Per the Johnson questions.
The major milestone in my journey as an ESL teacher until now. Probably the first major decision was just the decision to become a teacher. I was unsatisfied with my work as a banker. I knew that I enjoyed working with kids, and a friend of mine was in Korea teaching English. He recommended that I should try it, and so I did. The biggest decision was just deciding to do it.
The next major milestone was the realization that I enjoyed teaching, but I didn't like the unstable aspect of ESL teaching. My first public school job could not renew after the first year due to budget cuts. My following job at a hagwon turned out to be less than ideal. The owner was the worst supervisor that I have ever had. I should never have to fight to get a pay check. And my third job was much like my first job, the contract wasn't renewed due to budget cuts. I realized that I needed to get some type of professional credential, so I could get some type of stability.
During the same time, I also realized that I really needed some formal training. I realized that I had some serious deficiencies. I would periodically check the CELTA website for training opportunities. They had an online component, but I could never find a school that had the online component with the onsite component that would work with my schedule. So finding this course and taking it was another big decision.
Relating to my personal life and values:
I've always felt that if I do something, I should do the best job possible. And "doing the best job" means paying attention to what students have to say. I think the other person will take a positive experience from the interaction. And if the students have a positive expectation from the teacher, then they are more likely to positively interact in class. Obviously, it's important for the teacher to care about what the students are trying to say. That's why dialogic discourse is so important.
Obviously, conflict of values occurs with any interaction with people from other cultures. With my students, one of the culture clashes is that in the USA, finishing homework is extremely important. However, in Korea, students rarely finish homework that I assign them. Also, students expect the teacher to tell them exactly what they need to do. In the USA, students are expected to be given a lot of latitude. So as a teacher, I have to conform my teaching style to the expectations of the students.
Marginalization: Probably they way that I am marginalized is probably the same way that most foreign English teachers are marginalized. Conversational English just isn't given as high a priority as reading English is. This is obvious in the way that students treat the class. They never bring their books, and sometimes, half the students seem to fall asleep. The big part is that English speaking isn't tested on their exam, so the students have very little reason to care. The way that I try to combat this problem is by making the lessons varied and interesting. I never do overt grammar or listening activities now, they are all part of the process of getting to the end goal. At my old school, that's how my lessons were set up; they were very compartmentalized. There was a listening section, a grammar section, and then a speaking section. Now, I try to integrate it all into flowing river, one section flows into the next.
Friday, June 7, 2013
Tuesday, June 4, 2013
Reactions to the Second ICC Micro-teaching
This is the video of my second micro-teaching:
http://www.youtube.com/watch?v=DIkPQfR7nk4
Lesson in a nut shell:
1. Watch a video introducing the topic.
2. Make a list of bad manners in various places.
-Begin MT here.
3. Read the article.
4. Answer questions about the article
5. Culture questions.
6. Isolate "should have."
7. Watch video of bad manners. Correct the bad manners.
8. Act out the bad behavior, and offer a correction.
Thing that I did well from my own estimation:
I thought the directions that I gave where well done. I repeated the directions with a one word comp. check. I think that one word questions is the best way to go. I also like how I broke the directions down into chucks, and I used very simple words.
The type 1 and type 2 activities were adequate for the students to understand the reading selection. And the culture questions were in place to look at the underlying reasons for the behavior described in the article.
I didn't speak more than two sentences at a given time, even when I was giving an explanation of "jaywalking."
Things that I could have done differently.
I should probably lower the level of my voice. It did go up in tone a couple of times. It was usually when I wanted to highlight something. I do this unconsciously. I'm use to having a big classroom with noisy students, so I feel that I need to speak with a loud voice. I think in the past two or three weeks that I've gotten the feel for controlling the classes better, so I probably don't need to use a booming voice as much.
I could have asked a follow up question for the comprehension questions, just to get into the meat of the article. This probably would have increased the level of dialogic discourse in the room.
While the students were reading or doing their activities, I probably could have moved around the room, and checked on the students' progress.
Overall, I think that this MT went fairly well, just a couple of tweaks would have made it better.
http://www.youtube.com/watch?v=DIkPQfR7nk4
Lesson in a nut shell:
1. Watch a video introducing the topic.
2. Make a list of bad manners in various places.
-Begin MT here.
3. Read the article.
4. Answer questions about the article
5. Culture questions.
6. Isolate "should have."
7. Watch video of bad manners. Correct the bad manners.
8. Act out the bad behavior, and offer a correction.
Thing that I did well from my own estimation:
I thought the directions that I gave where well done. I repeated the directions with a one word comp. check. I think that one word questions is the best way to go. I also like how I broke the directions down into chucks, and I used very simple words.
The type 1 and type 2 activities were adequate for the students to understand the reading selection. And the culture questions were in place to look at the underlying reasons for the behavior described in the article.
I didn't speak more than two sentences at a given time, even when I was giving an explanation of "jaywalking."
Things that I could have done differently.
I should probably lower the level of my voice. It did go up in tone a couple of times. It was usually when I wanted to highlight something. I do this unconsciously. I'm use to having a big classroom with noisy students, so I feel that I need to speak with a loud voice. I think in the past two or three weeks that I've gotten the feel for controlling the classes better, so I probably don't need to use a booming voice as much.
I could have asked a follow up question for the comprehension questions, just to get into the meat of the article. This probably would have increased the level of dialogic discourse in the room.
While the students were reading or doing their activities, I probably could have moved around the room, and checked on the students' progress.
Overall, I think that this MT went fairly well, just a couple of tweaks would have made it better.
Thursday, May 30, 2013
How do I get Students to Speak?
Boy, if I knew the answer to that question, I could be a master teacher. This is not an easy question to answer. I think that the main reason is that people generally will choose the method that is easiest to do, and for Korean students, that method is speaking in Korea. The typical "English class" in Korea usually focuses on reading and/or listening. The students regular English teacher will utter very little English during class. At my current school, one of the English teachers does not have strong conversational skills, so, if that teacher isn't strong, they probably won't speak much during class.
The other difficulty is that structure that the students are accustomed to being the norm. The students are used to the teacher instructing them on everything that they are required to do. As a foreign teacher, I see very little spontaneity from the students.
So the students are accustomed to being told what to do, and the typical student's conversational skills are not very good. So that is the typical challenge that I face.
Typically, at my last school, I would feed the students questions to ask each other, and that would be the conversational part of the lesson. I realize now that I could have done a lot better.
This past week, I attempted my first role-play activity with my advanced students. The basic premise is that they have a list of bad behaviors. Half of the students will act out the had behavior, and the other students will correct the other student's bad behavior. This isn't very complicated, but before I did the lesson, I judged that the advanced students could do it. The students acting it out also had to tell the other students where the action was taking place. I thought it would be fun because I know that students like to behave badly.
This activity was difficult to pull off. The main reason is that it was my first time attempting to do it. And the directions are a lot more complicated that my normal activities. The first attempt was a disaster. No student understood what they were suppose to do. So for the following class, I tightened up the directions a lot. I put a diagram of how the students were suppose to move from table to table in the PP. I also had listed on the PP the directions.
Originally something like this: (I forget the exact wording).
- The first person will say where they are.
- The first person will act out the bad behavior.
- The other person will tell what the bad behavior was.
- The other person will say, "You should have ..."
I changed it to:
- A: Tell where.
- A: Act.
- B: Tell bad behavior.
- B: Say "You should have ..."
- Finished, switch.
At the beginning of class, I also had the students make a list of bad behaviors. In the original plan, the students could choose which bad behavior they would want to act out. I also realized that this needed to be tightened up. So I had each team circle one bad behavior on their list, and that is what they would act out.
So the next class, I think the directions where a lot clearer, but the students still didn't understand. I did do a demo of the action, but an explanation still needed to be given in Korean.
My last class that I did this activity with went a lot smoother. I would say that their speaking ability is advanced-low. I think they got the general idea, but I still needed to go to each table and explain the directions again. After I explained the directions again, the students seemed to enjoy it. I heard a lot of laughter. But I couldn't hear a lot of English. That's the next challenge: Getting the students to speak in English with each other. They will speak in English with me, but not with each other. This will probably require several more goes at it.
I also assigned an activity to work with a friend to create a list that would be used later in class, be it a list of Korean culture or bad behaviors. I've haven't heard much English being used. I think that in "group work," only one student will do the work. Maybe I'll have to assign a certain amount of input from each individual. I will check with the groups working, but I don't hear much English used. When I talk to them, they will respond in English, but this isn't an efficient way to get everyone to talk in English.
My other activity that needed explanation: the secret code using prepositions around the room. I did this activity earlier at my old school this year, so I should be a master at it. I gave the students a practice go at breaking the code. I demoed using the hint to find the answer. And I went to one of the actual code stations in the room to show them how it is set up. And I also told them on their worksheet that they should only write down the answer. After I did all of that, using the simplest language, and checking for understanding, a Korean explanation was still necessary.
So that is my biggest frustration right now is my inability to explain more complex tasks. If the students could understand more complex tasks, then I could have a lot more options of what can be done in class.
Regarding issues brought up earlier: I did try to adjust the volume of my voice. It works in certain circumstances, and doesn't work in others. If the students just aren't interested in the lesson, then obviously a lower voice doesn't work. They will continue to talk regardless. But it's an effective tool to get the students attention; speaking in my loud voice is a lot louder than my normal conversational voice.
Giving directions: I like to use a lot of repeating and asking comprehension questions.
Example: Last week, I had a slide that said: "What is Korean culture?" The students would give me a couple of examples.
