WRITING WEEK 5

WRITING WEEK 5

You are crushing it.

Congrats to all of you. Thank you for your hard work.  And hard thinking.

Writing ain't easy.

This week, the aim is to pull back a bit on the writing.

We will spend some time thinking about writing. 

Zoom meeting 

(This Zoom message is repeated on the Listening Lesson plan)

There is no scheduled Zoom meeting this week.

Got a question?

I'll be chillaxing in the Zoom cave listening to Say Sue Me. 

Drop by your Listening Period on Wednesday if you have a question.

Part 1 -- Writing Tips

Here's a think about writing activity. 

The slideshow has tips to simplify the writing process. If you find one tip that helps you write more clearly, or faster, that's a victory.

Part 2 -- More freewriting

A little bird whispered in my ear, "We want more freewriting."

Your wish is my command.

What is freewriting? It's yoga for the brain.

Part 3 -- A maze

This is a short writing activity. It's also a lesson in writing imperatives.

Part 4 -- Death by Scrabble

Here is this week's challenge.

LISTENING WEEK 5

LISTENING WEEK 5

Online in April. Who'da thunk it?

Zoom meeting 

(This Zoom message is repeated on the Writing Lesson plan)

There is no scheduled Zoom meeting this week.

Got a question?

I'll be hanging out in the dark, dank digital Zoom cave during your Listening Period on Wednesday.

Part 1 Review and overview

Read the slide show. 

Part 2 Core Skills # 4

This is the final section for the skills-based listening activities.

What to do:

1. Open CORE SKILLS # 4 slideshow.
2. Check the answers for last week's activities.
3. Complete the final 2 activities.
4. Self-check your answers (answer sheet in the slide show).

Part 3 Verbal Kids #3

Let's continue with the podcast about verbal children. Here is Part 3 (final episode for this podcast). 

Part 4 Guided note-taking

Learn and practice a simple classroom activity. It can also help you check which students are struggling with listening. 

Qualities of a Good Teacher

Discussion Questions

1. Who was your favorite teacher? Why? Who was your least favorite? Why?
2. What are the qualities of a good teacher? bad teacher?
3. What are your greatest strengths & weaknesses as a teacher?
4. How has your teaching style and work ethic changed over time?
5. How would your students describe you - as a teacher and a person?
6. What motivates you to do you job well / be a good teacher?
7. What is demotivating? (inside and outside the classroom)
8. What motivates (and demotivates) your students to be good learners?
9. Who were some of your favorite students? Least favorites? Why?
10. What advice would you give to beginning teachers? to yourself as a new teacher?

Videos

What are the Qualities of a Good Teacher

Intrinsic motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades. The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
The Candle Problem

Teaching Demonstration #1

Teaching Demonstration Ahoy!

• Preferred Method: Online Lesson (Synchronous or Asynchronous)
  Alternative Method: Face-to-Face Lesson Presentation
  
  • Examples of Jeff's Online Teaching Materials
     Life Timeline  *  Voice Typing Pronunciation Practice
  
  
• 25-40 minute recorded lesson demonstration (mock teaching)
   Demonstrate beginning, ending, and most lesson activities.
• Should include some type of experimentation 
Can include aspects of your mini-presentation if additional components and/or something new is included

• Sources of Inspiration/Experimentation: 
Classmate Mini-presentations, TTP courses, TTP Kitchen posts and Activity Sources, Resource Books, and/or TTP goals. Must be somewhat unique within your TTP class


• Priorities: Experimental, Realistic, Replicable, Demonstrates TEE 
  Official Assessment Criteria

• Preparation Time / Conferences: March 26~ April 3
• Demonstrations: April 7 ~ April 17
   
• Teaching Demonstration Lesson Plan (make a copy and save in your Teaching Demonstration Folder)
  Examples: Elementary Secondary

• Sign-up  (Coming soon)
   

Teaching English in English - Classroom English Megalist  *  Checking for Understanding (ICQ & CCQ)  More TEE Resources

EBS Goes Online with Live Teaching

Tune in at:

https://mid.ebs.co.kr/customer/eventCurrentRecomment?bnnrMngId=9731&siteDsCd=MS

Discussion Questions

• What did you think EBS's teaching program?
• How do you think students will respond?
• How could it be better?
• If this works well, what would become the role of teachers?
• Other thoughts?

