Material Design &
Development
Week 6
Present Perfect Sample
Lesson & Processing
Productive Skills Framework
Lesson Planning
Homework for Next Week
• Read and answer the questions to Grave’s
“Adapting Course Books” p. 183 (Qs) pp.
186-208 (reading)
Reflection on Homework
Discuss in small groups or with a partner:
– What does S-M-A-R-T stand for?
– How do we make an SLO specific and
measurable? What do we need to include?
Which is deductive?
Which is inductive?
• Bottom-Up Processing
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Examples
I
I
I
▼
Rule
Ss are given a task which
helps them discovery
the rule.
• Top-Down Processing
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–
–
–
–
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Rule
I
I
I
▼
Examples
Teacher explains the rule
and Ss make examples
following the rule.
How to Read a Teacher’s Mind
• I am going to ask you some questions.
• I want you to guess the answers to the
questions.
• Watch me carefully. See if you can read
my mind
How to Read a Teacher’s Mind
• Before we play the game again, read these
questions and try to guess the rule.
Guiding questions:
• What kind of question is the T asking? Can you
give some examples?
• What does the T often do when he asks a question?
• What is the answer when the T does that?
How to Read a Teacher’s Mind
• Discuss with your partner, what is the rule?
• Ask your partner some questions about
yourself using the rule.
How did you find the rule?
1. Many examples,
2. Teacher draws attention to important details by
asking questions.
3. Students try to use the rule (or explain their guess
about the rule)
4. T gives feedback.
5. Students try again.
6. (Repeat steps 3,4&5 if necessary)
7. Provide many chances to practice to master the new
rule.
Sample Lesson:
Present Perfect
• This is appropriate for Korean High School
Ss.
• I have taught this lesson successfully to
Ss from Ansan and Daewon Foreign
Language High School
• Think about the following:
– What makes this lesson inductive?
– How do the materials facilitate Ss selfinvestment and discovery?
Card Attack
•
•
•
•
Get into groups of four
Each group will get a set of cards
You will only have 3 minutes
Turn over a card and fill out the chart
– EX: hop – hopped – hopped
• You’ll get 1 point for each correct word, and
bonuses for each level you reach without any
errors.
• Be careful – Mistakes will cost you points and a
ship. If all your ships are destroyed, you lose.
Processing – Present Perfect
• How did teacher establish context of use? How
did this prepare Ss to learn the topic being
taught? Could T activate schema for the present
perfect tense in Korean Ss? Why or why not? If
no, then what did the T activated?
• What did the T initially assess? How did the T
assess it? Why did the T need to assess this?
• How did the teacher get the Ss to discover the
rules for the present prefect tense? How did the
T get the Ss to focus on the form? How did the T
create a learning opportunity, without being
directly involved?
Processing – Present Perfect
• Look at the lesson plan and label the
missing stages in terms of the Productive
Skills Framework: Encounter-InternalizeFluency.
• Some steps may combine stages
–E
– E/I
–I
–F
Processing
• This lesson looked like a squid:
– What were the two language chunks?
• What was the controlled practice for the first
chunk?
• What was the practice for the second chunk?
• Why is Talkopoly not a fluency?
• Where in the lesson were inductive techniques
used? How were these activities similar? How
were they different?
Descriptive vs. Prescriptive
Grammar
• Descriptive Grammar:
Talks about how grammar
is actually used by native
speakers
• Prescriptive Grammar:
Talks about grammar in
terms of what is right and
what is wrong.
• What kind of grammar do
your Ss need to know?
Guided Discovery vs.
Collaborative Discovery
• The present perfect lesson uses guided
discovery rather than collaborative discovery.
• Why was this lesson more appropriate for High
School learners and adults rather than young
learners (YL) or middle school Ss?
• Where in the guided discover activities did the
materials use meta-language (meta-linguistic
language)?
• Why is this problematic for YL and middle school
Ss?
Using “who” and “which”
Which is more delicious
samgyeopsal or salad?
Who is better Bi or Big Bang?
Who is smarter the boy or the girl?
Which is more interesting Harry
Potter or Lord of the Rings?
Which is stronger the lion or the
mouse?
Directions: Use the sentences
above as a guide and put the
words in the blue box into the
chart.
Who
Jeon Ji Hyun
the man
umbrella
Kang Ho Dong
David
Which
elephant
SM5
CD player
computer
MP3 player
Collaborative Discovery
• How did this collaborative discovery
activity differ from the guided discovery in
the present perfect lesson?
• What age level of Ss would this activity be
appropriate for? Why?
• After the Ss had finished the task what
questions should I ask? Why?
Make Your Own Guided Discovery
or Collaborative Discovery Activity
• A similar process is required to make a
collaborative discovery or guided discover
activity as writing an SLO. You need to…
– Select the grammar topic,
– Fine-tune: What is, isn’t included, other meanings,
negative form, question, typical Ss problems
– Make example sentences and choose one as a
representative,
– Decide on a situational context or text to teach the
grammar form
– Analyse the form, meaning and use
Active vs. Passive Voice
• Make a collaborative discovery or guided
discovery activity to help Ss learn how to
use active and passive voice.