Then the directions for the next activity: "With your friend, make a list of 5 things about Korean culture." I pointed to friend, and asked: "Who?" I pointed to 5, and asked "How many?" I then pointed to "Korean culture," and asked "What?" And I would repeat this action 1 more time. The students who were paying attention would understand for the most part, but the students, who weren't paying attention, didn't understand. So I would have to move around the room to check for completion. A co-teacher said that I needed to be more strict with them as far as their talking goes. I do my mechanism for getting their attention more often than I was doing. I guess my concern was that if I use it too often, it would lose its effectiveness. Since he said that, I've been using it more.
The other difficulty is that structure that the students are accustomed to being the norm. The students are used to the teacher instructing them on everything that they are required to do. As a foreign teacher, I see very little spontaneity from the students.
So the students are accustomed to being told what to do, and the typical student's conversational skills are not very good. So that is the typical challenge that I face.
Typically, at my last school, I would feed the students questions to ask each other, and that would be the conversational part of the lesson. I realize now that I could have done a lot better.
This past week, I attempted my first role-play activity with my advanced students. The basic premise is that they have a list of bad behaviors. Half of the students will act out the had behavior, and the other students will correct the other student's bad behavior. This isn't very complicated, but before I did the lesson, I judged that the advanced students could do it. The students acting it out also had to tell the other students where the action was taking place. I thought it would be fun because I know that students like to behave badly.
This activity was difficult to pull off. The main reason is that it was my first time attempting to do it. And the directions are a lot more complicated that my normal activities. The first attempt was a disaster. No student understood what they were suppose to do. So for the following class, I tightened up the directions a lot. I put a diagram of how the students were suppose to move from table to table in the PP. I also had listed on the PP the directions.
Originally something like this: (I forget the exact wording).
- The first person will say where they are.
- The first person will act out the bad behavior.
- The other person will tell what the bad behavior was.
- The other person will say, "You should have ..."
I changed it to:
- A: Tell where.
- A: Act.
- B: Tell bad behavior.
- B: Say "You should have ..."
- Finished, switch.
At the beginning of class, I also had the students make a list of bad behaviors. In the original plan, the students could choose which bad behavior they would want to act out. I also realized that this needed to be tightened up. So I had each team circle one bad behavior on their list, and that is what they would act out.
So the next class, I think the directions where a lot clearer, but the students still didn't understand. I did do a demo of the action, but an explanation still needed to be given in Korean.
My last class that I did this activity with went a lot smoother. I would say that their speaking ability is advanced-low. I think they got the general idea, but I still needed to go to each table and explain the directions again. After I explained the directions again, the students seemed to enjoy it. I heard a lot of laughter. But I couldn't hear a lot of English. That's the next challenge: Getting the students to speak in English with each other. They will speak in English with me, but not with each other. This will probably require several more goes at it.
I also assigned an activity to work with a friend to create a list that would be used later in class, be it a list of Korean culture or bad behaviors. I've haven't heard much English being used. I think that in "group work," only one student will do the work. Maybe I'll have to assign a certain amount of input from each individual. I will check with the groups working, but I don't hear much English used. When I talk to them, they will respond in English, but this isn't an efficient way to get everyone to talk in English.
My other activity that needed explanation: the secret code using prepositions around the room. I did this activity earlier at my old school this year, so I should be a master at it. I gave the students a practice go at breaking the code. I demoed using the hint to find the answer. And I went to one of the actual code stations in the room to show them how it is set up. And I also told them on their worksheet that they should only write down the answer. After I did all of that, using the simplest language, and checking for understanding, a Korean explanation was still necessary.
So that is my biggest frustration right now is my inability to explain more complex tasks. If the students could understand more complex tasks, then I could have a lot more options of what can be done in class.
Regarding issues brought up earlier: I did try to adjust the volume of my voice. It works in certain circumstances, and doesn't work in others. If the students just aren't interested in the lesson, then obviously a lower voice doesn't work. They will continue to talk regardless. But it's an effective tool to get the students attention; speaking in my loud voice is a lot louder than my normal conversational voice.
Giving directions: I like to use a lot of repeating and asking comprehension questions.
Example: Last week, I had a slide that said: "What is Korean culture?" The students would give me a couple of examples.
Then the directions for the next activity: "With your friend, make a list of 5 things about Korean culture." I pointed to friend, and asked: "Who?" I pointed to 5, and asked "How many?" I then pointed to "Korean culture," and asked "What?" And I would repeat this action 1 more time. The students who were paying attention would understand for the most part, but the students, who weren't paying attention, didn't understand. So I would have to move around the room to check for completion. A co-teacher said that I needed to be more strict with them as far as their talking goes. I do my mechanism for getting their attention more often than I was doing. I guess my concern was that if I use it too often, it would lose its effectiveness. Since he said that, I've been using it more.
Thursday, May 23, 2013
Microteaching #2 Redo Reflection
Here is a link to my second microteaching redo:
http://www.youtube.com/watch?v=X1yQPgavlMI
As I stated before, I think that this microteaching went a lot better than the previous one. I think that the interactions are much more dialogic, and I find dialogic conversations much more interesting than monologic conversations. In this microteaching, the open ended questions yielded some unexpected answers. Ella in particular uttered something like the man left his wife in the bathroom because he killed her. This was unexpected, and it makes teaching classes much more interesting. And the unplanned is always what everyone remembers.
As far as student discourse in the microteaching, I did get all the students to talk. I like the student asking questions to student strategy. It encourages students to pay attention during class. And it provides students with public speaking practice. A student needs to speak loudly and clearly for the other students to understand what he or she said. And nobody likes to repeat themselves multiple times. I did notice from my last week at the middle school; students spoke numbers very quickly, and none of the other students were able to understand them. I guess you could call this pronunciation practice.
One thing that Steve did that I didn't do was choral repetition. I think that is a much more effective strategy than getting individual students to repeat the directions. This past week, the only students that repeated the directions in class were the ones who were paying attention. Maybe I should have all the students stand up and repeat it as a class. Probably one other strategy that I will try is to have the students paraphrase it in Korean. I know that L1 usage should be minimal, but comprehension of directions is important as well.
During this microteaching, Type 1 and Type 2 activities are much clearer. I do think giving comprehension questions to do while reading the text is very important. The students can use the questions to look for and spot the important points. I must admit that I use the same strategy while doing reading for this course. During next week's lesson, I try the same activities that I employed during the microteaching.
So, after much grumbling, I do think that this activity was useful. I think that actually doing an activity is much more illuminating that just reading about it. Probably the only thing that I did during the microteaching that I would not do during an actual teaching activity is a strict adherence to the clock. The ten minute time limit made me feel like I needed to set stricter time limits that I otherwise would not. During my normal class, I would have done the time limits for the actual readings, but everything else felt a little rushed. For the comp check, maybe I would have given them double the amount of time as I did in the microteaching.
The other thing I would have changed is the amount of pair work. I would have done more of it. Rather than respond individually during class, I would have had them consult with their partner before responding during class.
Monday, May 20, 2013
Reflection for Week 13
I'll reflect on the Micro-teaching #2 redo further down. Just a quick note on my schedule for this week. Grade 2 went to Jeju-do for 3 days. Sports Day is Thursday and Friday. And Monday and Tuesday, I am still doing the introduction/culture lesson from last week.
So, from today, I did notice that doing frequent comp. checks during students' presentations seemed to encourage other students' listening of the presentation. I would have one of the students from each group present their cultural analysis of the photos that I gave them. Then I would ask another group what was just said. Much to my surprise, after questions a few times and having the speaking student repeat, the students actually started to listen more carefully to the other students. I know that it seems like it's an obvious classroom technique, but I had only used it sparingly before. So, I was pleased with how that class turned out.
But, in the next class, I tried the same technique, but it didn't go so well. I think the first class was an advanced class, and the second class was more of a lower level class. In the second class, there were a couple of competent speakers, but I think their level was much lower. So even after asking the student to repeat a second time, I didn't get much of a response. Maybe a most, it was a mumbling of a few words.
So, I think I'm going to have to have the students do more speaking practice. This practice will be speaking slowly and clearly so everyone can understand. And I'm going to need to go back to the basics with these students.
I tried to make the lesson as simple as I could. On the paper, I wrote out the what I thought was strange. And I structured the written response as "______ is normal because _________." I don't know how I could have made this any simpler, and I'm fairly certain that at some point in the students' academic career, explaining a reason surely came up.
So, from today, I did notice that doing frequent comp. checks during students' presentations seemed to encourage other students' listening of the presentation. I would have one of the students from each group present their cultural analysis of the photos that I gave them. Then I would ask another group what was just said. Much to my surprise, after questions a few times and having the speaking student repeat, the students actually started to listen more carefully to the other students. I know that it seems like it's an obvious classroom technique, but I had only used it sparingly before. So, I was pleased with how that class turned out.
But, in the next class, I tried the same technique, but it didn't go so well. I think the first class was an advanced class, and the second class was more of a lower level class. In the second class, there were a couple of competent speakers, but I think their level was much lower. So even after asking the student to repeat a second time, I didn't get much of a response. Maybe a most, it was a mumbling of a few words.
So, I think I'm going to have to have the students do more speaking practice. This practice will be speaking slowly and clearly so everyone can understand. And I'm going to need to go back to the basics with these students.
I tried to make the lesson as simple as I could. On the paper, I wrote out the what I thought was strange. And I structured the written response as "______ is normal because _________." I don't know how I could have made this any simpler, and I'm fairly certain that at some point in the students' academic career, explaining a reason surely came up.
