How can we teach grammar in classroom?
Deductive or inductive? I guess inductive way is better one. Deductive way is somewhat traditional way of teaching English grammar. Teacher’s explanation is a main method of deductive way. However, students are normally bored when they are just listening to teacher’s explanation. What is more, grammar is boring subject itself. Students became less motivated.
So, to motivate student intrinsically and not to be bored, students have to participate in the class. Inductive way is the method that students find grammatical knowledge themselves in CLT based class. If students find knowledge themselves, they can remember it longer. Normally, inductive way is mixed with other techniques, such as discussion, game, etc. By integrating with other activities, students will be interested in participation. By participating in the activities, they can discover the grammatical knowledge themselves, they can learn the knowledge.
Of course, I would like to emphasize again that grammar teaching should be integrated with other activities. Grammar only is not an ideal situation, because it is not very fascinating subject to students.
Therefore, I assert teaching and learning grammar should follow integrated inductive way.
2009년 12월 15일 화요일
2009년 12월 1일 화요일
My ideas about teaching reading and vocabulary...
I think we have to focus on meaning while we are teaching reading to students. For that, silent reading may be better. I think 'reading aloud' is not much worth. We can check students' pronunciation by teaching speaking.
I can read Japanese characters but I don't know what the passage means. Because I've only learned how to read each characters of Japanese, Hiragana and Katakana. It is not a real reading. Purpose of teaching reading should pursue finding meaning of the text. 'Able to read loudly' doesn’t seem enough.
By the way, I think vocabulary is the basic of language as well. If you don't know the word, you can't use the word when you are writing and speaking, you can't hear when you are listening, and you can't understand the meaning of the word when you are reading. Thus, vocabulary is the highest value to teach, in my opinion.
However, vocabulary only is not good way to teach. Many Korean students use a vocabulary book or unknown word lists to memorize that. And there are many different ways to remember words. It is not very effective way. Teaching and learning vocabulary should be integrated in teaching other 4 skills. Of course, the method or approach of teaching 4 skills would be CLT.
Korean classroom is grammar-dominated. It is not much authentic. Therefore, I suggest we have to teach English in authentic context and the method may be CLT. Then, teaching vocabulary should be mixed in the CLT class.
I can read Japanese characters but I don't know what the passage means. Because I've only learned how to read each characters of Japanese, Hiragana and Katakana. It is not a real reading. Purpose of teaching reading should pursue finding meaning of the text. 'Able to read loudly' doesn’t seem enough.
By the way, I think vocabulary is the basic of language as well. If you don't know the word, you can't use the word when you are writing and speaking, you can't hear when you are listening, and you can't understand the meaning of the word when you are reading. Thus, vocabulary is the highest value to teach, in my opinion.
However, vocabulary only is not good way to teach. Many Korean students use a vocabulary book or unknown word lists to memorize that. And there are many different ways to remember words. It is not very effective way. Teaching and learning vocabulary should be integrated in teaching other 4 skills. Of course, the method or approach of teaching 4 skills would be CLT.
Korean classroom is grammar-dominated. It is not much authentic. Therefore, I suggest we have to teach English in authentic context and the method may be CLT. Then, teaching vocabulary should be mixed in the CLT class.
2009년 11월 17일 화요일
Reply from discussion topic 17/11/09
Reply from discussion topic 17/11/09
1.How effectively can teachers help students develop listening comprehension?
Some principles are introduced in the apple book. I would like to some of principles from that. First one is that increase the amount of listening time in the L2 class. For this, teacher has to speak English only in his or her classroom. I also support the assertion that use listening before other activities. Finally, teacher can also indicate the message students have to find out in listening.
Based on my experience in the UK, pop songs were used in my English class. Teacher also use advanced organizers before listen. In addition, 4 skills are integrated. I made a small discussion with my partner after listening.
2.Illustrate bottom-up processing goals and top-down processing goals.
Bottom-up processing starts from word dimension. It focuses on distinguishing each word’s feature, intonation, and accents. However, top-down processing begins from meaning aspect. It is used in top-down processing that finding feelings and topics, and predicting the topic and the next sections.
