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Revised powerpoint-high level


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High Level

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Revised powerpoint-high level

  1. 1. Advanced Language Learners: How to Keep Making Progress Introduction to the Korean Advanced Course FT. Meade, LTD Defense Language Institute Jeansue Mueller
  2. 2. Competencies at Higher Proficiency Levels Socio- Linguistic Socio- Cultural EmotionalDiscourse Critical Discourse Adapted from Badawi, S., Ehrman, M., Fischer, P., Lampe, J. & Leaver, B. (2001). Proficiency Cusp Tables.
  3. 3. Understanding Learners (Adult learning, Learner-Centered Instruction) Material Selection (Authenticity, Content) Sequences of Activities (Schema, Higher- Order Thinking)
  4. 4. <Advanced Korean Course Outline> Course Unit 1 (weeks 1 and 2) History • What led to Korean war • Japanese colonialism • Russia/US cold war • Division of NK/SK • Russian/US control Economics/ Politics • Post war economic systems • NK Juche • SK economic devlopment under dictatorships Current NK situation • Kim Jung Un's North Korea • International outreach efforts • Cultural development • Effects of KJU policies NK/SK Social Issue: Defectors • Current NK situation leading to defections • Life in NK • Route to SK • Arrival and assimilation • Reaction by SK gov and citizens
  5. 5. Pre-Task • Students analyze the contextual meaning of two different texts (Lyrics vs. Blog). • Students use their acquired knowledge about Dokdo from the song and the blog text to form opinions. Topic 1: History – Korean-Japanese Relations Liancourt Rocks Dispute Lesson Plan Students read and listen to both the written and spoken texts on the territorial dispute. And work in pairs to discuss the main ideas of each Text and evaluate the author’s tone, intent and analyze the linguistic features (e.g., rhetorical devices, cultural references). DEBATE Main Task Production Task
  6. 6. Debate Lesson Japan-South Korea Territorial Dispute <Lesson Objectives> Students will be able to: •Discuss differing points of view on the topic. •Present and defend their viewpoints in a public structured setting. •Apply self-monitering and self-corrective strategies. •Will be able to identify the tone, stress, registers, and gestures of target language speakers.
  7. 7. Debate Lesson Japan-South Korea Territorial Dispute Description: Students will learn the basics of debate through an informal debate during which they will present and defend their points to an opposing team. Time: 2 hrs. Materials: Summary of each students’ opinion from the previous lesson. Korean TV talk show video clip. Class Layout and grouping of students: The students will work at their desks with a partner for the first 20 mins. The second portion of the lesson involves half of the class standing at the front of the room on two opposing sides. The final portion involves everyone at his or her desks in a discussion.
  8. 8. Debate Lesson Japan-South Korea Territorial Dispute Procedure •In pairs, Students prepare the debate on the following resolutions: “Dokdo is an integral part of Korean territory historically, geographically and under international law.” “The occupation of Takeshima by the ROK (South Korea) is an illegal occupation undertaken on no basis of international law.” •Students will be debating one side of the resolution but prepare both sides.
  9. 9. Chair Judge Affirmative Negative
  10. 10. First Affirmative Second Affirmative Third Affirmative First Negative Second Negative Third Negative
  11. 11. • The class then discusses the debate and suggests strategies that students could have used to strengthen their position. • The class watch the Korean TV show debating on the same topic and discuss about the strategies that each native Korean panels of experts has employed. (e.g., speech styles and social non-verbal). Procedure Cont’d