Friday, May 17, 2013
ICC Culture Classes 1 and 2
Culture Class 1
http://www.youtube.com/watch?v=Ghq3hQ2W6Ks
http://www.youtube.com/watch?v=1X7iAdVpa2Q
I know a should have done this a while back, but I kept delaying posting the culture classes.
The first culture class that I did was several weeks ago. Because the activities in the book are a little to advanced for my students, I felt that they needed to be simplified. I modified one of the activities where the students see a picture from another culture, and list all the similarities and differences. I handed out 6 different pictures to each group, and asked each group to write a 1 sentence on how they were similar to Korea, and how they were different.
To activate schema, I first asked the class to tell me about Korean culture, so the list was about Big C culture. The list was obvious things like food, music and pastimes. Then I gave a preview of the pictures. I told the students where they were from. And then I did an example of the first picture, a floating market in Vietnam. I passed out the pictures to all the students. After that, my co-teacher and I would help the students see things if they did not spot anything. We would scaffold.
For me, the highlight of the lesson was with a picture of Saudi Arabia. In that picture, the girls were in the back of the class, and the boys were in the front. The Korean students spotted the fact that the students were sitting on the ground. But the students had an "Aha" moment when I asked them, "Where were the girls?" I usually only said that to one group.
So after the group work, I would stand in front of the class, and ask random groups, what the similarities and differences were. I think that most of the class overlooked the Saudi Arabia boys and girls situation. So when one of the groups mentioned it, it got the classes attention.
I know the objective of the class was to note that we have more similarities than differences, but the lesson didn't turn out that way. We ended up about par, but the groups tended to notice the same similarities. When I counted them up, there was usually one or two more differences and similarities.
I would have done this class differently. I probably should have only handed out one scene to each group. Therefore, the other groups would not have known what to expect. I should have also had the groups to a presentation. I just asked what their answers were. I should have also come up with a reason for the other students to listen. I noticed that my co-teacher had to go around to the other groups to get their attention so that they could answer.
My direction giving was mediocre. I didn't check for understanding, nor did I break up the T-talk. I think my main concern was to get the pictures out, and then go to the groups to explain the directions. At that time, that was my method. Explain to smaller groups of students was a lot easier than explaining to the entire class.
Class number 2
http://www.youtube.com/watch?v=ywfYFSHoXhw
http://www.youtube.com/watch?v=mz7_EnOd1i0
As I changed schools, I redid the culture lesson that I did last week at my old school. And this lesson was a rehash of my first cultural micro-teaching. The basic premise is to be able to explain the reasons behind a behavior that is specific to a culture. For example, in Korea some women wear high-heels to the beach. This is not done in the US, and so Americans find this strange. A Korean might have to explain why some Korean women might do this.
So the plan for the lesson this past week: I had each pair of students list 5 things of Korean culture. I then had them choose one item, and explain why it is important. I then asked maybe 2 different students what they chose and why. I would check for listening from the other groups. I would then show a video of a Greek celebration where they were smashing plates. I asked the class if they thought it was strange and why. I asked them how Koreans celebrate. Then I went for USA - Korean culture comparison. I would give 1 picture of Korean behavior and then a picture from the USA in a similar situation. From the example above, the USA picture was of people wearing scandals to the beach. I went through each group's pictures, and pointed out things in each picture. I finished each picture by saying that I thought it was strange. I handed out the pictures to the groups. They discussed it. And then I had one person from each group present to the class. After each presentation, I would check for listening.
The class that I did the video with was a high level class, so they were about to complete the task without much difficulty. This class was High School grade 2. I made a conscious effort to make my directions simple. I also worked in some small pair work exercises.
The difficulties with this lesson: This was my second day at the school, and I didn't know how the English level that the students spoke. I also didn't the level of individual classes. I found that this activity was too difficult for some of the lower level classes. I personally didn't think that it was too demanding. The students only needed to answer 3 questions per group.
1. What do I think is strange?
2. Why is this normal in USA culture? Why?
3. Why is this normal is Korean culture? Why?
My target language was It is (normal/strange) because _____. Most of the lower level students were unable to answer these questions on the first day. So on the second day, I wrote the above sentence. I thought it might get them to at least write some answer. The students might not be able to understand what I am saying.
I will probably need to create a special program for the lower level students for this activity. "Wearing high heels on the beach in normal in Korea because ____". I don't want to do it, but it might be the only way to help them on the assignment.
So I think that this plan was probably appropriate for the higher level students. I still had to point to what I thought was strange. For the lower level students, I think I'm going to develop "survival English" lessons. They are probably at the level that my middle school first graders are at.
http://www.youtube.com/watch?v=Ghq3hQ2W6Ks
http://www.youtube.com/watch?v=1X7iAdVpa2Q
I know a should have done this a while back, but I kept delaying posting the culture classes.
The first culture class that I did was several weeks ago. Because the activities in the book are a little to advanced for my students, I felt that they needed to be simplified. I modified one of the activities where the students see a picture from another culture, and list all the similarities and differences. I handed out 6 different pictures to each group, and asked each group to write a 1 sentence on how they were similar to Korea, and how they were different.
To activate schema, I first asked the class to tell me about Korean culture, so the list was about Big C culture. The list was obvious things like food, music and pastimes. Then I gave a preview of the pictures. I told the students where they were from. And then I did an example of the first picture, a floating market in Vietnam. I passed out the pictures to all the students. After that, my co-teacher and I would help the students see things if they did not spot anything. We would scaffold.
For me, the highlight of the lesson was with a picture of Saudi Arabia. In that picture, the girls were in the back of the class, and the boys were in the front. The Korean students spotted the fact that the students were sitting on the ground. But the students had an "Aha" moment when I asked them, "Where were the girls?" I usually only said that to one group.
So after the group work, I would stand in front of the class, and ask random groups, what the similarities and differences were. I think that most of the class overlooked the Saudi Arabia boys and girls situation. So when one of the groups mentioned it, it got the classes attention.
I know the objective of the class was to note that we have more similarities than differences, but the lesson didn't turn out that way. We ended up about par, but the groups tended to notice the same similarities. When I counted them up, there was usually one or two more differences and similarities.
I would have done this class differently. I probably should have only handed out one scene to each group. Therefore, the other groups would not have known what to expect. I should have also had the groups to a presentation. I just asked what their answers were. I should have also come up with a reason for the other students to listen. I noticed that my co-teacher had to go around to the other groups to get their attention so that they could answer.
My direction giving was mediocre. I didn't check for understanding, nor did I break up the T-talk. I think my main concern was to get the pictures out, and then go to the groups to explain the directions. At that time, that was my method. Explain to smaller groups of students was a lot easier than explaining to the entire class.
Class number 2
http://www.youtube.com/watch?v=ywfYFSHoXhw
http://www.youtube.com/watch?v=mz7_EnOd1i0
As I changed schools, I redid the culture lesson that I did last week at my old school. And this lesson was a rehash of my first cultural micro-teaching. The basic premise is to be able to explain the reasons behind a behavior that is specific to a culture. For example, in Korea some women wear high-heels to the beach. This is not done in the US, and so Americans find this strange. A Korean might have to explain why some Korean women might do this.
So the plan for the lesson this past week: I had each pair of students list 5 things of Korean culture. I then had them choose one item, and explain why it is important. I then asked maybe 2 different students what they chose and why. I would check for listening from the other groups. I would then show a video of a Greek celebration where they were smashing plates. I asked the class if they thought it was strange and why. I asked them how Koreans celebrate. Then I went for USA - Korean culture comparison. I would give 1 picture of Korean behavior and then a picture from the USA in a similar situation. From the example above, the USA picture was of people wearing scandals to the beach. I went through each group's pictures, and pointed out things in each picture. I finished each picture by saying that I thought it was strange. I handed out the pictures to the groups. They discussed it. And then I had one person from each group present to the class. After each presentation, I would check for listening.
The class that I did the video with was a high level class, so they were about to complete the task without much difficulty. This class was High School grade 2. I made a conscious effort to make my directions simple. I also worked in some small pair work exercises.
The difficulties with this lesson: This was my second day at the school, and I didn't know how the English level that the students spoke. I also didn't the level of individual classes. I found that this activity was too difficult for some of the lower level classes. I personally didn't think that it was too demanding. The students only needed to answer 3 questions per group.
1. What do I think is strange?
2. Why is this normal in USA culture? Why?
3. Why is this normal is Korean culture? Why?
My target language was It is (normal/strange) because _____. Most of the lower level students were unable to answer these questions on the first day. So on the second day, I wrote the above sentence. I thought it might get them to at least write some answer. The students might not be able to understand what I am saying.
I will probably need to create a special program for the lower level students for this activity. "Wearing high heels on the beach in normal in Korea because ____". I don't want to do it, but it might be the only way to help them on the assignment.
So I think that this plan was probably appropriate for the higher level students. I still had to point to what I thought was strange. For the lower level students, I think I'm going to develop "survival English" lessons. They are probably at the level that my middle school first graders are at.
Friday, May 10, 2013
Week of May 11
This week was a disaster. I have a 3 week rotating schedule. Usually when test time comes, I don't have classes. And when classes resume, they will start on the next week of the schedule. Well, last week was test week, and I didn't have any classes. I assumed that I would have Grade 2 and 3. But they instead scheduled Grade 1 and 3. It was a mistake on my part; I should have asked. So on Monday, I had about an hour to put something together. On the downside, the lesson for Grade 2 that I commented on last Sunday, I won't be able to use because this was my last full week at my current school.