3.How can multimedia help learners to effectively use listening strategies?
Firstly, I can change the speed or the speech and cut the speech. Teacher can provide subtitles if his or hers students feel difficult. Instructor can gather useful materials from the internet and can share those. What is more, multimedia can show some visual part as well as audio side.
1.How effectively can teachers help students develop listening comprehension?
Some principles are introduced in the apple book. I would like to some of principles from that. First one is that increase the amount of listening time in the L2 class. For this, teacher has to speak English only in his or her classroom. I also support the assertion that use listening before other activities. Finally, teacher can also indicate the message students have to find out in listening.
Based on my experience in the UK, pop songs were used in my English class. Teacher also use advanced organizers before listen. In addition, 4 skills are integrated. I made a small discussion with my partner after listening.
2.Illustrate bottom-up processing goals and top-down processing goals.
Bottom-up processing starts from word dimension. It focuses on distinguishing each word’s feature, intonation, and accents. However, top-down processing begins from meaning aspect. It is used in top-down processing that finding feelings and topics, and predicting the topic and the next sections.
3.How can multimedia help learners to effectively use listening strategies?
Firstly, I can change the speed or the speech and cut the speech. Teacher can provide subtitles if his or hers students feel difficult. Instructor can gather useful materials from the internet and can share those. What is more, multimedia can show some visual part as well as audio side.
2009년 11월 3일 화요일
Reply for Discussion Topic, 06/10/09
What type of speaking practice?
1. Choral drill – “repeat after me”
2. Pair work and group work; Practice a dialogue/Interview/Opinion exchange/
Problem solving/Role play/Discussion/Debate/Information gap/
Jigsaw activity/Game/Project/Presentation
Why hesitating?
1. Confucianism: Classified society/Teacher is a higher person in the classroom. Students tend to follow teacher’s explanation and become lesser-talker. Obey the authority of the teacher. They don’t have to think.
2. Test-dominated background: Speaking is not much worth to get a better score in CSAT. High school students only study what is related to CSAT, reading and listening. Speaking practice is meaningless to students.
3. Students are in fear of speaking. They always think their speaking should be perfect. Although their proficiency is ‘intermediate’ or ‘Beginner’, which level is emphasized on fluency rather than accuracy, they are suppressed to be accurate too much.
How can we develop speaking in our class?
1. Speaking practice should be started when students start to study English in 3rd grade of elementary school. Speaking ability has to come first. We need to eliminate their fear of speaking in English. Teacher has to notice them error is acceptable except when the truth value is in danger. For example, teacher would correct students’ error when they are confused in the meaning differences between ‘be used to –ing’ and ‘be used to R.V’. Second reason for starting speaking practice as early as possible is to make speaking as a habit to students. They won’t be weird about speaking in English as they grow up if they speak English in the first time of their school days. They will feel comfortable and speaking will become a very natural activity that happens in the classroom.
2. Of course, teaching speaking, teachers have to teach ‘right’ pronunciations and intonations of words.-However, it doesn’t mean that teacher must teach American-style pronunciation only. If the pronunciation can be widely accepted by everyone, it is meaningful to teach.- In this case, multimedia will be very useful aid to teach pronunciation or intonations. Recorded dialogue and TTS are examples of multimedia aid.
3. In addition, multimedia and computer is a very good ‘ocean’ to get resources that can be capitalized in speaking teaching. Teacher may find some topics from the internet to conduct the discussion activity in the class. Hence, teacher can gather some useful materials from the internet.
4. Other things from classroom: Role play, Competition, Interesting topics to students, Some good websites and software.
1. Choral drill – “repeat after me”
2. Pair work and group work; Practice a dialogue/Interview/Opinion exchange/
Problem solving/Role play/Discussion/Debate/Information gap/
Jigsaw activity/Game/Project/Presentation
Why hesitating?
1. Confucianism: Classified society/Teacher is a higher person in the classroom. Students tend to follow teacher’s explanation and become lesser-talker. Obey the authority of the teacher. They don’t have to think.
