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Lesson Plans for Teaching Intensive Reading in EFL Context (South Korea)
Eunice Yunjung Nam
Jiwoong Hong

Topic: “The Archetypes of Mythology”
Grade: High School, 11th Grade


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Descriptive Writing / Practice Day: Writing a Dating Profile
« on: April 10, 2014, 05:07:47 PM »


Lesson plan idea for "Writing a Dating Profile" can be found in my previous post on this forum.
http://www.eslweb.org/resources/index.php?topic=1927.msg3342#msg3342

PPT: Writing a Dating Profile presentation


Handout: Writing my dating profile_Blank form


Thank you so much for wonderful suggestions and comments for our presentation.


3
Feedback--Teacher / Using Feedback to Feed-Forward
« on: March 20, 2014, 01:07:18 PM »

This is an article published online.
It presents the idea of implementing the concept of "feed-forward" by engaging students in receiving and incorporating the feedback for their final draft and by encouraging them to be more "proactive" in responding to feedback.
 
You can find the article at the following link.
http://www.camtesol.org/Download/LEiA_Vol2_Iss1_2011/LEiA_V2_I1_10_Debra_Jones_Feedback_in_Academic_Writing_Using_Feedback_to_Feed_Forward.pdf

Appendices include the forms for:
  1) First Draft Evaluation Form
  2) Final Essay Evaluation Form
  3) Feed-Forward Form
  4) Questionnaire



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General Reading Links / KWL/KWHL/KWLS Reading Strategies
« on: February 24, 2014, 08:04:05 PM »



(I just noticed that several posts has KWL chart in the attached lesson plan,
but there is no post dedicated to KWL and its variations.)

KWL is a very well known reading strategy.


KWL stands for what I KNOW about a topic, what I WANT TO KNOW about the topic, and what I have LEARNED at the end. It can be nicely embedded into reading lessons because it involved pre-during- and post reading components.



It also have two other variations: KWHL and KWLS.
Teacher can create charts and provided students with the charts as pre- or during-reading activity.
The following links have some more information and read-made charts.


http://iris.nyit.edu/~skwang/cv/read/content/module1/Triptik.html


https://wvde.state.wv.us/strategybank/KWLCharts.html

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General Writing Resources / Fortunately-Unfortunately: A Story Game
« on: February 24, 2014, 07:31:38 PM »
This is actually a storytelling game, but I think it can be adapted to writing.
I tried this game when I was in the TESOL certificate program at UC Riverside, and I really enjoyed this.
____________________________________________________________
The idea is to give students the first line of a story:
I lost my job yesterday
The next student must begin the next line with the word"fortunately".
Fortunately, I never liked it.
The following student must then begin the next line with the word "unfortunately" and on it goes until the story becomes too long or the students bore of it.
Unfortunately, I don't have any money now.
Fortunately, my friend wants to hire me.
Unfortunately, .........
The students can go on if they like, but the teacher can limit the time and let them finish the story.
This can be used to practice certain grammatical structures such as past simple or future if you change the first line.

Source : http://www.esl-lounge.com/level2/lev2fortunfort.php

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General Writing Resources / 7 Writing Strategies for Elaboration
« on: February 19, 2014, 09:04:34 PM »
I found this website where you can find some teaching tips (usually for elementary and secondary school settings) for ESL or language classes.


One of the things ESL/EFL students struggle with in writing is providing elaboration in their writing. They need more vocabulary and more practice. I thought this article has some useful strategies we can try.


Elaboration: 7 Writing Strategies
1Describe a Place in Detail
2Use Specific Words to Paint Pictures
3Show How Something Feels, Smells, Tastes, Sounds or Looks
4Compare Two Different Things Through Simile or Metaphor
5Use the Exact Thoughts or Words from a Person
6Describe How Someone or Something Moves
7Show Someone’s Feelings Through What He Does

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Using novels in ESL/EFL class would be very interesting and conducive to improving English, but reading long novels can cause students' resistance. This is why I preferred to use short stories in my class.
 
I like O'Henry's short stories because his short stories are well-known for their wit and twisted or surprise endings.
What I tried with my students (EFL Korean context), the lesson turned out interesting.
I presented the following story, but the ending -- or the last line of the story -- has been removed. Students were asked to create their own endings. There are not correct answers, and they can be creative. Students can take a poll and have a contest for the best ending. The teacher can provide some standards first, for example, the ending should be surprising, happy, or sad,.... etc. Or students can come up with some ideas. The actual story ends with "No address? Come with me. Three months in jail for you," which shows the clever twisted ending of O'Henry. If you are teaching advanced level, you can also do some activities of plot analysis or author analysis.