In the rush for 1st grade, the book had a lesson on prices, so I quickly put together a lesson about numbers. From previous experience, I know that Korean can have a difficult time saying numbers above 10,000. So after the warm up, and preview. The students did a brief listening activity. We did a SPEAKING analysis of the dialog. I tried to work it in. And then, I thought it would be nice to do some interdisciplinary work. I gave the students a math challenge. And then, to tie everything together, I had Power Point game: "The Price is Right."
The dialog went something like this:
W: "Excuse me, how much for this watch?"
B: "It's 3000 won."
W: "OK, I'll take it."
B: "Here you go."
The questions that I asked:
Where are they talking?
What is the first thing the woman said?
How can we make it more polite?
What is the last thing the boy said?
How can we make it more polite?
I tried doing this as group work, but the students didn't seem to understand. I highlighted polite. Asked them what polite meant in Korean. One or two students were able to answer that question. Obviously, the TLC was "Please" and "Thank you." So after the pair work didn't seem to work, I did this activity as a class exercise. Maybe I can come up with better questions. Oh, I didn't display all the questions at once; I displayed 2 at a time.
The math challenge I thought the students would enjoy. Each team had a small portable WB. I would read out the numbers. The student with the WB would have to write the number down, and then do the addition problem. To decrease my talk time, after the second student in each group answered, I would have a student volunteer read out the number. The problem that I observed is that the student volunteer would read the number so quickly that other students could not understand. I had to tell the student to say it slower. I could do maybe 4 students before I had to change the activity, because they would start to get restless. Each group had 6-7 students.
The Price is Right game is always successful. The students enjoy it. It gives them a real reason to use numbers. I got lots of output from students. They would scream out the answers. I would let students self-correct. For example, if the item was 120,000, but they said 12,000. I would write 12,000 on the board. Obviously, this was incorrect in their mind, and they would throw a protest that the number I wrote was incorrect. I this case, I would write 120. I would get them to say 120. Then I would add 000. Then they would said "thousand." I like having the students fix mistakes themselves. Their mind has to work a lot harder having this type of feedback rather than the teacher just directly correcting them.
I think on a short time frame, this was a decent lesson. I would have like the SPEAKING section to have gone a little better. I'll probably have to experiment a little more with this idea before I have it nailed down. I would have liked some pair work, but with numbers, you either say it correctly or you don't.
I'll comment next week on Grade 3. I probably won't have classes next week as I am changing schools. I am scheduled to start at Sejong Boys' High School in Cho Chiwon. This is about an hour south of Suwon by train. I am excited to be starting at this new school. I talked with teachers there, and the native speaking teacher doesn't have to follow the book. So I will have a lot more flexibility to do speaking activities.
Next week, I'll comment on my culture lessons that I did with Grade 3. The first one was probably in the beginning of April, and the second one was last week.
I should add a sidebar about vocabulary. I don't usually teach vocabulary in my classes. The only time that I cover vocabulary is if I'm doing a listening activity, and the vocabulary item is necessary for understanding. This past week, after my culture lesson was over, I figured I would have about 10-15 minutes that I would need to fill. So I thought it would be fun to do a pop song. We listened to "Love Story" by Taylor Swift. This song has a long narrative feel to it. For the part that we listening to, I judged that there were 3 or 4 items that the students might not understand. One of the items was "flashback." I gave a synonym memory. The students could understand that. The next item was "balcony." I showed them a picture of a balcony. The last item was "Scarlet Letter." So, I had to explain what scarlet was, and then the book. I showed a picture from the movie. I ask the students "A long time ago, was it good for an unmarried girl to have a baby?" They would say no. And then I showed them the meaning, "Scarlet Letter is a sign of dishonor."
Some of the difficult words I didn't go over like "ball gown." They had to fill in the blank for gown. I asked them if they knew what it was, and obviously they didn't. So I said that it was a fancy one piece.
In the rush for 1st grade, the book had a lesson on prices, so I quickly put together a lesson about numbers. From previous experience, I know that Korean can have a difficult time saying numbers above 10,000. So after the warm up, and preview. The students did a brief listening activity. We did a SPEAKING analysis of the dialog. I tried to work it in. And then, I thought it would be nice to do some interdisciplinary work. I gave the students a math challenge. And then, to tie everything together, I had Power Point game: "The Price is Right."
The dialog went something like this:
W: "Excuse me, how much for this watch?"
B: "It's 3000 won."
W: "OK, I'll take it."
B: "Here you go."
The questions that I asked:
Where are they talking?
What is the first thing the woman said?
How can we make it more polite?
What is the last thing the boy said?
How can we make it more polite?
I tried doing this as group work, but the students didn't seem to understand. I highlighted polite. Asked them what polite meant in Korean. One or two students were able to answer that question. Obviously, the TLC was "Please" and "Thank you." So after the pair work didn't seem to work, I did this activity as a class exercise. Maybe I can come up with better questions. Oh, I didn't display all the questions at once; I displayed 2 at a time.
The math challenge I thought the students would enjoy. Each team had a small portable WB. I would read out the numbers. The student with the WB would have to write the number down, and then do the addition problem. To decrease my talk time, after the second student in each group answered, I would have a student volunteer read out the number. The problem that I observed is that the student volunteer would read the number so quickly that other students could not understand. I had to tell the student to say it slower. I could do maybe 4 students before I had to change the activity, because they would start to get restless. Each group had 6-7 students.
The Price is Right game is always successful. The students enjoy it. It gives them a real reason to use numbers. I got lots of output from students. They would scream out the answers. I would let students self-correct. For example, if the item was 120,000, but they said 12,000. I would write 12,000 on the board. Obviously, this was incorrect in their mind, and they would throw a protest that the number I wrote was incorrect. I this case, I would write 120. I would get them to say 120. Then I would add 000. Then they would said "thousand." I like having the students fix mistakes themselves. Their mind has to work a lot harder having this type of feedback rather than the teacher just directly correcting them.
I think on a short time frame, this was a decent lesson. I would have like the SPEAKING section to have gone a little better. I'll probably have to experiment a little more with this idea before I have it nailed down. I would have liked some pair work, but with numbers, you either say it correctly or you don't.
I'll comment next week on Grade 3. I probably won't have classes next week as I am changing schools. I am scheduled to start at Sejong Boys' High School in Cho Chiwon. This is about an hour south of Suwon by train. I am excited to be starting at this new school. I talked with teachers there, and the native speaking teacher doesn't have to follow the book. So I will have a lot more flexibility to do speaking activities.
Next week, I'll comment on my culture lessons that I did with Grade 3. The first one was probably in the beginning of April, and the second one was last week.
I should add a sidebar about vocabulary. I don't usually teach vocabulary in my classes. The only time that I cover vocabulary is if I'm doing a listening activity, and the vocabulary item is necessary for understanding. This past week, after my culture lesson was over, I figured I would have about 10-15 minutes that I would need to fill. So I thought it would be fun to do a pop song. We listened to "Love Story" by Taylor Swift. This song has a long narrative feel to it. For the part that we listening to, I judged that there were 3 or 4 items that the students might not understand. One of the items was "flashback." I gave a synonym memory. The students could understand that. The next item was "balcony." I showed them a picture of a balcony. The last item was "Scarlet Letter." So, I had to explain what scarlet was, and then the book. I showed a picture from the movie. I ask the students "A long time ago, was it good for an unmarried girl to have a baby?" They would say no. And then I showed them the meaning, "Scarlet Letter is a sign of dishonor."
Some of the difficult words I didn't go over like "ball gown." They had to fill in the blank for gown. I asked them if they knew what it was, and obviously they didn't. So I said that it was a fancy one piece.
Sunday, May 5, 2013
Next week's plan
So, this week with my Grade 2 class. The grammar point is "What are you going to do next weekend?" And the answer. The entire lesson is based around this point. The preview will be a Power Point. The schema will involve pictures, and I've included a bit of scaffolding to help my students understand the structure. I don't anticipate the students having too much difficulty because this structure is a common one. But if they do, on the handout, they can write it down on the designated spot.
Next up is the listening activity. The book has a nice Type 1 activity. The activity is matching what the boy and girl will do. After listening 1 time, the class will answer the book activity. I don't anticipate any difficulty. Most of the students do this easily. Type 2 activity is fill in the blank while listening. The difficulty I foresee is some students not doing this. I will walk around the class to check for completion. Because there will probably be several that do not do it. I will probably have to play it a third time.
Next is a speaking activity. I am going to have them practice the grammar point in pairs. The students will ask "What are you going to do _____?" for 3 dates. To make it interesting, I'm going to ask for suggestions for the first 2 from my students. During this, I will usually wait several seconds before giving a scaffolding hint. (Of something that might be my idea.) The difficulty here is obviously student participation. I will have the students write down their answers on the handout. That way I can check for accuracy. If a student is giving me a blank look, then I can give him scaffolding hints to help him understand. This will probably take up the most time because there will probably be some students that I will need to cajole to finish the assignment.
Next, I am going to try an ICC SPEAKING activity with the dialog that was listened to. Since this is the first time I have ever done this type of activity, I really don't know what to expect. I am having the students answer 4 questions about the dialog. I will model the first question with the students. The questions are:
1. Where are Sora and the boy talking? Why?
- They are talking at ____ because_____.
I will have the students answer the blanks. I will press for specific answers to make this exchange dialog.
2. Do you think they are good friends? Why?
3. How does Sora feel about the magic lesson? Why?
I want the students to pick up Sora's closing, "That's good."
4. I want the students to rewrite the dialog as if the boy and Sora were adults.
-This will be a four line dialog. This will afford them the opportunity to practice the grammar point one time.
If I have time, I'll try to get some students to say the dialog. If this activity is too complicated, then I will cut question number 4.
