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Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
Teaching English Through English I Class # 4
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Teaching English Through English I Class # 4

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  • 1. Teaching English Through English I Session # 4
  • 2. Agenda
    • Lesson Plans for teaching Academic Articles
    • Reading Class Blog
    • Join the Club Chapter 2 and Chapter 3
  • 3. Min Young says…
    • Lastly, to make this English village promote, I think, we need a connection between public education, for example schools and English villages. By having this connection, the school teachers and staff members of village can work together as a team to make learning English more effectively. For instance, they could share what they teach in schools or in villages and have students learn the contents at school and then in village they could have an authentic experience related to the contents which they have learned at school.
  • 4. Beentwontrolley says…
    • We have preference of American culture to our own Korean culture. As we see neon signs and names of apartments everywhere, those names is mixture of English, French and Korean. For examples, Lotte Kingdom, Astra, *** palace, and Renuare are for apartments and BS(Busan), NH(NongHeup) and KB(KukMin) are for banks. Because applying those names is profitable.
  • 5. Taeny
    • First of all, contents in the English village should be authentic. The purpose of English village is the chance for experiences of foreign languages. However, if the contents are not authentic, it will be ended up with 'just another theme park with a lot of money, time, and effort wasted'. Secondly, English villages should be a place easy to get to. If the English village is far from user' home, they cannot go there often. And, it makes the English villages to be just special places where they cannot go easily. For instance, the English village in Busan is located in the center of the city, so people can go there whenever they want.
  • 6. Belle says…
    • In my perspective, I am really interested in English village and I want to visit, too. So I could enjoy a lot of interesting situations and visiting places. But I want to see real effectiveness of English village. So we should consider about how much we get from how much costs.
  • 7. Abigail says…
    • According to this article which is written by Mi-Young Kim, "English village provide an opportunity for English immersion experience without traveling abroad". However, the author is doubtful about the effectiveness of English villages. Because English proficiency will not be improving as quickly, even if participants spend all day long in an English village. Although "It is designed to realize the same atmosphere as a town In England", the author finds that the sign and the use of American currency in P English village is not authentic as a town In England. Besides the author thinks that the staffs including NESs should be qualified. If English villages represent only typical images of an English speaking country, it will "remain no more than another theme park".
  • 8. Abigail says…
    • Therefore we have to use English villages for practicing English effectively . We can learn different cultural awareness and stimulate participants' motive by exposing to English in English villages. But It is so far from the main city. If English villages offer a vehicle, many more participants will visit there frequently. Furthermore, the government should support to develop the various programs which is related to the national curriculum constantly and employ qualified NESs. These efforts will be able to meet the need of participants.
  • 9. Meekyung says…
    • Like Mi-Young Kim,the auther,said, I don't think this big policy works well to students who really want to improve their English ability. Everyone might know that just few days' experiences can not improve actual English ability. Students won't remember what they learned in that place unless they go there everyday. So it's impossible to anticipate the effects of 'going abroad'
  • 10. Hailey says…
    • Fake English Villages: Do we really need these ‘fake’ villages to learn English? Personally, my opinion is no. For the same money, parents can send their children to the Philippines to study English with real English speaking Filipinos. In addition, they can merely choose to send their children to classes with native English speakers. There is an argument that many of these NETs are only backpackers with no teaching experience and that they are hired solely because of there ability to fill an ideal. I would rather learn with a qualified Filipino English teacher than an under-educated white “Native Speaker,” here for a quick buck. The stigma attached to supposed Non Native English teachers seems foolish and perhaps unnecessarily expensive to me. I feel that better use of qualified Non Native English Teachers would be of a great benefit, especially in the financial times we live in.
  • 11. Debate: Pros and Cons of English Villages in South Korea
    • For this activity, the class will be divided into two opposing point of views. As your blog discussion indicates, some of you think that English villages are beneficial while some think that it is a waste of money. For this class activity, I would like you to develop persuasive arguments for and against English villages. Each group will have about 2-3 minutes to present their ideas and the moderator will lead a discussion on this topic.
  • 12. Writing Summaries
    • Class Definition:
    • General ideas of the author
    • Abstract
    • Short write ups
    • Including the key vocabulary
    • Inclusion of topic sentences
    • Synopsis
  • 13. Writing Summaries
    • A summary restates the author’s main point, purpose, intent, and supporting details in your own words.
    • It enables you to better grasp the main points
    • It helps you to better analyze and critique the original.
  • 14. Differences among quoting, paraphrasing, and summarizing
    • Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
    • Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
    • Summarizing involves putting the main idea (s) into your own words, including only the main point (s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
    • Retrieved from owl.english.purdue
  • 15. Steps in writing summaries
    • First, try to find the main idea in the reading; it’s usually in the first paragraph. Look at the key words used in the article.
    • Next, skim through the article, glancing at any headings and graphics.
    • Then, read the conclusion. The intent here is both to give the readers a review of the work.
    • Make an outline that includes the main idea and the supporting details. Arrange your information in a logical order, for example, most to least important or chronological.
    • Write the summary, making sure to state the author’s name in the first sentence. Present the main idea, followed by the supporting points. The remainder of your summary should focus on how the author supports, defines, and/or illustrates that main idea. Remember, unless otherwise stated by your instructor, a summary should contain only the author’s views, so try to be as objective as possible.
  • 16. Writing a Group Summary
    • In your groups, you should complete at least one full abstract summary about your source. Remember that the abstract has to seriously summarize the main findings and argumentations of the article as well as be academically written. Make sure that you consult each and every member of your group before submitting your summary
  • 17. Cultural Differences in Academic Writing
    • Jeab, Khan and Maho’s experiences
    • http://cwl.oregonstate.edu/view-clips-film
  • 18. Teaching Demonstration Guidelines:
    • Choose an English Reading Text according to the level of your students
    • Give the audience the background of your reading text (evaluate its reliability and appropriateness) See the directions in Appendix A of your syllabus.
    • Create a 5-10 minutes long teaching demonstration including reading and writing activities. For this demonstration, you may work individually or in pairs.
  • 19. Guiding questions for your teaching demonstration
    • What are the objectives of your reading and writing lesson?
    • What is the level of your students? What institution are you in?
    • What is the title of this article?
    • Who is the author/designer of it? What is his/her background?
    • Tell your students three things that you found appealing and useful about this article.
    • What is the significance of this article? Who can benefit from this article?
    • How would you teach this website/article to your students? Develop reading and writing activities based on the material that you have chosen.
  • 20. Assignments
    • Join the Club Chapter # 4
    • Teaching Demonstration Activity

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