 Soapy’s Winter Home
  Soapy lives on the streets of New York. He likes the sun and the trees. He doesn't like buildings or houses or jobs. For nine months of the year, Soapy is a happy man. Then the first week of December comes. At night Soapy puts on his old coat and hat, and he puts three newspapers under him. But he is cold and he can't sleep. He gets up and he walks up and down the streets. He can't live on the streets all winter.  But Soapy has a plan he has the same plan every December. He is going to do a bad thing. Not a very bad thing, but a policeman is going to put him in jail for three months for this thing. Then Soapy is going to have food and a bed for the winter. In March, he is going to finish his tie in jail. He is going to be on the streets of New York again for nine beautiful months.  Soapy thinks about his plan. He is going to visit a very smart restaurant. First, he is going to eat some expensive food, and then he is going to sit in the bar with an expensive drink. after his food and drink, Soapy is going to say, "I'm sorry, but I don't have any money." Then the men at the restaurant are going to make a telephone call. A policeman is going to come and put Soapy in jail for three months. No cold streets for the winter. Soapy smiles and walks into Sanborn's Restaurant. But the man at the door looks at Soapy's old shoes and says, "You can't come in here. The people in here have money. They have good coats and shoes. Go home. You can't eat here."Soapy sits down and thinks about his plan again. This time he walks down Sixth Street. He finds an expensive store with a big window. He his the window with a heavy bottle. Many peopleand one policemanhear the noise and run to the store. Soapy stands near the window and smiles. "Who did this?" the policeman asks. "Where's the man?""Maybe I'm that man." Soapy says with a friendly smile. "You aren't the man.  Look! Down there! A man is running away," the policeman says. He runs after the man. No jail for Soapy this afternoon.That evening Soapy walks to a street with many theaters. He sees a lot of beautiful men and women in expensive coats and dresses. They are talking and smiling They are going to have a good time in the theaters and restaurants. Near one theater, Soapy sees a tall policeman, too. Suddenly Soapy runs in front of the people and starts to dance. Then he makes a lot of noise. He is very friendly. He talks to the important people. "Hello. How are you, my friends? What are you going to see this morning? Can I dome to the theater with you?"The policeman sees Soapy. He looks at him and says to the people. "He's a student from the theater school. They always make a lot of noise, but they aren't a problem. It's a game for them."Soapy is angry and very unhappy. How can he get into jail for the winter? He walks down the street and sees a man in a big office. The man's pen is on a talb enear a window. Soapy puts his hand in the window and takes the pen. He walks slowly down the street.The man runs into the street and says, "Stop! You have my pen!"  "Your pen?" Soapy asks. "Then call a policeman."But the man from the office doesn't call a policeman. He has problems with the police, too. He doesn't want to talk to a policeman. "Maybe it is your pen," the man says to Soapy. "Goodbye."Soapy is going to sleep on the street again today. He sits down and makes a new plan. Maybe he can get a job. Maybe he can have some money and an apartment and good shoes and a lot of food. Maybe he is too old for the street. Tomorrow he is going to find a job. This winter he isn't going to be cold, and he isn't going to be in jail. He is going to be an important man. He's happy with this new plan. Then Soapy hears a person near him. "Excuse me," a policeman says. "What are you doing here? What's your problem?" "No problem, my good man," Soapy says. "What's your address? Where do you work?" the policeman asks. "No address, no job, but I'm going to look for a job tomorrow," Soapy says. "________________________________________________________________________________"  the policeman says.
I also found some other lesson plans for using O'Henry's short stories.
http://esl-voices.com/library/13736-2/classics-lesson-plans/lesson-plan-for-the-last-leaf-by-o-henry/
http://old.sandi.net/depts/literacy/unitsofstudy/grade7/unit1/instructionalguide_week3.pdf

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The following links provide English versions of several well-known Korean Folk Tales.
For ESL classes where there are students from different cultural backgrounds, these stories can be used for cultural comparison and contrast.
http://www.sejongsociety.org/korean_theme/korean_folk_tales/
http://park.org/Korea/Pavilions/PublicPavilions/KoreaImage/hangul/litera/
http://www1.korea-np.co.jp/pk/folktale/category41.htm



The following lesson plan was actually created for Grade 7 Language Arts, but it can be adapted for ESL classes.


 Lesson Plan by Eunice Yunjung Nam.


