
      • I enjoy ______________.
      • What’s the weather like today?
      • It’s ________________.
      • I always eat ________ on my birthday.
      • Finish sentence then draw picture
      • below or bring & copy photos then stick.
      • Give sample sets of nouns for students to choose from to answer.
    • 110. Multiple Intelligences (Gardner 1983)
    • 111. Musical Rhythmic Intelligence
    • 112. Remember your audience! (Especially If you have 5 th /6 th graders?)
      • What do you “See, think, wonder”?
    • 113. Websites for YL
      • 1) http://eflclassroom.ning.com    EFL Classroom 2.0
      • Lots of resources, games, discussion and tips to using technology in the classroom. (For both students or teachers.) 
      • 2) http://mes-english.com    -  MES English
      • - flashcards, worksheets for young learners
      • 3) http://bogglesworldesl.com   -  Bogglesworld
      • - lesson plans, activities, for young learners and M.S. / H.S.
      • 4) http://kindersay.com   - Kindersay
      • -  Full vocabulary suite with slideshows and audio for teacher/student use
      • 5) http://www.de.mingoville.com/content/view/13/29/lang,en/ -  Mingoville
      • -  online learning suite for young learners. Free, great for practice 
      • 6) http://barryfunenglish.com    Click N Learn
      • - online learning suite with flash games.  Free.  
    • 114. Q & A? Thank you very much for sharing today!