The final activity is a speaking game. I'll have the students watch "Mr. Bean Makes a Sandwich." I'll stop the video at various points, and ask the students "What is Mr. Bean going to do?" To make it dialog, I'll ask the students why?
To help move the class along, I'll post the class agenda on the WB.
Next up is the listening activity. The book has a nice Type 1 activity. The activity is matching what the boy and girl will do. After listening 1 time, the class will answer the book activity. I don't anticipate any difficulty. Most of the students do this easily. Type 2 activity is fill in the blank while listening. The difficulty I foresee is some students not doing this. I will walk around the class to check for completion. Because there will probably be several that do not do it. I will probably have to play it a third time.
Next is a speaking activity. I am going to have them practice the grammar point in pairs. The students will ask "What are you going to do _____?" for 3 dates. To make it interesting, I'm going to ask for suggestions for the first 2 from my students. During this, I will usually wait several seconds before giving a scaffolding hint. (Of something that might be my idea.) The difficulty here is obviously student participation. I will have the students write down their answers on the handout. That way I can check for accuracy. If a student is giving me a blank look, then I can give him scaffolding hints to help him understand. This will probably take up the most time because there will probably be some students that I will need to cajole to finish the assignment.
Next, I am going to try an ICC SPEAKING activity with the dialog that was listened to. Since this is the first time I have ever done this type of activity, I really don't know what to expect. I am having the students answer 4 questions about the dialog. I will model the first question with the students. The questions are:
1. Where are Sora and the boy talking? Why?
- They are talking at ____ because_____.
I will have the students answer the blanks. I will press for specific answers to make this exchange dialog.
2. Do you think they are good friends? Why?
3. How does Sora feel about the magic lesson? Why?
I want the students to pick up Sora's closing, "That's good."
4. I want the students to rewrite the dialog as if the boy and Sora were adults.
-This will be a four line dialog. This will afford them the opportunity to practice the grammar point one time.
If I have time, I'll try to get some students to say the dialog. If this activity is too complicated, then I will cut question number 4.
The final activity is a speaking game. I'll have the students watch "Mr. Bean Makes a Sandwich." I'll stop the video at various points, and ask the students "What is Mr. Bean going to do?" To make it dialog, I'll ask the students why?
To help move the class along, I'll post the class agenda on the WB.
Friday, May 3, 2013
Week of May 4 Reflection
This week was test time, so I didn't have any classes this week. For my review, I reviewed the fourth lesson that I had with Grade 2.
The warm-up was my old staple: "What happens next?" I think the students enjoy this activity. However, I didn't have the students make complete sentences like I should have. And it is really difficult to create a follow-up with the students. But it's purpose is to create a fun atmosphere, and I think that it does it's job well.
For some reason, I was never able to quite get the Grade 2 lessons right. The grammar points didn't always lend themselves to make a great basis for a lesson. For this lesson, the first point that was covered was "What does that mean?" For the presentation, I told a corny Konglish joke about a 5 year old onion being an "oh nyeon." This was to set up the phrase: "I'm smiling from ear to ear." I printed out a big smiling face on a big piece of paper, and asked "Really?" And, so that was my presentation for that point.
We did a listening activity and then a speaking activity. I did the speaking activity the wrong way. I presented the vocabulary before the listening activity, and had the students do both the book activity and the gap fill activity on the worksheet at the same time. In reality, I should have done the vocabulary last. The students do the book activity first, and then after listening to it the first time, I should have had them do the gap fill activity.
The class that I recorded was a lower level class. My co-teacher spent a couple of minutes translating the dialog into Korean. So, I don't know if doing some of the cultural context questions mentioned in ICC would have been helpful. I should definitely try it next week.
The speaking activity involved matching an English idiom with the correct meaning. This activity was an ill-conceived role-playing activity. The problem is that really the activity would have involved two students, and I didn't give any instructions for dialog.
The second half involved the second grammar point, "What would you like to do?" I did a quick introduction, and listening activity. I finished the lesson with a game incorporating this point. A student would draw the picture on the board, and then the other students would have to say, "I'd like to..." The students seemed to enjoy this activity the most. However, I did notice that the same 5 or 6 students would raise their hand to venture a guess. I need to find a way to expand this.
So, overall, during this lesson, the teacher talked quite a bit. I need to work on designing the speaking activities better, and maybe increase the number of speaking activities from 2 to 3.
The warm-up was my old staple: "What happens next?" I think the students enjoy this activity. However, I didn't have the students make complete sentences like I should have. And it is really difficult to create a follow-up with the students. But it's purpose is to create a fun atmosphere, and I think that it does it's job well.
For some reason, I was never able to quite get the Grade 2 lessons right. The grammar points didn't always lend themselves to make a great basis for a lesson. For this lesson, the first point that was covered was "What does that mean?" For the presentation, I told a corny Konglish joke about a 5 year old onion being an "oh nyeon." This was to set up the phrase: "I'm smiling from ear to ear." I printed out a big smiling face on a big piece of paper, and asked "Really?" And, so that was my presentation for that point.
We did a listening activity and then a speaking activity. I did the speaking activity the wrong way. I presented the vocabulary before the listening activity, and had the students do both the book activity and the gap fill activity on the worksheet at the same time. In reality, I should have done the vocabulary last. The students do the book activity first, and then after listening to it the first time, I should have had them do the gap fill activity.
The class that I recorded was a lower level class. My co-teacher spent a couple of minutes translating the dialog into Korean. So, I don't know if doing some of the cultural context questions mentioned in ICC would have been helpful. I should definitely try it next week.
The speaking activity involved matching an English idiom with the correct meaning. This activity was an ill-conceived role-playing activity. The problem is that really the activity would have involved two students, and I didn't give any instructions for dialog.
The second half involved the second grammar point, "What would you like to do?" I did a quick introduction, and listening activity. I finished the lesson with a game incorporating this point. A student would draw the picture on the board, and then the other students would have to say, "I'd like to..." The students seemed to enjoy this activity the most. However, I did notice that the same 5 or 6 students would raise their hand to venture a guess. I need to find a way to expand this.
So, overall, during this lesson, the teacher talked quite a bit. I need to work on designing the speaking activities better, and maybe increase the number of speaking activities from 2 to 3.
Friday, April 26, 2013
Week of April 27 Reflection
This week I had very few classes. Most of these were make up classes because a change in schedule force them to be postponed. The only modification to my previous lesson plan was during the listening activity. I had the students do the book exercise before the fill in the blank exercise on the worksheet. I don't how effective this change was since most of the students had both mostly finished after one listening. The one advantage was that I could highlight the activity on the worksheet. And I could walk around the room and check to make sure that the students were doing the activity. Because I could see that some students weren't doing the activity, I was able to play it an extra time.
Because of my lack of classes, I decided to review my last recording: Grade 1 Lesson 4. This was the lesson were the target language was: "Can you fly?" and the appropriate response. I'll reflect on the things that I did well and the things that I could improve upon.
The Good: The students were animated for the freeze frame video activity. I had four of these videos. And the students were very enthusiastic about the drawing game on the WB. I had students yelling "Pick-me!" There was some dialogic conversation. This was tough because the target language in of itself is very monologic. During the speaking practice, I had the students ask each other why. While preparing the scaffold for this activity, I had the students tell me what their hobby is. To make this a dialogic exchange, I asked the student to be more specific.
For example:
Me: Who has a hobby?
S: Drawing.
Me: Drawing what?
S: Drawing a picture.
The Bad: I think I am trying too hard to make an activity dialogic. During the video activity, the students have to question whether or not a boy can dance. The students guess "Yes, he can" or No, he can't." I throw in a "Really?" or "Are you sure?" I'm not sure if this is dialogic. Sometimes it feels like it is forced.
The above script example, I should have made the student speak in a complete sentence.
For the speaking activity, the advanced students completed it very quickly, but I wanted to make sure that all students completed the activity. So I spent many 10 minutes walking around the class checking for completion. Maybe I should have given the more advanced students another activity to do while they were waiting for everyone else.
The ugly: When I reset the camera during the second half of the lesson, it was out of focus.
Friday, April 19, 2013
Week 8 Post
This week was Grade 1 and Grade 3. There are two weeks until the mid-term exams. Briefly with Grade 3, this is the last week that I will have them in class, so I decided to help them prepare for their exams. For review, I usually do a bomb game. The students like it because behind every question is a surprise amount of points. To make this activity dialogic, I made 18 of the 24 questions require the choosing team to ask another team a question reflecting a particular grammar point. So this is students asking students.
With Grade 1, this will be my last teaching lesson with them. The topic was the question "Can he dance" and the response "Yes, he can" or "No, he can't." For increased talking time, I had a speaking activity, and a speaking game at the end of class. Because this type of questioning is monologic, I expanded it a little to make it more dialogic. After the first question, I had the students ask "Why?" For the game, it was the same activity that I did last week with Grade 2. A student drew a picture on the board, and the other students need to guess the answer. To add a twist, I would then ask the team the question, and then they would need to answer. To introduce this activity, I tried not to speak at all until the students guessed the correct answer.
I did try a reading activity with my after school class. From the MT last week, I realized that I could do this type of activity better. I have a book entitled "Totally True." The book has picture drawings based on the story. I first passed out the pictures, and had the students write a caption for the story. I then had the students read their captions to the class. Then I gave the story to the students, and had them read it to themselves. And then I would ask the students comprehension questions about the story. I like this type of activity. The amount of student talk time is much greater than my old method.
