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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.

Cnoe.presentation.feb.2011.before Cnoe.presentation.feb.2011.before Presentation Transcript

  • 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
  •  
  • Workshop Framework
    • Introduction, teaching keys and thriving in Korea
    • 2. Reading & Writing
    • 3. Listening & Speaking
    • Part 1:
    • Keys
  • 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
    • 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
  • 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
    • 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 _____?
  • Who am I? I resemble the thinker , therefore I am. (Rodin 1902, meets Descarte, 1637)
  • About me… I reflect therefore I teach. (Descarte 1637 meets Farrell 2008)
  • Who do I teach? I teach pre-kinder, kinder, elementary & M.S. with reading based 4 skills program.
    • Hip Hip Hooray
    • & Our
    • Discovery
    • Island
  • First rule of Prof. Jolly
    • *Be a fool
    • in the classroom!
    • *Be serious
    • out of it!
    • Let’s be
    • serious
  • Can you guess what country Professor Jolly is from?
  • Clue: It is the 4 th biggest city in Aust.
  • Winner: Here’s some points for you! Perth Sydney
  •  
  •  
  •  
    • Let’s be
    • serious
    • Dress the part
    • Who died and
    • made you a
    • banker Aaron?
    • Serious Ideas:
    • Dress the part
    • Do research
    • Go to bookstores
    • Join web communities
    • Be tech savvy & magical
    • Let’s play the
    • fool
    • When in doubt
    • Sing
    • Chant &
    • Dance
  •  
  •  
    • When the
    • Ants Go
    • Marching
    • http://www.youtube.com/watch?v=1b3prAmX9WU&feature=related
    • Today is
    • Monday
    • http://www.youtube.com/watch?v=JtN7ixHO4c8
    • Foolish Ideas:
    • Be fun and be funny
    • Use songs & chants
    • Use magic & trickery
    • Motivate, motivate!
    • Use classroom control
  •  
  •  
  •  
  •  
  •  
  •  
  •  
    • Choose the
    • right
    • materials
    • (book/tech)
    • Motivation
    • & Classroom
    • Control
    • are Key!
  • 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.  
  • 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)
    • http://thejollyprofessor.blogspot.com/
    • Part 2:
    • Reading & Writing
  • It’s Time to Share a Story Do you know who this is? (Hint: Author of Very Hungry Caterpillar)
  • Yes it’s Eric Carle Author of The Very Hungry Caterpillar & many other great books for children.
  • Let’s Try Read Aloud Refer to separate PPT for Read Aloud.
  • Discuss with Partner or Group How could you integrate this book with a lesson from the Korean Elementary School English textbook?
  • Answers?
    • Lesson with can/can’t
    • Lesson with body parts
    • Lesson with animals
    • Any lesson as a warm-up
  • 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
  • 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.
  • Reading: 3 rd & 4 th Grade Activities
    • Read aloud – passive.
    • Read aloud – active.
    • Alphabet activities.
    • Phonics activities.
    • Word card activities.
  • 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.
  • Reading: 5th & 6 th Grade Activities
    • Read aloud – passive
    • Read aloud – active
    • Word card activities
    • Dramatic Retelling
  • 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.
  • See. Think. Wonder What do you wonder?
  • 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
  • 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.
  • Dramatic Retelling
  • Words
  • 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.
  • 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.
  • Vocabulary Instruction
    • Need:
    • Paper with words
    • Coating machine
    • Ring and punch
    • Ss Practice turning
    • over cards & memo-
    • rise translation on
    • the back of card.
  • Vocabulary Instruction
    • Need:
    • Paper with words
    • Coating machine
    • Ring and punch
    • Ss Practice turning
    • over cards & memo-
    • rise translation on
    • the back of card.
  • Vocabulary Instruction
    • Need:
    • Paper with words
    • Coating machine
    • Ring and punch
    • Ss Practice turning
    • over cards & memo-
    • rise translation on
    • the back of card.
  • Vocabulary Instruction
    • Need:
    • Paper with words
    • Coating machine
    • Ring and punch
    • Ss Practice turning
    • over cards & memo-
    • rise translation on
    • the back of card.
  • Vocabulary Instruction
    • Need:
    • Paper with words
    • Coating machine
    • Ring and punch
    • Ss Practice turning
    • over cards & memo-
    • rise translation on
    • the back of card.
  • D.I.Y. Books with PPT When I was 7 I used to race go-karts. How about that?
  • D.I.Y. Books with PPT When I was 12 I used to coach 9 year olds at soccer? How about that?
  • 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?
  •  
  •  
  •  
  •  
  •  
  • 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
    • Part 2:
    • Listening & Speaking
  • 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
  • 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.
  • 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) ____.
  • 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.
  • 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.
  • 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
  • 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!
  • 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.
  • For heaven’s sake use PPT
    • Word/phrase cards
    • & speaking frames
    • Prof. Jolly’s Speaking Frames 2010
  •  
  • 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.
    • Connect
    • How are the ideas connected to
    • what you already know?
    • I thought about how______.
    • I already knew __________.
    • I remembered _____________.
    • 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 _____.
    • 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 _____________________.
  •  
  •  
  •  
  • http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html
  • 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.
  • 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.”
  • From George Jacobs’s wonderful website: http://www.georgejacobs.net/index.html
  • 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!
    • A. Excuse me, may I join
    • your group ______?
    • B. Sure, that’d be fine
    • _______. Please do!
  • 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
  • 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.
  • 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.
  • 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.
    • If you think what I say is true move to the left…
    • If you think it is false move to my right…
  • 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.
  • 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.
  • Multiple Intelligences (Gardner 1983)
  • Musical Rhythmic Intelligence
  • Remember your audience! (Especially If you have 5 th /6 th graders?)
    • What do you “See, think, wonder”?
  • 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.  
  • Q & A? Thank you very much for sharing today!