1. Intention of the Lesson

Fables are stories which give us moral lessons, so that could be a theme of the story. Also, in the fable 'The Disobedient Frog', the main character, the little some frog, changes throughout the story. This fable also talks about why frogs make the sound "Kaegul, Kaegul" when it rains. It would be a perfect chance to teach the definition of onomatopoeia and to show them how different languages express sounds of animals in similar yet different ways.


2. Flow of the Lesson
 ❦ Introduction (5)
    ■ Opening : The Characteristics of Fable (2')
      - Talk about what characteristics fables have.
         (ex) They are moral tales, usually with animal characters
    ■ Warm-up : Frog Sounds and Onomatopoeia (3')
      - Tell them about sound of frogs in Korean, which is important part of the story.
      - Review the definition of onomatopoeia.
      - Notice how different languages express sounds of animals in different ways.


 ❦ Development (15')
    ■ Pre-reading : Guiding Questions about Theme and Characters (2')
      - Present guiding 3 guiding questions :
          ① How did he change? ② Why did he change? ③ What is the theme?
      - Encourage students to predict following parts of the story while reading.


    ■ While-reading : Predicting Stories While Reading (12')
      - Ask comprehension questions while reading.
      - Stop at each blank and let students predict the next part of the story.
         ① Whatever she said, he did the o_________.
         ② When I die, please don't bury me on the mountain,
            bury me beside the stream." She said this because __________________.
         ③ So Little Frog buried his mother _______________,
            even though he did not think it was very wise.


    ■ Post reading : Q & A (1')
      - Take questions from students about the story.


 ❦ Consolidation (10')
    ■ Finding the Theme and Analyzing Characters (5')
      - Students get a lind paper and write down the answers to the 3 guiding questions


    ■ Sharing Ideas & Closing (5')
      - Share their opinions about the change of character.
      - Share their ideas about the theme of the story.
      - Say goodbye.


3. Teaching & Learning Materials
<Reading Material>
The Disobedient Frog by Suzanne Crowder Han
http://park.org/Korea/Pavilions/PublicPavilions/KoreaImage/hangul/litera/dis-frog/index.htm

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http://classroom.kidshealth.org/


This website is titled as "KidsHealth in the Classroom," but there are teachers guides for different levels of K-12. There are three major topics: Human Body, Health Problems, and Personal Health.


Lesson plans are not designed wholly for writing classes, but there are handouts and worksheets that can be used for writing activities.


For example, this handout is for students to collect information through reading and write a script for a speech. Oral presentation can follow as a post-writing activity.



Immunity Breakdown
Instructions: You and your medical colleague need to prepare a brief speech to high school students about what happens when a [size=78%]person has a problem with the immune system. Read the TeensHealth.org article titled “Immune System” and choose an immune [/size]
system disorder to report on. Use this handout to gather facts from the article and other sources (you can search for each disorder [/size][size=78%]at TeensHealth.org). [/size]
Then give a 1- to 2-minute report to the students.




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Extensive Reading / Extensive Reading: How to Start and Assess
« on: February 04, 2014, 02:15:25 PM »



My focus is on low-intermediate or elementary/secondary school students.


When introducing or promoting extensive reading to students, I think it's important to learn students' prior experience of reading.
Think link below will take you a "READING Survey Lesson" to learn more about students' reading history.
http://www.mrhazzard.com/workshops/reading%20survey%20lesson.pdf


Also, while students engaging in extensive reading, teachers should make sure that students are developing good reading skills and habits.
To assess extensive reading, teachers can consult the rubric provided by Pearson at the following link.
http://www.penguinreaders.com/pdf/Assessment-of-Extensive-Reading.pdf


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Descriptive Writing / Descriptive Writing: Appearance and Personality
« on: February 03, 2014, 01:21:35 AM »



This is an activity I tried with high school students and college students in EFL context.
It would work well for a low-intermediate level writing class if you want to teach vocabulary for appearance and personality.


<Creating Your Dating Profile>


1. Pre-teaching Vocabulary
Pre-teach words students will use to describe appearance and personality of themselves and other people.


2. Dating Profile Questions
Present some questions for students to respond to, as a writing prompt.
Or you can present a sample.
eg.
Write about your hobbies, favorite things, and other interesting things
Write at least three positive things about yourself. (appearance and personality)
Also, write at least three things that you look for in boy friend or girl friend. (appearance, personality, other personal traits, etc.)