WRITING CLASS WEEK 4

WRITING CLASS WEEK 4

Let's push the peanut a little further down the road.

Zoom meeting 

(This message is repeated on the Listening Lesson plan)

There is no scheduled Zoom meeting this week.

I will be hanging out in the Zoom room during your Listening Period on Wednesday.

If you have a question or want to discuss something (about listening or writing), then pop in for a chat. Otherwise, we are going asynchronous all week (listening and writing).

Part 1 Review

Read the slideshow and re-discover what we've done so far in the writing class.

Part 2 Writing Skill #3

Let's learn and practice a new writing skill - better verbs.

Section A

First, read this slideshow to get some background information.





Section B

Read about the next writing activity in the slideshow. Complete the writing drill this week.

Part 3 Writing skill # 4

Here is another important writing skill - editing. 

All writers - from professional authors to students - need to learn how to find and fix their own mistakes.

Editing is a skill that can be learned with a bit of knowledge and a lot of practice.

Let's start today with a bit of both.

Section A

Read the slideshow to get some background information.

Section B

Here is a worksheet activity. Practice editing wordy sentences.

The worksheet has questions and answers (self-check).

Download the worksheet here.


Section C

Rewrite Room 8. Check your second draft of Room 8.
I made some heavy edits.

Write the third draft. Submit the third draft to the G drive.


Section D

You wrote the first draft of a creative story. I have not read it.

Rewrite the second draft. Make it better by using the skills we have learned so far:

• great first sentence
• better verbs
• remove wordy sentences

Apply some of the 6+1 writing traits, like better sentence fluency and paragraph organization.

Submit to the G drive this week. 

I will read and edit the second draft.


Hey, I think that is enough for this week.

Enjoy!

LISTENING CLASS WEEK 4

LISTENING CLASS WEEK 4

Yup, time for another listening module. Here's the lesson outline.

Zoom meeting 

(This message is repeated on the Writing Lesson plan)

There is no scheduled Zoom meeting this week.

I will be hanging out in the Zoom room during your Listening Period on Wednesday.

If you have a question or want to discuss something (about listening or writing), then pop in for a chat. Otherwise, we are going asynchronous all week (listening and writing).

Part 1 Review

What have we done so far in the listening class? 

Good question.

Read the REVIEW slideshow and refresh your memory.

Part 2 Core Skills # 3

Let's experience core skills training again. Here are two more activities. 

Open CORE SKILLS # 3 slideshow.

Part 3 Verbal Kids #2

Let's continue with the podcast about training verbal children. Here is Part 2. 

Writing Week 3

Writing Week 3

Here is the plan for this week.

PERIOD 1

How can language students improve their writing?  It's a common question. The answer is this: build specific skills. 

This week let's work on two specific skills.

Freewriting - introduction

Freewriting is a fantastic writing activity. It helps students build one improve skill: write faster.

Fluency is the ability to do something faster. Freewriting helps people develop that skill.

Watch the video and learn the basic rules for freewriting.

• Get the video here.

Freewriting - activity

Now you are ready to try freewriting. 

Here is a 10-minute timer. Start the video and keep writing until the timer hits zero.

• Get the video timer.

Writing skill #2

Writing fast is Skill #1. 

• Read this slide show to learn about Skill #2.
• Complete the short writing assignment at the end of the slide show.

PERIODS 2 AND 3

There are no new writing activities for these periods.

Please complete the next draft for your first 2 activities:

• Room 8 (analysis)
• Hero's journey (creativity)

Submit your new drafts to your writing folder by the end of period 3.

• And remember - there is no homework.

Enjoy the process.

Listening Week 3

Listening Week 3

Here is our schedule for this week.

Hour 1

We start a new listening project. You will listen to a podcast about language and language learning. The podcast has three parts.

Today - during Period 1 - we start Part 1.

Read the slide show, Raising Verbal Children.

You will:

• learn about the podcast
• understand how to use the worksheets
• find a link for the worksheet and audio file

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Hour 2

Let's continue with our look at teaching listening skills. During Week 1, you learned about this teaching approach and completed 3 activities. Each activity practised a separate listening skill.

Let's do three more activities. Read the slide show below.