With Grade 1, this will be my last teaching lesson with them. The topic was the question "Can he dance" and the response "Yes, he can" or "No, he can't." For increased talking time, I had a speaking activity, and a speaking game at the end of class. Because this type of questioning is monologic, I expanded it a little to make it more dialogic. After the first question, I had the students ask "Why?" For the game, it was the same activity that I did last week with Grade 2. A student drew a picture on the board, and the other students need to guess the answer. To add a twist, I would then ask the team the question, and then they would need to answer. To introduce this activity, I tried not to speak at all until the students guessed the correct answer.
I did try a reading activity with my after school class. From the MT last week, I realized that I could do this type of activity better. I have a book entitled "Totally True." The book has picture drawings based on the story. I first passed out the pictures, and had the students write a caption for the story. I then had the students read their captions to the class. Then I gave the story to the students, and had them read it to themselves. And then I would ask the students comprehension questions about the story. I like this type of activity. The amount of student talk time is much greater than my old method.
Friday, April 12, 2013
This week, I had Grade 2 and Grade 3. The Grade 3 was the simplest lesson plan. Because I didn't have to teach out of the textbook, and could come up with my own lesson plan, I decided that this would be a perfect opportunity to do an ICC activity that Corrienne wanted us to do. So I chose an activity from the ICC book involving the students looking at pictures from different cultures, and then choosing one thing that is the same, and one thing that is different. I previewed it with an open question: What is Korean culture? The students would then yell out different aspects like Kimchi and K-pop. Sometimes if I would want them to think about a topic, I would suggest, "What about music? or What about sports?" Then I would get into the actual activity. I would do one example: Thailand. I would ask them: How is this like Korean culture? and How is it different? Then I would give them about 10-15 minutes in groups to make a list. I didn't give a long speech. I thought it would be more effective to go through an example with each group. Maybe luck of the schedule was that the classes earlier in the week were more higher level, they seemed more into the activity than students later in the week. I usually had at least two or three students with each group doing the activity. Towards the end of the week, I noticed the level of participation was dropping off. So I would sit down with one of the least motivated groups and go through each picture, asking them how it is the same and how is it different. That seemed to be effective when motivation was lacking.
Grade 2 was more of an adventure. This was the fourth lesson with Grade 2, and this is first lesson that I felt is getting on the right track as far as putting the lesson with an increase of student talking time. Being a bad textbook, the speaking topics were unrelated to each other. The topics are the sentence "What does that mean?", and the Q and A of "What would you like to do?" and " I'd like to ...". It was probably too much to cover in one class, but this will probably be the last time I see them before the mid-terms in two weeks.
The first topic was pretty straight forward: preview, listening and speaking. For the preview: I told a bad Konglish joke, and then literally did the idiom "Smiling from ear to ear." (I had a big print out of a smile.) For the speaking part, I divided the teams into 2 parts. I gave the A group a list of idioms, and I gave the B group the answers. I did a quick demonstration with "Die Laughing." Then I went to each group to explain the activity. As I stated above, I think this technique is the most effective. I can see the students' faces for understanding. (If I'm getting a blank look, then they probably don't understand.)
The second topic was more of an adventure. I planned a game to using the cards with an activity on them, and having the students act them out, much like the activity that we did in class 2 week ago. And then I planned a speaking activity where they would ask two students, "There is no school. What would you like to do?" First, I tried the speaking activity, and then the game. But I lost the students attention for the game. Then I tried the game and then the speaking activity, but the students didn't seem to understand the rules of the game. Or they weren't interested in acting. Then I changed the activity from a group to a class activity where I would draw the action on the board. So I did the speaking activity and then the boarding drawing game, but I again lost the students' attention. So then I changed it for the last time, the drawing activity and then the speaking activity. Finally it worked. I would draw two examples on the board, and then ask for student volunteers. I always got 5-6 volunteers to draw, and I think that most of the students enjoyed the game. And because I didn't lose the students' attention, I was able to segue into the speaking activity. I liked this set up because after the game started, my talking time was reduced.
The first activity was probably monologic because the dialog was tightly controlled. The student practiced saying a certain phrase. I know that this isn't ideal, but it was the best speaking activity that I could think of for this point. The second activity was, in the strictest sense of the word, monologic was well. I was looking for a specific answer. But the students would yell out different answers, which is probably good. So overall, I think that Grade 2 lesson plan is a good stride over my previous Grade 2 lesson plans. It's probably not the ideal class where every student is speaking more than the teacher, but it's a step in the right direction; I feel.
Update at 10:36.
I feel that I should probably include a couple more items. Grade 2 is probably indicative of the typical lesson plan that I would do in the public schools. Since the first week, I have decrease my talking time and increased the students' talking time. This past week I had two speaking activities rather than one, and I also had a speaking game. I explained the directions no more than once. I figured that most of the students probably would not understand me anyway. For the first activity, I modeled "die" and "laughing". And I gave them the phrase they were suppost to use on the Power Point. And then I gave then the phrase for eliciting the answer. I gave out the two sheets of paper for each side of the table. And then I went around to each group explaining it.
The second speaking activity involved the students asking two other students "There is no school. What would you like to do?" Looking back, I think that this activity is probably monologic because there was only one question. I probably should have had each student ask why they would want to do it. That would have made it dialogic.
I don't know if the speaking game was dialogic or monologic. There was a student drawing a picture on the board and the other students needed to guess. I called on the various students to answer. I would accept an answer that was close to the picture being drawn.
As far as CI techniques go:
Introducing the phrase "What would you like to do?" I did the same choral repetition model that Tom did in class a couple of weeks ago.
I had pairwork and groupwork. I had students talking to students.
MIC techniques: I previewed by activating their schemata. I used visuals like the print out of the smile. And for the speaking game. I didn't try to explain it, I just drew the picture. The students would say "cry", and I would point to the phrase "I'd like to ...". So then the student would self-correct.
Multiple Intelligences: With my warm up of "What happens next." I briefly hit on the spatial learner. The game involved a video. With the speaking game, I tried to do Bodily/Kinestetic, but it wasn't having much success. So by moving it to the whiteboard, it became spatial.
Overall, this lesson was probably the best that I've done so far. I could probably increase the students' talking time even more if I would only focus on one point in the book rather than two. Maybe in this case, less is more.
Grade 2 was more of an adventure. This was the fourth lesson with Grade 2, and this is first lesson that I felt is getting on the right track as far as putting the lesson with an increase of student talking time. Being a bad textbook, the speaking topics were unrelated to each other. The topics are the sentence "What does that mean?", and the Q and A of "What would you like to do?" and " I'd like to ...". It was probably too much to cover in one class, but this will probably be the last time I see them before the mid-terms in two weeks.
The first topic was pretty straight forward: preview, listening and speaking. For the preview: I told a bad Konglish joke, and then literally did the idiom "Smiling from ear to ear." (I had a big print out of a smile.) For the speaking part, I divided the teams into 2 parts. I gave the A group a list of idioms, and I gave the B group the answers. I did a quick demonstration with "Die Laughing." Then I went to each group to explain the activity. As I stated above, I think this technique is the most effective. I can see the students' faces for understanding. (If I'm getting a blank look, then they probably don't understand.)
The second topic was more of an adventure. I planned a game to using the cards with an activity on them, and having the students act them out, much like the activity that we did in class 2 week ago. And then I planned a speaking activity where they would ask two students, "There is no school. What would you like to do?" First, I tried the speaking activity, and then the game. But I lost the students attention for the game. Then I tried the game and then the speaking activity, but the students didn't seem to understand the rules of the game. Or they weren't interested in acting. Then I changed the activity from a group to a class activity where I would draw the action on the board. So I did the speaking activity and then the boarding drawing game, but I again lost the students' attention. So then I changed it for the last time, the drawing activity and then the speaking activity. Finally it worked. I would draw two examples on the board, and then ask for student volunteers. I always got 5-6 volunteers to draw, and I think that most of the students enjoyed the game. And because I didn't lose the students' attention, I was able to segue into the speaking activity. I liked this set up because after the game started, my talking time was reduced.
The first activity was probably monologic because the dialog was tightly controlled. The student practiced saying a certain phrase. I know that this isn't ideal, but it was the best speaking activity that I could think of for this point. The second activity was, in the strictest sense of the word, monologic was well. I was looking for a specific answer. But the students would yell out different answers, which is probably good. So overall, I think that Grade 2 lesson plan is a good stride over my previous Grade 2 lesson plans. It's probably not the ideal class where every student is speaking more than the teacher, but it's a step in the right direction; I feel.
Update at 10:36.
I feel that I should probably include a couple more items. Grade 2 is probably indicative of the typical lesson plan that I would do in the public schools. Since the first week, I have decrease my talking time and increased the students' talking time. This past week I had two speaking activities rather than one, and I also had a speaking game. I explained the directions no more than once. I figured that most of the students probably would not understand me anyway. For the first activity, I modeled "die" and "laughing". And I gave them the phrase they were suppost to use on the Power Point. And then I gave then the phrase for eliciting the answer. I gave out the two sheets of paper for each side of the table. And then I went around to each group explaining it.
The second speaking activity involved the students asking two other students "There is no school. What would you like to do?" Looking back, I think that this activity is probably monologic because there was only one question. I probably should have had each student ask why they would want to do it. That would have made it dialogic.
I don't know if the speaking game was dialogic or monologic. There was a student drawing a picture on the board and the other students needed to guess. I called on the various students to answer. I would accept an answer that was close to the picture being drawn.
As far as CI techniques go:
Introducing the phrase "What would you like to do?" I did the same choral repetition model that Tom did in class a couple of weeks ago.