What I might do
• Generate 4-5 passive voice sample
sentences e.g. (Hangeul was invented by
Sejong)
• Generate 4-5 active voice sentences e.g.
(Sejong invented Hangeul)
• Use enhanced input to draw Ss attn to TL
• Scramble the sentences up
• Ask Ss to separate the sentences into to
columns - Blue and Red (see next slide)
What I might do
•
•
•
Ss cut and paste the sentences in to
the columns
Ss drawn lines between sentences
that mean the same thing
Ss answer the following Qs:
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–
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What words are first in the blue
sentences? What words are second?
What words are first in the red
sentence? What words are second?
Are the Blue words or Red words the
DOERS?
Are the Blue words or Red words
THINGS?
How are the underlined words
different?
Are there any other differences?
What rule can you make?
Blue
Red
Your First Lesson Plan
• Draw an triangle on a
piece of paper.
• What steps are there to
teach someone to ride a
bike?
• List the steps on your
paper.
• Put the first step at the
top of the triangle and the
last step at the bottom
Last 
First 
Your First Lesson Plan
• Read through your lesson
plan and label the stages
E-I-F.
• Look at your last step:
Did you give your learner
a clear task to let them
demonstrate their SLO?
• Write an SLO of this
lesson plan using the
formula you learned in
this lesson.
• Did you miss any steps?
Add them in.
Last 
First 
By the end of the lesson,
SWBAT demonstrate their
ability to ride a bike alone
BY riding the bike to the store
to buy two ice cream cones.
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Controlled
•
•
•
•
•
•
Free
Encounter:
Introduce learner to bike
assess prior knowledge asks
learner about parts of bike
1.
introduce
key concepts and
vocabulary
model the task/skills for learner
Internalize:
controlled practice – trainer holds
bike while leaner rides
less controlled practice – trainer
removes support gradually so
learner can internalize
Fluency:
learner rides bike with out support
from trainer
learner is given a task that
demonstrates his/her ability such
as: Ride the bike to the store
and buy two ice cream cones.
Scaffolding
• SLA Definition:
– scaffolding explains how learning occurs as a result of
“support coming from a more knowledgeable other
that leads the learner to internalize what is being
learned.” (Ko, Schallert and Walters (2003).
• Materials Development Definition
– scaffolding denotes the language support that the
teacher or material developer builds into the
productive skill lesson to facilitate the successful
learning of the target language
By the end of the lesson,
SWBAT demonstrate their
ability to ride a bike alone
BY riding the bike to the store
to buy two ice cream cones.
•
•
•
•
•
Controlled
•
•
•
•
•
•
Free
Encounter:
Introduce learner to bike
assess prior knowledge asks
learner about parts of bike
1.
introduce
key concepts and
vocabulary
model the task/skills for learner
Internalize:
controlled practice – trainer holds
bike while leaner rides
less controlled practice – trainer
removes support gradually so
learner can internalize
Fluency:
learner rides bike with out support
from trainer
learner is given a task that
demonstrates his/her ability such
as: Ride the bike to the store
and buy two ice cream cones.
Visual Support
on the box
under the box
next to the box
in the box
EIF
E = Encounter
Students “encounter” the target language through
an activity of some kind (rather than teacher
“presenting” the target language)
I = Internalize
Students “internalize” the target language through
practice (controlled practice activities  free
practice activities)
F = Fluency
Students “USE” the target language on their own
 they become fluent in using the target
language
EIF framework
What do you think
this triangle shape
represents?
EIF breakdown of triangle shape
• E  time needed to encounter and clarify the
target language/skill.
• I  Timed needed to work on accurately
remembering and internalizing the target
language/skill.
• F  Time needed to work on fluently using the
target language/skill (mastery).
• Sometimes the shape of this framework
can look similar to a Christmas tree rather
than a triangle.
• Why do you think this is so?
• Why do you think this is so?
Imagine teaching “greetings” to your students.
Would you teach them the whole dialogue at
once?
Why?
• E (encounter)
• I (internalize)
• E
• I
• E
• I
• F
• We call this “Language chunking”
Typical ENCOUNTER activities
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brainstorming
describing a picture or pictures
using the people and things in the classroom
learning a dialogue (choral repetition and group drilling)
watch and follow a model
elicitation from students of vocabulary they already know
word map
story telling with guiding Qs to elicit concepts, term or
vocabulary
• reading/listening to sentences
• reading/listening to a passage
• puzzle/games that check Ss prior knowledge
Typical INTERNALIZE and
FLUENCY activities
•
•
•
•
•
pair conversations & conversation grids
games
information gaps
interviews/surveys
mixers (“cocktail party”) such as “Find Someone
who…”
• dialogues and personalized substitution drills
(less controlled internalize practice activity
only)
• role plays (usually only for fluency)
• discussions & debates
Is there a difference between
dialogues and role-plays?
• Dialogue = the script is provided and
students read it. (*Substitution of language
points in the dialogue is also common
“dialogue” activity).
• Role-play = the script is not provided.
Students use the language they have
learned on their own in a situation provided
by the teacher.
Backwards Planning
SLO & Final
Activity
Second to
last activity
First practice
activity
Creates more effective lessons
Saves planning time
Warm-Up
Introduction