You can:

• complete a short review
• get the answers for Week 1 questions (and do a self-check)
• find links for the question sheets and audio files for three new activities

Enjoy the process!

Listening class Week 2

Listening class Week 2

This week, our schedule is a bit different.

Listening Period 1

You will have a listening pre-test.

We will do the test online in a Zoom room.

You can listen to the audio on your computer.

Write your answers on a Google form.

No paper required!

See you during Listening period 1!

Listening Period 2

This period will be used to hold 1-on-1 conferences in the Zoom room. The purpose of the conference is to discuss your writing work but we can talk about listening stuff, too.

Each conference is a maximum of 10 minutes so please don't be late.

Here is the schedule (also posted on the Writing class post).

All Zoom conferences to be held Wednesday, March 11.

Writing class Week 2

Writing class Week 2

This is a busy week. Read the slide show to see the writing class plan.

Period 1

• Writing pre-test.
• I will post the writing topics at the beginning of Writing Class period 1.

Period 2

• Start a new writing activity.
• Read the slide show.
• Write a 1-2 page creative story by following the suggested path.

Period 3

• Rewrite Room 8.
• Remember to save your rewrites with a different file name.

This week

• Complete 1-1 conference to talk about writing.

Conferences

While you are busy working during Writing periods 2 and 3, we will hold 1-1 Zoom conferences. We will talk about your writing.

Each conference is a maximum of 10 minutes so please don't be late.

• In order to make time for everybody in your class, some people need to conference during Listening class period 2. 

Here is the schedule.

Teaching Workshop - Preparing for the first mini-presentation

Your Task: Find a specific aspect of teaching that you’d like to share and/or workshop. This can be...

• A Method - (e.g. speaking jigsaw, flipped classroom, fluency writing, start with a Bang!)
• A Virtual Method using Zoom or another online tool
• A Tool/Resource - (e.g. non-naughty pop songs, Class123, Smartboard)
• A Language Skill - (e.g. past perfect progressive, understanding World English accents, asking for directions)

You can get ideas from your own teaching and observations, something you’ve experienced at a workshop (including TTP), the TTPKitchen, your TTP Goals, or any other source. You will have 2+ hours of TW time to research this and prepare a mini-presentation. We will start presentations Week#3.
This is an opportunity for you to share and develop something potentially useful to you and  your colleagues. Have you ever thought to yourself, “Oh, I’d like to try ‘x’ in my class, but just don’t have the time”? Now you do :)

Create your own Mini-presentation Overview Form, by clicking on that link and selecting 'File/Make a Copy'. Save that document in your Teaching Demonstration Folder.

Example Overviews from past sessions:   Secondary   Elementary


You can see brainstormed ideas from  previous TTP Cohorts here:
Elementary      Secondary   
You can also get ideas from the TTP Kitchen

When you have decided on your topic, you can sign up here;  Elementary   Secondary

----In-class Resources----

Videos

• Handshake Q & A
• Sign Language
• Starting with a Bang!

Sites to fine video examples of words and phrases

• Playphrase.me
• Yarn.co

Story Based Teaching

Story Based Teaching : 

Link of Week 1 overview of what we did

• Used Tumble books, Portland Library as a resource material as a resource material.

• Tumble Book Cloud
• I must Have Bobo, Story on Tumblebook Cloud

• Talked about the Four Strands

• Four Strands PPT

Extensive Reading Overview

What is Extensive Reading? 

From ER-Central.com

Extensive Reading (ER) is an approach to second language reading.  When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. Another way to say this is students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with Extensive Reading.

Intensive Reading
For many teachers, there is only one way to teach reading which involves the teacher walking the whole class through a reading passage. The passage is usually short and the instruction is focused on carefully checking comprehension, studying the grammar and/or vocabulary, or developing a reading skill.

The benefits of Extensive Reading
Extensive Reading gives learners that chance to read longer pieces of reading, which they choose, which they can read at their own speed and at their own ability level. 