3. Give some time to complete their dating profile.


4. Present/Share
Some volunteer can present, or the teacher can collect the dating profile and post them on the wall.


5. Extended Activity: <Blind Date for a Friend>
Teachers can prepare some pictures of people with different appearance.
Make sure students have never seen those people.


Ask students to be creative about this person and write about the person.
    1) Name the person in the picture.
    2) Write his/her hobbies, favorite music, food, ..... other interesting things.
    3) Write at least 3 positive things about the person (appearance and personality)
    4) Provide the information about when and where the person in the picture will meet up with your friend.


Other related materials
http://www.onestopenglish.com/community/lesson-share/pdf-content/speaking/speaking-speed-dating-lesson-plan/147706.article




12


This "How Romantic Are You" quiz has been all time favorite among my high school female students.


For the boys? Sorry, but I haven't tried.




This can be pre-reading or even post-reading activity.


I use this quiz before we read some reading articles about relationship, love, dating cultures, or other related topics.


Or, you can use this in a pre-writing stage, and then students can write about what their preferences are.


Source:http://www.efl4u.com/images/Samples/pdfFiles/RomanceQuiz.pdf

13
Using Literature / Literature Circles -- focusing on students' roles
« on: January 29, 2014, 01:57:21 AM »
 I found a post about literature circles, but I just wanted to add more detailed information -- particularly for students' roles.
I actually adapted what I wrote after my intensive teacher training program I took at UCR several years ago.
Hope this helps!



Literature Circles
A literature circle is a students' equivalent in the classroom of an adult book club. The aim is to encourage student -choice and a love of reading in young people. The true intent of Literature Circles is "to allow students to practice and develop the skills and strategies of good readers" (DaLie, 2001).
<Introduction to Literature Circles>
  Literature circles can be formed by students for reading lesson and discussion. To make the best use of this method, students' participation is critical and they should be responsible and accountable for their assigned roles, since this is rather students-centered one. However, teacher's role should not be underestimated. teachers need to prepare a reading article, which contains rather controversial issues or topics that can lead to discussion. Teachers also should make sure that all the students read the given material before the main discussion. Teachers should be supporters and facilitators who help out students when they direct their discussion. The description or features of Literature Circle and students roles in a Literature Circle will be discussed.


<General Guidelines of Literature Circle>
What is a literature circle?
Literature Circles are a method of discussion. It allows students to be in control of the discussion, each with a specific role to play. All students participate (no student can hide and do nothing). Also, it helps students become more responsible for discussion preparation with classmates(positive peer pressure).

When it is good to use?
It can be used for literature, such as short stories or novels, or it can be used for groups of related academic articles, or it can be used for a single article from any source that has an opinion, a problem, an idea that can be discussed.
It can be used at any time.
  ■ If you have a series of articles about the same topic, it can be used to introduce the topic to generate interest. (after reading the first article)
  ■ It can be used as the culmination of reading all the articles on a particular topic. Students are allowed to put all the information together and talk about it as a whole, and ask questions about the topic that were not answered in the readings.
  ■ It can be used to motivate students when their energy level for reading class begins to wane. A chance to talk bout what they have read helps generate interest and enthusiasm, partly because it's social. (reading is typically an individual activity)

What is the teacher's role?
  ■ Teachers choose and assign the reading materials, which defines the topic.
  ■ Teachers can also choose a few questions to get the discussion started in a prescribed direction, if needed for your students.
  ■ Once the literature circle begins, the teachers job is simply to move from group to group to help out as needed, leaving students to direct the discussion. The type of help typically asked for in L2 situations is for vocabulary words or how to phrase an idea.

What can be done as follow-up?
  Follow-up exercises are not a formal part of Literature Circles, but as teachers we can (and do) adapt methods like this to fit our needs. Do you take the holistic approach to the classroom, integrating all subject and topics? If you do, then each student can write an essay using the ideas they generated during the discussion. They can write a summary. Each group can present what they talked about. Perhaps students can isolate the important questions they have been discussing and created a survey in which they go out into the community to ask, and then come back together to tabulate the results and make a presentation of their findings.



<The Five Possible Student Roles in a Literature Circle>
Even though there could be more than five students roles, Discussion Leader, Summarizer, Passage Finder, Connector and Word Master are usually considered as principle members of a Literature Circle. Students divide the tasks among themselves in each group, so that each student will have the opportunity to participate.