2. Test-dominated background: Speaking is not much worth to get a better score in CSAT. High school students only study what is related to CSAT, reading and listening. Speaking practice is meaningless to students.
3. Students are in fear of speaking. They always think their speaking should be perfect. Although their proficiency is ‘intermediate’ or ‘Beginner’, which level is emphasized on fluency rather than accuracy, they are suppressed to be accurate too much.
How can we develop speaking in our class?
1. Speaking practice should be started when students start to study English in 3rd grade of elementary school. Speaking ability has to come first. We need to eliminate their fear of speaking in English. Teacher has to notice them error is acceptable except when the truth value is in danger. For example, teacher would correct students’ error when they are confused in the meaning differences between ‘be used to –ing’ and ‘be used to R.V’. Second reason for starting speaking practice as early as possible is to make speaking as a habit to students. They won’t be weird about speaking in English as they grow up if they speak English in the first time of their school days. They will feel comfortable and speaking will become a very natural activity that happens in the classroom.
2. Of course, teaching speaking, teachers have to teach ‘right’ pronunciations and intonations of words.-However, it doesn’t mean that teacher must teach American-style pronunciation only. If the pronunciation can be widely accepted by everyone, it is meaningful to teach.- In this case, multimedia will be very useful aid to teach pronunciation or intonations. Recorded dialogue and TTS are examples of multimedia aid.
3. In addition, multimedia and computer is a very good ‘ocean’ to get resources that can be capitalized in speaking teaching. Teacher may find some topics from the internet to conduct the discussion activity in the class. Hence, teacher can gather some useful materials from the internet.
4. Other things from classroom: Role play, Competition, Interesting topics to students, Some good websites and software.
2009년 9월 30일 수요일
Crossword for the storybook assignment
I made a crossword puzzle by using words that come from my story book
2009년 9월 18일 금요일
2009년 9월 11일 금요일
Vanity Mirror
Vanity Mirror usually means a mirror which is used to make up for woman. We can also see it in a bathroom or a car. Vanity Mirror usually means a mirror which is used to make up for woman. We can also see it in a bathroom or a car. In a car, vanity mirror is on sun visor.
A jack-o'-lantern (sometimes also spelled Jack O'Lantern) is typically a carved pumpkin. It is associated chiefly with the holiday Halloween, and was named after the phenomenon of strange light flickering over peat bogs, called ignis fatuus or jack-o'-lantern. In a jack-o'-lantern, typically the top is cut off, and the inside flesh then scooped out; an image, usually a monstrous face, is carved onto the outside surface, and the lid replaced. At night a light is placed inside to illuminate the effect. The term is not particularly common outside North America, although the practice of carving lanterns for Halloween is.
This lantern is house-shaped but normally it is not this shape. It is usually a monsterous face.
Hamper
A hamper is a primarily British term for a wicker basket, usually large, that is used for the transport of items, often food.
In America, the term generally refers to a household receptacle for dirty clothing, regardless of its composition, i.e. "a laundry hamper".
In agricultural use, a hamper is a wide-mouthed container of basketwork that may often be carried on the back during the harvesting of fruit or vegetables by hand by workers in the field. The contents of the hamper may be decanted regularly into larger containers or a cart, wagon, or truck.
Black beauty
Black Beauty is an 1877 novel by English author Anna Sewell. It was composed in the last years of her life, during which she was confined to her house as an invalid. The novel became an immediate bestseller, with Sewell living just long enough (five months) to see her first and only novel become a success. Although not originally intended as a children's novel, but for people who work with horses, it soon became a children's classic. While outwardly teaching animal welfare, it also contains allegorical lessons about how to treat people with kindness, sympathy and respect.
2009년 9월 4일 금요일
Interactive board - Examples of CALL
This Photo was taken at the British Council in Seoul, South Korea. There are two board on the wall. Left one, which is smaller one, is just a white board. But, right one, which is larger, is an Interactive board. You may see a moniter on the left side of the photo. This interactive board is a touch pad. A teacher can make a contents by using the computer and can conduct a lecture by this board.
This interactive board is in the King's school of English, London. Now a teacher is preparing his lecture.
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