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Characteristics of an Extensive Reading program:

1. The Reading Materials is easy.
      Easy books build speed > Speed builds fluency. >  Fluency builds understanding.
2. There’s a wide variety of material on a wide variety of topics. 
     We read different things in different ways, or different reasons.
3. Learners choose what they want to read. 
   Interest leads to understanding… and to more reading
4. Learners read as much as possible. 
   Probably in class.  Definitely outside of class.
5. The purpose is usually pleasure, information, and general understanding 
   (Just like in real life)
6. Reading is its own reward. 
   We are teaching the ‘joy of reading’.  It's not about the test.
7. Reading speed is fast.  The need for speed = fluency
8. Reading is individual and silent. 
   Most reading, in and out of class, is on one’s own and silent
9. Teachers guide their students. 
   ER is different from what learners have experienced before. We need to show them how and why.
10. The teacher is a role model.  “Reading is caught, not taught”.

10 Principles of Extensive Reading

 강좌의 운영방법 : 다독(Extensive Reading)은 많은 양의 독서와 외국어 학습자의 언어능력을 향상시키는 또 다른 활동을 통하여 외국어를 배우는 방법이다.

이 수업의 특징.

 1. 학생들은 수업시간에서 뿐만 아니라, 특히 수업시간 이외에 가능한 많은 책을 읽어야 한다.

 2. 여러 가지 다양한 방법을 사용함으로써 학생들이 책 읽는 것에 흥미를 가지도록 한다.

 3. 학생들은 자기가 읽고 싶은 책을 읽고, 재 미가 없는 책은  읽지 않아도 된다.

 4. 이 강좌의 목적은 책읽기를 통하여 즐거워야 하며, 책을 통해서 많은 지식을 얻고, 이해력을 기르는 것이다.

 5. 책을 많이 읽는 것만으로 충분하다.

 6. 학생들의 문법이나 단어수준을 넘어서는 책이 없기 때문에 책 읽는 동안 사전은 거의 필요가 없을 것이다.

 7. 책읽기는 개인적인 활동이다. 언제나 어디서나 학생들이 원할 때 책을 읽을 수가 있다.

 8. 이해하기 쉬운 책을 읽을 때 책 읽는 속도는 빨라진다.

 9. 선생님들 은 이 강좌의 목적과 수업방법에 대해 설명하고, 학생들이 무슨 책을 읽는지 알아야 하며, 학생들이 수업에 잘 참여하도록 이끌어 간다.

 10. 선생님 은 책읽는 학생의 본보기이기 때문에, 진정한 책읽는 것이 무엇인지 설명해줘야 한다.

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Choosing your books
We will be primarily using to kinds of books for Extensive Reading -

Graded Readers & Young Adult Fiction.
These will be available in the TTP Lounge.  BYO is welcome.  You can bring your own books to read and/or share.

What are Graded Readers?

Graded Readers are books of various genres that are specially created for learners of foreign languages. They may be simplified versions of existing works, original stories or books that are factual in nature. They are ‘graded’ in the sense that the syntax and lexis are controlled in order to make the content accessible to learners of the language. Publishers normally issue reader series with 4-6 different reading levels to suit a range of skill levels and allow progress over time.

When selecting a graded reader, you want to choose books that are enjoyable to read. This includes interesting content and written at an appropriate level. There are a variety of assessment tools for determining someone's reading level Below are some online tools for determining reading levels.

• Macmillan Level Test
• Cambridge Placement Test
• Oxford Level Tests

This can also be accomplished pretty well using a page-flipping previewing activity described below.  It is important for students to be able to assess a book quickly so they can choose a book they want to read. The previewing exercise is done as follows:

The teacher selects a pile of graded readers (more than he has students in the class).

• The teacher models doing a preview focusing on; 
• looking at the books cover 
• looking at the chapter index 
• flicking through the book noticing any pictures 
• checking for a glossary 
• noticing the genre of the book 
• teacher must stress the most important thing is to decide if you would want to read the book or not. 
• Students then receive a book from the teacher to preview.