1. The Discussion Leader (Also called Discussion Facilitator)
  ■ The Discussion Leader's job is to manage the group by :
     - Preparing several questions to start the discussion
       and keep the discussion lively and to keep it going.
     - Making sure that each group member participates in the discussion.
       No one sits and listens only.
Usually, the best discussion questions come from a student's own thoughts, feelings, and questions as they read. The leader should make a list of possible questions as they read the assigned article or when they have finished.
  ■ Offer the following general questions to the leader get started, or to use.
  • How do you FEEL while reading this piece?
  • What did you THINK about this reading?
  • What questions did you have as you were reading?
  • Did it give you all the information you need or did it leave things out?
  • Did anything in the reading SURPRISE you?
  • What do you think might happen next, if the story continued or what is the next step for the idea of the article?
2. The Summarizer
  ■ The Summarizer's job is to give a one or two minute statement that dovers the most important events in the reading. The other members of the group rely on the Summarizer to remind them of the key points, the main highlights, the essence of the day's reading assignment.
  ■ Offer the following general questions to the summarizer to help out.
  • 1. What is absolutely essential for everyone in the group to know about the reading?
  • 2. What are the most important points to remember?
  • 3. What is the author's point of view about the topic?
3. The Passage Finder
  ■ The Passage Finder's job is to find and bring to the group's attention particularly important, interesting, or puzzling parts of the reading, parts that may be important for the story's events (plot), for the development of the character, or for themes of the book.
  ■ Also, finding and bringing to the group's attention passages with especially interesting or powerful language.
  ■ The Passage Finder may read the passage out loud or may ask someone else to read it aloud.
  ■ Offer the following suggestions to the Passage Finder :
   A passage is usually about paragraph long.
   Important statements can be a single sentence or a few sentences.
   Some possible reasons for choosing a passage
        to share and discuss in the group are because the passage is:
                     important          informative         surprising
                     controversial      funny              well written
                     confusing          though-provoking

4. The Connector
  ■ The Connector's job is to help group members make connections between the reading and the world outside, including group member's own life experience, stories students have heard from other people, similar events at other times and places, or from other readings.
  ■ Offer the following questions that the Connector might use to begin discussing the connections between the reading and the world outside.
  • 1. What has happened in your life that is similar to some of the things that are happening to the people you are reading about?
  • 2. Do any of the characters remind you of people you know? How? Why?
  • 3. Do any of the characters help you understand the people you know who have similar qualities, situations or problems? (explain why)
  • 4. How do the situations in the reading make you more aware of your own life, your beliefs, and your choices?
  • 5. How does this reading affect your understanding of other people? Have you learned anything new about the world from this reading?About yourself?
  • 6. Offer a way to get started making connections :Some connections I found between this reading and other people,places, experiences, events, are..............
5. The Word Master (Also called Word Wizard or Vocabulary Enricher)
  ■ Most books in the L2 were written for native speakers. There may be a lot of unfamiliar words and idioms. Being a good reader requires that you know which words to skip and which are essential to understanding the reading. The Word Master's job is to identify these key words and idioms and words that are repeated often or used in unusual ways. The Word Master picks the most important 5 words (no more than that) and prepares them for the group.
  ■ Offer the following questions to the Word Master:
  • 1) Where is the word found? (page and place on the page)
  • 2) What does the word mean in this sentence?
  • 3) How is the word used in this passage?
  • 4) Why is the word important to the reading?
6. Other Possible Student Roles
  ■ Illustrator : As the term implies, this job entails drawing, sketching, or painting a picture, portrait or scene relating to the appropriate section of the novel. Collages from magazines, images from the internet, and other media can also be used. The student with this role then shares the artwork with the group, explaining the passage(s) that relate to the art. Often students who do not like to write do very well with this role. The pictures usually generate interesting group conversations.

  ■ Travel Tracer : This role involves recording where the major shifts in action or location take place in the novel for the reading section. Keeping track of shifts in place, time, and characters helps students keep track of important shifts in the novel. Artistic students also are drawn to this role, as artwork can be incorporated into this role as well. The student's role is to describe each setting in detail, using words or maps that illustrate the action.

  ■ Investigator : This role includes investigative work where background information needs to be found on any topic relating to the book. Historical, geographical, cultural, musical or other information that would help readers connect to the novel is often researched and shared with the group. The research is informal in nature, providing small bits of information in order that others can better understand the novel.

  ■ Figurative Language Finder : This role includes identification of various types of figurative language, including but not limited to simile, metaphor, personification, hyperbole, and idiom. This may lead to discussion about the author's craft - why the author chose to use those particular words or phrases, and whether or not they were effective. This in-context identification can be more relevant and memorable than isolated instruction by the teacher of these types of tools.

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