I had pairwork and groupwork. I had students talking to students.
MIC techniques: I previewed by activating their schemata. I used visuals like the print out of the smile. And for the speaking game. I didn't try to explain it, I just drew the picture. The students would say "cry", and I would point to the phrase "I'd like to ...". So then the student would self-correct.
Multiple Intelligences: With my warm up of "What happens next." I briefly hit on the spatial learner. The game involved a video. With the speaking game, I tried to do Bodily/Kinestetic, but it wasn't having much success. So by moving it to the whiteboard, it became spatial.
Overall, this lesson was probably the best that I've done so far. I could probably increase the students' talking time even more if I would only focus on one point in the book rather than two. Maybe in this case, less is more.
Friday, April 5, 2013
This Week in Review
This week was different. I feel that this was the first week that the students started to push the boundaries, so this week was a little more hectic.
Grade 1, we reviewed last week's materials, and learned "What do you like?" The preview for the review, I used realia such as a book and a football. I switched to this mid-week. Before I was just using pictures on PowerPoint I think I got the student's attention better by using the objects instead to the PowerPoint I also did part of the preview at the back of class. I tried to speak slowly and pronounce my words clearly. In the video that I recorded, I was trying to elicit "I'm drawing a picture." No student was able to say that so I repeated, "What am I doing?" I said slowly, "I am drawing ...", putting the emphasis on "drawing." And to make the class more dialogic and more broken up, I planned two speaking activities. During the speaking activities, I would check random student's comprehension. I would either squat down to get to their eye level, or I would sit in an empty chair. I also didn't point at students; I either pointed at a table with a marker in my hand, or extended an open hand.
Grade 2, we learned the phrase "Sorry, but that's not right.", and ordering food. This lesson plan wasn't great. The first time I did this lesson, it fell apart. I planned two speaking activities back to back, I couldn't get the class's attention, so I changed the ordering of activities. I also tried to do a preview much like Tom did as waiter in a restaurant last week. I did this for a couple of classes, but I felt that it wasn't adding anything to the class. I didn't plan any activity around that dialog, so I scraped it. But then I was struck with some inspiration the last class of the week. I did a back and forth with the class using a potato, candy, crackers, and ramyon. It went something like this:
T: What is this?
S: Potato.
T: Do you like it?
S: Yes
Grade 1, we reviewed last week's materials, and learned "What do you like?" The preview for the review, I used realia such as a book and a football. I switched to this mid-week. Before I was just using pictures on PowerPoint I think I got the student's attention better by using the objects instead to the PowerPoint I also did part of the preview at the back of class. I tried to speak slowly and pronounce my words clearly. In the video that I recorded, I was trying to elicit "I'm drawing a picture." No student was able to say that so I repeated, "What am I doing?" I said slowly, "I am drawing ...", putting the emphasis on "drawing." And to make the class more dialogic and more broken up, I planned two speaking activities. During the speaking activities, I would check random student's comprehension. I would either squat down to get to their eye level, or I would sit in an empty chair. I also didn't point at students; I either pointed at a table with a marker in my hand, or extended an open hand.
Grade 2, we learned the phrase "Sorry, but that's not right.", and ordering food. This lesson plan wasn't great. The first time I did this lesson, it fell apart. I planned two speaking activities back to back, I couldn't get the class's attention, so I changed the ordering of activities. I also tried to do a preview much like Tom did as waiter in a restaurant last week. I did this for a couple of classes, but I felt that it wasn't adding anything to the class. I didn't plan any activity around that dialog, so I scraped it. But then I was struck with some inspiration the last class of the week. I did a back and forth with the class using a potato, candy, crackers, and ramyon. It went something like this:
T: What is this?
S: Potato.
T: Do you like it?
S: Yes
Friday, March 29, 2013
This week review
This week I taught Grade 1 and Grade 3. I'll start with Grade 3. This week was the second of the 2 week cycle. Last week, I previewed the presentation that the students would give this week. So this week, the entire class was dedicated to the student presentations. This class was entirely dialogic. To measure the student's English ability, I would ask an open referential question about the invention that they had created. They had to create an answer on the spot. I was also heartened when one class, students took it upon themselves to ask the other students in English other questions about their inventions.
This week in Grade 1, I was teaching out of the textbook. We were covering the present perfect and prepositions. I must confess that I probably tried to cover too much material during the class. What I covered was probably enough for 2 separate classes. So, next week, I'm going to narrow my focus. Among the highlights this week: My warm-up was very different than my previous one. I devised a game where the students watch a video clip, and then they have to guess how the clip ends. This was a dialogic game. I mostly got one word answers, but some students tried to answer with a question. I also wanted to focus on my error correction. I never once gave the explicit correction to a student error. If I heard an incorrect answer, I would say it aloud to the class, and wait for some other student to say the correct answer. This is student self-correction. And my final activity combined the spatial learner and the bodily/kinesthetic learning style. I set up a secret code around the room directing student to look a certain direction for the answer. This was preposition practice. After the game was introduced, the students could move around the room to solve the puzzle. Overall, the game was very successful.
This week in Grade 1, I was teaching out of the textbook. We were covering the present perfect and prepositions. I must confess that I probably tried to cover too much material during the class. What I covered was probably enough for 2 separate classes. So, next week, I'm going to narrow my focus. Among the highlights this week: My warm-up was very different than my previous one. I devised a game where the students watch a video clip, and then they have to guess how the clip ends. This was a dialogic game. I mostly got one word answers, but some students tried to answer with a question. I also wanted to focus on my error correction. I never once gave the explicit correction to a student error. If I heard an incorrect answer, I would say it aloud to the class, and wait for some other student to say the correct answer. This is student self-correction. And my final activity combined the spatial learner and the bodily/kinesthetic learning style. I set up a secret code around the room directing student to look a certain direction for the answer. This was preposition practice. After the game was introduced, the students could move around the room to solve the puzzle. Overall, the game was very successful.
Friday, March 22, 2013
Week 3 reflections
This week I taught Grade 2 and Grade 3. Grade 3 is doing a 2 week program. Next week, they will do a presentation of an imaginary invention that they have created. This week I did the introduction with my own presentation: "The Fart Collector." I used visual aids like a hose, bag and a frying pan. The students thought it was funny. My co-teacher needed to explain the directions for clarification. Most of the students did start drawing up their posters, which is a good sign. So it will be interested to see how well the students do during their presentations, and how much speaking the students actually do. (I made it a requirement that all students in every group speak.)
My Grade 2 classes focused on the question "Have you ever ...". The lesson involved a listening activity, the grammar introduction and listening to the song "Have you ever..." by Brandy. As the students listened to the song, they would fill in the blank of various past participles that are in the song. I also devised a speaking game where the students would ask me "Have you ever ...". I only did this game once because of time constraints This game was mildly successful. The only problems were that it was probably too long, and the same students volunteered to participate. When I did volunteer some other students, they didn't want to participate.
Overall, this lesson was fairly successful. On Monday, this lesson bombed. I included a couple more slides to the Power Point to clarify things. And I also pointed out in the book where this grammar point was. The students seemed to understand it better. The only other class where it didn't seem to go over well was the last period on Friday. I noticed that my co-teacher interrupted frequently with explanations in Korean. Maybe this was needed. But the flow of the class was different than all my other classes. So I assumed that class didn't go well.
My Grade 2 classes focused on the question "Have you ever ...". The lesson involved a listening activity, the grammar introduction and listening to the song "Have you ever..." by Brandy. As the students listened to the song, they would fill in the blank of various past participles that are in the song. I also devised a speaking game where the students would ask me "Have you ever ...". I only did this game once because of time constraints This game was mildly successful. The only problems were that it was probably too long, and the same students volunteered to participate. When I did volunteer some other students, they didn't want to participate.
Overall, this lesson was fairly successful. On Monday, this lesson bombed. I included a couple more slides to the Power Point to clarify things. And I also pointed out in the book where this grammar point was. The students seemed to understand it better. The only other class where it didn't seem to go over well was the last period on Friday. I noticed that my co-teacher interrupted frequently with explanations in Korean. Maybe this was needed. But the flow of the class was different than all my other classes. So I assumed that class didn't go well.
Wednesday, March 20, 2013
Methodology Reading Questions Week 4
Echoing Jaco, the methodology homework was much too long to put in a reply post.
Here is my task 1 and 2 for meth. week 4.
My lowest level class is really at a novice level. I will ask them what they did last weekend, and the typical answer, if there is one, is “PC bang.” Often even getting one word answers can be difficult. They need a lot of prompting. Some students can have difficulty with the listening activities. I will play it twice, and some students aren’t able to successfully hear the word and write it down.
Here is my task 1 and 2 for meth. week 4.
Task 1: Bill Johnson Chapter 2
1) In my school, all students are expected to be present and not tardy to class; however, I seldom enforce the rule that students need to be in their seats when the bell rings. As there may be any number of reasons why a student may be late, and I can’t fully understand what the student is saying, I figure its best not to enforce the rule. If there is a good excuse, and the other teacher overrules me, then my authority has been eroded.
Participation in my class is usually voluntary. Sometimes, I will volunteer a student, and that student will put their head down. So if I don’t want the students to feel a lot of pressure, I will make them answer as a group. As far as having a dialog with the students, most of them aren't at a level where they can understand most of what I say. So my lessons tend to be tightly structured, and there isn’t a lot of free flow of dialog.
How else might it be set up? I could go to the student’s classroom rather than the students coming to me. That way, I know that they won’t be late, As far as participation goes, if the focus would be more on conversation than on trying to learn a new grammar point, then classroom participation would probably increase. I would have more time to focus speaking activities than on the grammar practice.