Young Adult Fiction Young adult fiction or young adult literature is fiction published for readers from 12 to 18. However, authors and readers of "young teen novels" often define it as written for those aged 15 to the early 20s. The subject matter and story lines of young adult literature are typically consistent with the age and experience of the main character, but this literature spans the spectrum of fiction genres. There are several dozen Young Adult books available in the TTP lounge.   You can also order two books that you’d like to read. You can keep one book and donate one to the TTP ER library after reading it. The budget permits up ₩20,000/trainee for the two books. We generally purchase books from Aladin.co.kr.   When you have made your shopping decision, you can post links to your requests on the  TTP2020 ER Shopping List.  (you can see the TTP2019 list of here)   Below are some lists of books you might be interested in reading.  GoodReads.com: Young Adult Book Lists     Best Young Adult Fiction  Time's 100 Best Young Adult Books Summer Reading for non-native English speakers  Newbery Prize Winners

Whatever you read, make sure to record it in your Personal Reading Log (in your TTP Journals Folder).   Extensive Reading Log here   (Example 1 ,   Example 2)

Online Sources of ER Materials

• Extensive Reading Central Library
• British Council Graded Reading
• English-e-reader.net
• Project Gutenburg
• Manybooks
• ReadPrint.com

Specific Books

• Alice in Wonderland
• Andersen's Fairy Tales
• Anne of Green Gables
• A Christmas Carol
• Black Beauty
• Edgar Allen Poe: Storyteller
• Grimm's Fairy Tales
• The Adventures of Huckleberry Finn
• The Adventures of Tom Sawyer
• The Autobiography of Mark Twain
• To Build a Fire and Other Stories
• The Gift of the Magi and Other O. Henry Stories
• The Jungle Book
• The Red Badge of Courage
• The Time Machine

Listening - Week#1

Hi teachers.

Welcome to Week 1 of the Listening class.

Here is the lesson plan for the first week.

Contact

If something is not clear, feel free to email me: robbusan at yahoo do com.

If you have any questions, come to the Zoom room during period 2.

• Secondary class: Wednesday 10 to 10:50 am Secondary Room
• Elementary class: Wednesday 11 to 11:50 am Elementary Room

If you come to the Zoom room and I’m not there, please wait. I’m probably making a coffee.

HOUR 1

• Read and study slide show, #1 Teaching Listening.
• Read the slide show, #2 Getting Ready for Skills listening.
• Complete the 3 listening exercises in the # 2 Getting Ready Slide Show.

HOUR 2

• Read the slide show, #3 How do you know and answer the question at the end of the slide show.
• Read and evaluate the lesson in #4 Building Many Skills.

WRAP UP

By the end of Hour 2 this week, you should create two documents:

• Answers from Hour 1 listening activities (on paper notebook)
• Answers to the questions at the end of the # 4 Building Many Skills (on paper notebook)

Week 1 Writing

Week 1 Writing Notes

Hi teachers. This is your virtual writing instructor.

Here is the Week 1 lesson outline. It's the same plan you can read in the Writing Materials folder on the G Drive.

This plan:

• tells you about the reading activities
• gives you links to resources
• describes the output you need to produce this week.

Remember: 

There is no homework. Do the writing work during the regular time periods. You will have plenty of time as the course moves forward to write and rewrite your writing. 

Contact

• If something is not clear, feel free to email me: robbusan at yahoo dot com.

Paper

It's a good idea to have an old fashioned paper notebook. You will also need a pen or pencil.

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HOUR 1

Task 1: Introduction

1. Read the slide show #1 The Writing Class.
2. Answer the question at the end of the slide show. You don't need to upload the answer to the G drive. Just write the answer on a piece of paper.

 Task 2: Fluency activity

1. Read slide show #2 Prepositional Phrases.
2. Watch #3 Fluency Drill and write sentences to match the pictures.
3. Write 10 sentences on a Google doc and share the file to your Google Drive folder -- TTP2020 Writings.

HOURS 2 AND 3

Task 3: Write a summary

1. Read slide show #4 How to write a summary.
2. Read the assignment at the end of the slide show.
3. Watch the video called Room 8 (it’s on YouTube).
4. Write a two-page summary and analysis (What was the message of the story? Did you like the video, the story, or the message?)
5. Write this assignment on a Google doc and share the file to your Google Drive folder -- TTP2020 Writings.

Wrap Up

By the end of Hour 3 this week, you should create two documents:

• Google doc from Task 2 (sentences)
• Google doc from Task 3 (summary)

Zoom

• If you have any questions about the video or assignments, drop by the Zoom Room during period 3 of your Writing class. Wednesday, March 4:  2-3pm: Secondary Room
    4-5pm: Elementary Room

Cheers!