Transcript E = Encounter

EIF (productive skills and grammar)
E= Encounter
 Students demonstrate what they know or are able to do through
activities or tasks.
 Teachers assess students’ knowledge and abilities. There is no
explicit teaching.
I = Internalize
Explicit instruction (of rules) and controlled practice activities or tasks
F = Fluency
Students demonstrate that they have mastered or acquired content
by doing free practice activities (teachers monitor/check)
Present perfect (pp.33-45)
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PPT pictures (e.g. love at first sight) > “Have you ever…?”
“Card Attack” (base form > simple past > past participle)
Human sentences (correct order)
Scrambled sentences + figure out present perfect rules
3 statements, 3 questions > Pass the monkey
“Find Some Who” (statements, questions > present perfect)
Handout (p.44) > compare present perfect and simple past
“Talkopoly” (p.45)
Travel reporters > interview classmates
Who are they talking about? (English Firsthand 1)
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Getting ready > sort words to describe people into groups
Describe your partner, teacher, and famous people
Check unknown lexis from steps 1-2 (e.g. cool patch)
Conversation (T-Ss) > pictures of Scott’s friends
Information gap pair work > bank robbers (man, woman)
Language check > grammar and lexis
Draw a picture of your family and describe them
Prepare a short presentation > picture of you and friends
Title or explanation
Present perfect
Level/Age
Intermediate/High school students and adults
Time
60 minutes
Language focus
Skills > speaking and grammar
Grammar > past tense vs. present perfect
Vocabulary > *None
Student learning objective [SLO]
By the end of the lesson, students will be able to use present
perfect and simple past to ask questions and make statements
about their past experiences by doing a class interview activity
Assessment
Students will writie the rules for the differences between simple
past and present perfect, and then use the correct form in a game
of “Talkopoly” and in the interview activity
Students’ background knowledge and abilities
The vocabulary used in the activities and the forms of both verb
tenses
Challenges and solutions
Challenges> coming up with the rule instead of being given the rule;
when to use the two different verb tenses in different situations
Solutions > give lots of opportunities to discover the rules through
inductive-based activities/examples, working in pairs so students
can learn from each other, and writing the rule on the board once
they create it
Materials
 PPT pictures of experiences (e.g. fall in love at first sight)
 Cards (base form verbs) and game board for “Card Attack”
 Scrambled sentences (paper or PPT)
 Guiding questions (x2) for present perfect form vs. simple past
 “Find Someone Who” handout (past experiences)
 “Talkopoly” game board (present perfect or simple past)
Steps
1, 2, 3, etc.
Stages
E, I, F
Time
Approximately how long each step will take (e.g. 5-7 minutes)
Procedure
Clear, concise explanations of what students will do for each step
Interaction
T-Ss (teacher-students), Ss-Ss (students-students – i.e. pair work,
group work, or whole class work)
Step or task purpose
An explanation of why the step is needed (e.g. to raise interest and
activate background knowledge in order to prepare them for the
new information)
Procedure – What teachers can do
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Elicit (get students to tell you)
Divide students in to pairs or groups
Model (clearly demonstrate/show how to do the task vs. tell)
Get feedback (to check on task achievement)
Use focusing questions (to focus on the task or target language)
Use guiding questions (to help facilitate the task)
Use CCQs (to check if students know how to do the task)
Provide scaffolding (to support/make task easier for students)
Erase, take away clues
Remove target language support
Comprehension check questions (CCQs)
Check if students understand what they are supposed to do for a
given task or step (versus “Do you understand?” “Got it?” “Clear?”)
Examples
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What are you suppose to do?
What do you do first? Second?
What are you not allowed/supposed to do?
Do you do this alone or together?
How much time do you have (to complete the task)?
Short Form
T = Teacher
SLO = Student learning objective
S = Student
i.e. = that is
Ss = Students
e.g. = for example
TL = Target language
e/o = each other
NA = Not applicable
w/ = with
Q&A = Question and answer b/c = because
PPT = PowerPoint
WB = Whiteboard
SL = Sample lesson
SWBAT = Students will be able to
VAKT = Visual, auditory, kinesthetic, tactile
FMU = Form, meaning, use
E = Encounter (Activity Purpose)
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Establish and build rapport, friendly atmosphere
Activate background knowledge/schema
Initial assessment (check form, meaning and/or use)
Check if students are ready to acquire target language
Raise interest and motivation
Introduce the topic
Review previously learned grammar point
Expose students to target language
Inductive process is used to discover grammar
Students are provided with visual support of new words (PPT)
Different learning modalities/channels are appealed to (VAKT)
Opportunities for peer learning and teaching
I = Internalize (Activity Purpose)
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Controlled and less controlled (freer) practice
Create comfortable and safe environment
New language is introduced and practiced
Learner attention is drawn to features of target language
Students demonstrate form, meaning and use of target language
Repeat key vocabulary
Scaffolding is provided to assure student success
Sustain interest and motivation
Modeling helps students clearly understand what to do
Accommodate different learning modalities/channels (VAKT)
Affective factors are accounted for
Practice is made fun, encourages active participation
Students are given a chance to clarify their understanding
Silent period helps students get comfortable with new form
F = Fluency (Activity Purpose)
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Students demonstrate student learning objective
Students show that they are able to be active in own learning
Students are given autonomy to use the target language
Authentic purpose in using the target language is provided
Students personalize the material
Students communicate freely (free practice of target language)
Opportunities for outcome feedback are provided
Comparatives (pp.13-21)
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Famous Korean entertainers
Review/Brainstorm (vocabulary – describing people)
Puzzle game (logic puzzle on PPT)
Next chunk – Q form (Is A ___ B?)
Checking form (T models chart on WB)
Less controlled practice (Korean entertainers > Q form)
Survey (Famous Koreans > 3-5 questions, mingle)
Comparatives 2 (pp.22-32)
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Review (Is A ___ B?) + New stem (less/more)
“Structures 1” (p.30)
“Look and Say II” (p.29)
“Works in pairs” (p.29)
Compare places and famous people in Korea
Consent game (p.31) > compare people and things
Can/Can’t (pp.47-55)
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What do you like to do? > play, do, go
Review/Brainstorm > What is s/he doing?
Matching game > action verbs
Introduce target language > Can you ___? (can/can’t)
Checking form > correct and incorrect sentence on WB
Cups, flash cards, and X-O game
Go fish game > 32 flash cards (match)
Survey > five actions
Locator prepositions (pp.56-62)
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Greeting and introduction
T introduces locator prepositions (e.g. Where is the pen?)
Ss practice pronunciation and sound linking
Ss follow T commands (e.g. Put your pen on the desk.)
Survey > objects in the classroom
Information gap > picture, objects
Drawing activity > picture on the board, objects, draw
Life Map (pp.63-71)
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Small group discussion > important life events
Lexis discussion and matching activity
Life Map – Task 1 > make a list of important life events
Life Map – Task 2 > count and order life events
Life Map – Task 3 > Make a life map
Sharing Life Map
How to develop a lesson
 Overview (where students going, how get there, know when arrived)
 Goals (aims, language skills, lesson tie in with course framework)
 Requirements (title or explanation, level and age, time)
 Prerequisites (what students must know, challenges envisioned)
 Materials (items, prep time, instructions, learning styles)
 Lesson – Introduction (introduce aim, raise interest, assess
knowledge)
 Lesson – Main (coherent sequence of steps, facilitate learning)
 Closure/Conclusion (wrap up and provide feedback)
 Follow-up lessons (homework, next steps of tasks/activities)
 Assessment/Evaluation (check if SLO was achieved)