• Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
1,839
On Slideshare
0
From Embeds
0
Number of Embeds
17

Actions

Shares
Downloads
17
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • 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!