Lesson: Teaching Verbs to Grade 3-6 Korean students.
- For students to be able to identify verbs and what their functions are.
- For students to be able to recognize, say and demonstrate the words.
- To use words in correct grammar structure
- Can you jump? Yes, I can. No, I can’t.
- Can she/he jump? Yes, she/he can. No she/he can’t.
- *What can you do? I can jump (more advanced students)
- Learner A: Pre- Production
- Learner B: Early- production
- Learner C: Speech Emergent
- Learner D: Beginning fluency
Specific strategies for teaching this class:
- Introducing vocabulary: Practice and comprehension
Start the lesson with a song: action word song- talking flashcards and then introducing vocabulary words with PPT (full ppt), student have matching workbook pages (workbook pages) with word box at the bottom to help them, fill in the blanks. The slideshow has the meaning of the word in Korean for the students in pre- and early production levels, but will appear first to prompt beginning fluency and speech emergent students to produce the words. (T-S, S-T) Teacher- What do you see? S- boat/ship. T- What is it doing? S-? T- shows clues. S- Fly. The teacher can give time for them to discuss in groups also give time to write. There is an optional story for reading with comprehension questions. Slides have minimal sentences and pictures. So the teacher can adjust the lesson to each student’s needs and pace of learning.
- Introducing grammar structure: Drill
This is more teacher centered (T-S, isT-S). The teacher will produce, model and show how language can be modified, all 4 students will benefit from this because of the reproduction, modeling and modification phases. All students will repeat language and try to produce it accurately. Pre and early emergent students might need phonetic writing in Korean if language is too hard to remember. The beginner and speech emergent students will be asked to try and modify the grammar. They can work in pairs or groups to respond correctly back to the teacher (Pre- and early emergent students will be paired up with more advance students if needed). Teacher error correction will be minimal. Students in pre- and early phases will focus on correct pronunciation. All students will be able to modify language with teacher and classmates assistance.
- Teacher based guided activity
This activity will let students practice the work with the teacher. The teacher will explain activity, speaking slowly, using ppt with animations and the modeling the activity with the help of a higher level student eg. Learner C/D. Teacher will then let students volunteer to practice the activity in front of the class 1-by-1 with grammar phrases and language and help the modifying of language.
- Student based self-guided activity
Students will now practice language and grammar by themselves while the teacher roams the class and helps individual students with the activity. Students will have a chance to speak to other students using new vocabulary with no less focus from the rest of the class. Pre-production students can pair up with friends if they need to. Students will be able to self-correct or call the teacher for help. Vocabulary will be displayed on the board for students to check back when unsure. (S-S)
(Teacher activity: card handout)
At the end of the activity students will review the new vocabulary by playing charades with the class and teacher. (T-S, S-S)
Specific strategies for each student
1. Learner A Pre- Production: Emphasize listening and comprehension. Use visuals, point to objects or act out meanings. Speak slowly and use clear sentences and words. Group work this student will be partnered with a more advance student who can guide them and translate some of the work. In more competitive, individual activities this student will be placed in a group with similar skill levels.
Lesson: Teacher will work slowly and use visual ppt and demonstrations of verbs. As students to mimic speech and actions.
2. Learner B Early- production: Similar as learner A, but the teacher should attempt to give the learner opportunities to add simple language. They should be asked to point and say new words. Questions directed at the student should be simple yes/no questions. Discussions in groups/pairs. Teacher should model, repeat and modify new language.
Lesson: Ask to repeat grammar and vocabulary, PPT with visuals and translations. Student will be able to respond to visual clues. Grammar is simple yes/no questions.
3. Learner C Speech Emergent: Teacher will use more academic language when speaking to this student, but also model the use of this language. Questions directed at this student should require short and literal answers. Charts and graphs used in the class should be easy. Group work should consist of speaking and writing. Writing activities should word boxes with vocabulary needed to fill in the blank box. Error correction should be minimal.
Lesson: can sak student to read parts of story. Can ask student to demonstrate verbs. Will help with group writing in later follow up lessons. Point incentive for participation.
4. Learner D Beginning fluency: This student can be placed in more advance groups for group work. Group discussions should follow a Think/pair/Share pattern to process new information. Questions should receive longer answers with justifications or reasons. Learner will be asked to do presentations with phrases, language and practice time provided by the teacher. Visual support and vocabulary development is still present. Error corrections will be for specific areas only and when error interferes with the meaning of the work.
Lesson: Student will be paired up with lower level students to help translate and explain parts of lessons. Student will be asked to demonstrate activities with the teacher. Point incentive to improve participation.