5) My school is the process of changing textbooks, so Grade 2 and 3 are still using old textbooks. I believe the technical term for books like this is “They suck.” There are 3 listening activities, and the speaking part is treated as grammar exercise. And then there is a one page speaking task. I don’t bother doing this because the directions are written in Hangul, and the activities are really boring. So I have to create my own. These books view the learner as passive because they aren’t given much of a task to do.
The Grade 1 book is better. I have only done the first lesson, so I can’t comment too much. With each lesson, there are two grammer points, a listening activity that focuses on each point, and a small speaking task for each point. There is also a review in each which draws both points together. This book’s philosophy is that learning is more of an active process. There is more opportunity to use the language.
6) There really isn’t much conflict between the rules of my classroom and the rules of the school. I show up, and I do my job. Anything that involves the students, I let the Korean teachers take over. In the past, there has been some conflict where my co-teacher thought that the lesson content was not appropriate. (I showed a zombie video clip. I thought that the students would find it interesting.) So now, everything that I plan, I send it to my co-teachers.
With Mary’s experience, it happens all the time that students don’t respond. But there was this one time I had the students ask their partners three questions. And then I would go around the class, and make at least half the students answer the question. If the students didn’t complete the task, I would make them stand up and finish it. One time, there was this girl who didn’t answer; so I made her stand up. I went back to her, and she still didn’t answer. So I tried for 5 minutes after the bell rang, and she still didn’t answer. I asked my co-teacher, and she said that the girl never talked to teachers.
Task #2
According to the ACTFL guidelines, I rated my highest class as speaking: advanced low, writing: intermediate mid, listening: intermediate high, and reading as intermediate middle. I rated my lowest class as speaking, writing, listening and reading as novice high. I marked writing at lower level because essay writing isn’t taught in Korean schools. They would probably have trouble writing essays in Korea. In my highest class, I marked speaking and listening as high because most of the students can understand understand what I am trying to say. I gave them a presentation that is due next week, and most of them finished the task within 30 minutes without the aid of a dictionary. I really can’t describe their reading ability.
My lowest level class is really at a novice level. I will ask them what they did last weekend, and the typical answer, if there is one, is “PC bang.” Often even getting one word answers can be difficult. They need a lot of prompting. Some students can have difficulty with the listening activities. I will play it twice, and some students aren’t able to successfully hear the word and write it down.
Friday, March 15, 2013
Reflections on Week 2/ First Week of Class
This week I taught Grade 1 and 2. I started out with "Introduction" and "Rules and Expectations" Power Point. The first graders got the longer introduction version. This took between 5 and 7 minutes. Then I did the "in a pickle" warm-up. With the first graders, I reviewed members of the family, learned personality characteristics, and had the students interview each other.
For the second graders, we learned vocabulary, did listening activities, read a calender, learned adverbs of frequency, played a game of "Guess how often the teacher" does an activity, and then I asked the students how often they do something.
For the most part, I was able to accomplish what I set out to do. A couple of second grade classes went a little slower, so I had to cut out the last activity. I had also intended for the last activity of second grade to be an interview, but there just wasn't enough time. I probably would have needed another 10-15 minutes.
I also changed the last activity of the first grade. I originally envisioned that they would draw the person's face, and then ask questions. I thought that a drawing activity might be fun. But that took too much time. I lost the students' attention. And then there was no time for the interview.
I did have a couple of problems besides those outlined above. I included a couple of things on the class handouts that I forgot to put in the Power Point. So I to add a couple more slides. Also the concept "every other week" seemed difficult to get across. I needed an explanation from my co-teacher.
Did the usual teacher-student interactions change as a result of the readings? Maybe a little. I've always enjoyed having interactions with my audience. I get bored listening to the sound of my own voice. So I think I've always been more turn-taking inclined. But, as a result of the readings, I probably did ask more open-ended questions. And I did focus on waiting longer before throwing out an answer or a cue. And this week, I don't think I spoon-fed any answers to the students.
Not as a result or the reading, this week was the first that I tossed around a ball during class. Maybe a moving object will make the class more of a game. After about 3-4 weeks, will the students still have the same amount of attention to the moving object? And I should probably change to a bean-bag.
For the second graders, we learned vocabulary, did listening activities, read a calender, learned adverbs of frequency, played a game of "Guess how often the teacher" does an activity, and then I asked the students how often they do something.
For the most part, I was able to accomplish what I set out to do. A couple of second grade classes went a little slower, so I had to cut out the last activity. I had also intended for the last activity of second grade to be an interview, but there just wasn't enough time. I probably would have needed another 10-15 minutes.
I also changed the last activity of the first grade. I originally envisioned that they would draw the person's face, and then ask questions. I thought that a drawing activity might be fun. But that took too much time. I lost the students' attention. And then there was no time for the interview.
I did have a couple of problems besides those outlined above. I included a couple of things on the class handouts that I forgot to put in the Power Point. So I to add a couple more slides. Also the concept "every other week" seemed difficult to get across. I needed an explanation from my co-teacher.
Did the usual teacher-student interactions change as a result of the readings? Maybe a little. I've always enjoyed having interactions with my audience. I get bored listening to the sound of my own voice. So I think I've always been more turn-taking inclined. But, as a result of the readings, I probably did ask more open-ended questions. And I did focus on waiting longer before throwing out an answer or a cue. And this week, I don't think I spoon-fed any answers to the students.
Not as a result or the reading, this week was the first that I tossed around a ball during class. Maybe a moving object will make the class more of a game. After about 3-4 weeks, will the students still have the same amount of attention to the moving object? And I should probably change to a bean-bag.
All the Xie analysis is underlined.
Teacher Students
1.What is that? Pickle
2.Where do you eat pickles? Pizza, Chicken, Spaghetti
3.Kimchi? [Laughs]
4. This is call “in a pickle”
5.What does that mean?
6.Okay. Look at this. It says, “I’m in a pickle.
7. What about him, does he have a
big problem? Yes.
8. He says, “I’m in a pickle.”
Means what?
I have … Pickle?
Big... Problem.
10. On your worksheet, write
“Big trouble or big problem”
1-10 Monologic
Closed Questions
(KT directions in Korean)
11. Does anybody else need a pencil?
12. Today, who had a problem?
12, Open Question
13. Today, I woke up at 8:30. Is that
a problem?
Yes!
13. Display Question.
Informing.
14. So, what is the problem? I’m late.
14.Committing
15. Who else had a problem? I can’t find ????
15, Invitation to bid. Open Question.
16.Every English class? Finding.
17. So I can’t find...it.
17. Clarifying. Recast
18. What else?
19. What about homework?
19. Example
20. How much homework? Many, Many.
21. Many, many? Is that a problem?
22. Ok, I have a little or a lot? A lot
22. rephrasing, example
23. I have a lot of … Homework.
24. Ok, let’s practice.
[Big Moan (BM)] I’m in a pickle.
You say … Why? Why?
Why! Why!
Better Why! Why!
I’m late or I can’t find it.
24. monologic
25. Who would like some candy?
25. Invite to bid.
26. Stand up. I am in a pickle.
No. [BM] [Moan] [Laugh]
27. Bigger, Bigger. Good. I am in a pickle.
Why? Why?
I’m Late
28. Turn-taking, repeitition
28. Who else? Stand up. [Moan] I’m in a pickle.
Why? Why?
I’m late.
29. Ok. You’re late.
29. Invite to bid.
[Moan] I’m in a pickle.
30. Why? Why?
I’m late.
30. Invite to bid.
31. Ok, in a pickle means what?
Big … Big problem.
31. Confirming
32. Ok. This is review.
33. Who is this? This is... family
Who is that? Father.
Who is that? Mother.
Who is that ? Brother.
Who is that ? Sister.
They are... Best Friends.
33. monologic. closed questions, informing.
34.Friends is what in Korean? ________
What is that? dog.
He is the … dog
35. P-E-T. pet
35. rephrasing, cue.
36. What is pet? ________
36. open question.
37. Who has a pet? ??????? dog, fish
37. invite to bid. open question
Open your books to page 12.
38. Paul. The is my.. family.
39. Who is Paul?
He is my brother.
Good. This is my brother.
38-39. closed.repeating. confirming
40. Letter B. Who is Ms. Lee?
Who is Ann? Fill in the blanks on the
worksheet.
41. A, B or C
Who is Ms. Lee? C
Who is Ann? Two.
41. closed
42. Ok. Let’s fill in the blank.
Who’s the ___ Tall.
tall woman over there?
She’s Ms. Lee, my English ___. teacher.
Your English teacher, she’s very ____. Tall.
42. Argeeing
43. Who’s the ___ girl.
Girl over there?
She’s __ cute.
How old is she? She’s only __. six
43. Agreeing
44. What is cute? _______
44. confirming. closed.
45. Who is cute?
Nobody is cute?
He’s the only one that’s cute.
45. open question. invite to bid.
46-55. monologic, closed. elicitation
46. What do you think of this person?
She is ____ Mother
She is kind.
What is kind? __________
Please write.
47. What about him?
He is _____. Mean.
What is mean?
Min Jin, what is mean?
Ya Bin Han.
48. Next, he is__ Shy.
49. What is shy? __________
50. He is _____? Friendly.
[Chin Gun Han]
Chin Gun Han
51. What about him?
She is ____? Quiet.
52. She is ___? Loud.
What is loud? ______
53. He is __? Funny.
What? _____
54. He is ___? Serious.
What is serious? ____
55. He is smart.
What is smart? ____
Thank you.
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