Lecture
U13 Co-teaching Model 2
Ⅰ. Intro
A. Who should be in the forefront during a class with co-teachers?
1. The foreign (English speaking) teacher
2. The Korean teacher
B. Choose the teacher that is more capable of taking the lead.
Ⅱ. Guest English Teachers in Korea
A. Often younger and less experienced
B. Fluent in English but need support to manage the class
C. Comfortable with students
D. Communicate well
E. Do not have “developed teacher’s intuition”.
1. Experienced teachers have a great sense of students understanding and know how to
provide clarification and support to students.
Ⅲ. Co-Teaching Example
A. Guest English teacher explains why not to brag
B. Confuses most students
C. Korean teacher explained in a more simple form and translated it into Korean.
Ⅳ. Real Challenges Teachers Experience in Co-teaching
A. Egos
B. Different approaches to teaching
1. Disagreeing on how the lesson should be taught
Ⅴ. Solution for Co-teaching Challenges
A. Assess both teacher’s strengths and weaknesses
B. Meet regularly
1. Discuss help that is needed
2. How to balance the lesson
C. Open communication
D. Self honesty
E. Daily planning between co-teachers
Ⅵ. Preparing for Co-teaching
A. Conduct a self assessment
1. Do I have special skills in preparing materials?
2. Am I good at find photos, articles or video visual aids to support the lesson?
3. Am I good at making worksheets and graphic organizers?
4. What are my overall strengths as a teacher?
5. What do I do that really engages the students?
6. What are my weaknesses as a teacher?
7. In what areas would I hope a co-teacher could assist me?
8. What skill do I believe I could offer my co-teacher?
Ⅶ. Self Assessment Example
A. Answering questions
1. Great at finding interesting content
2. Good at figuring out if students are confused
3. Poor at classroom management
4. Trouble disciplining students
B. Communicating the results
1. A co-teaching could assist with class management
C. Address the topic of testing and assessment
1. Creating evaluations
2. Evaluating your students
Ⅷ. Keep a Learning Log
A. Write a short reflection of things you could do better
B. Include your thoughts
Unit 13 Lesson Plan: Haesong Elementary School
Grade
6th
Topic
Teachers
Kim, Jieun
Peter Eric Burton
I’m stronger than you.
Classroom
English Classroom
Lesson
1/4
Sections
Look and Listen, Listen and Repeat, Let’s Practice
Objectives
Students can understand comparing two objectives.
Model
Strategy
Communication centered
date card, weather card, comparative pictures prezi, objectives and
Material
topics, texbook CD-ROM, ○, × panel, voice changing wheel PPT,
number chopsticks
Step
Process
Introduction
Warm Up
Activity
▣ Greeting
Time
(min)
2’
*KT/NT: Good afternoon, everyone?
-Ss: Good afternoon Mrs. Kim/ Mr. Burton.
*NT: How's the weather outside?
-Ss: It's sunny.
*NT: What's the date today?
-Ss: It's October 30th 2011.
*NT: What day is it today?
-Ss: It's Tuesday.
*NT: How was your weekend? What did you do?
-Ss: I went to my grandparents' house./ I played with
myfriends./ I watched TV. etc.
*NT: Cool.
Motivation
▣ Motivation
*NT: Boys and girls I prepared some pictures which are
related today's lesson. Can you guess what will we learn
about?
-Ss: big, small, tall, short, slow, fast, weak, strong ....
*NT: Right. We will learn about Comparative expressions
today.
*KT: Good. Now open your books to page 116. What is title
of this lesson?
-Ss: It's "I'm stronger than you."
4’
Step
Process
Introduction
Lesson
Objectives
&
Activity
Activity
▣ Lesson objective & Activity
Time
(min)
1’
*KT: Good job. Now we are ready to start today's lesson.
Let's read the today's lesson objective together.
두 가지 대상을 비교하는 표현을 듣고 이해하며 말해보자.
1’
*KT: To achieve this lesson objective we will do these
activities.
◎ActivityⅠ - Look and Listen
◎ActivityⅡ - Listen and Repeat
◎ActivityⅢ - Let's Practice
Activity I
▣ Look and Listen
Look and
*KT: Look at the picture on page 116. Mr. Burton has some
Listen
questions about the picture. Answer the question please.
*NT: Who do you see in the picture?
-Ss: Kevin, Mike, Jenny, Peter and the teacher.
*NT: Right. Where are they?
-Ss: They are on the playground.
*NT: Good. What are they doing?
-Ss: They are running./ They are racing.
*NT: Can you guess who is faster, Kevin or Mike?
-Ss: Kevin/Mike.
*NT: Good guess. Can you guess who is stronger, Kevin or
Mike?
-Ss: Kevin/Mike.
*NT: Good guess. Now let's listen to the dialog. While
listening find the answers to the questions in your book.
- Watching Dialog *KT: Now We'll say a sentence. If it matches the dialog make
an ○ with your arms. If it's wrong, make an ×. Are you
ready?
-Ss: Yes.
*KT: Kevin is taller than Mike.
-Ss: ×
*NT: Kevin is faster than Mike.
-Ss: ○
*KT: Mike is stronger than Kevin.
-Ss: ×
7’
*NT: Now this is the chocolate question. Kevin is smarter
than Mike.
-Ss: ○/×
*NT: Can you tell us a reason why do you think so?
-Ss: Say the reason.
*KT: Great. [Give chocolate to a student who gives a good
reason for their choice] Now, listen to the dialog one more
time, focusing on the questions.
- Watching Dialog –
Development
Activity II
Listen &
▣ Listen and Repeat
*KT: Now listen carefully to the key expressions.
8’
Repeat
① Kevin: Wow! You're really tall.
Mike: I'm taller than my father.
② Jenny: Mike is really strong.
Mike: I'm stronger than you.
Kevin: I don't think so.
*KT: Now listen and repeat please.
-Ss: -Listen and repeat the dialog*KT: Let's change our voice.
-Ss: -Listen and repeat the dialog in different style*KT: Super!
Activity
III
Let’s
Practice
▣ Let's Practice
10’
*NT: I'm going to show you some pictures and let's make
comparative sentences. If you can compare the pictures,
raise your hand, please. You can call these “dog number 1”
and “dog number 2”.
-Ss: Dog number 1 is (bigger/stronger) than dog number 2.
*NT: Okay, now start the sentence with dog number 2.
-Ss: Dog number 2 is (weaker/smaller) than dog number 1.
*NT: Now what kind of sentences can you make with this
picture?
-Ss: Number 1 is taller than number 2. /
Number 2 is
shorter than number 1.
[next picture]
-Ss: Number 1 is (younger/shorter/faster) than number 2.
Number 2 is (older/taller/slower) than number 1.
[next picture]
/
-Ss: Number 1 is older than number 2.
newer than number 1. /
/
Number 2 is
Number 2 is colored...
*NT: Okay, I’ll tell you a rule. You usually add “-er” to
comparative words when the word is [write on the
whiteboard] two syllables or more and doesn’t end in “-ly”.
Otherwise, you usually use the words “more” or “less”. You
can say that number 2 is more colorful than number 1, and
number 1 is less colorful than number 2.
[next picture]
-Ss: Number 1 is (smaller/cuter/warmer) than number 2. /
Number 2 is (bigger / uglier/colder) than number 2).
Closing
Wrap Up
[next picture]
- Ss :Number 1 is greener than number 2.
[next picture]
- Ss: Number 2 is greener than number 1.
* NT: These last two pictures are about a proverb:
"The grass is greener on the other side of the fence."
about how people want what they can’t have.
It’s
It’s sort of
like a Korean proverb about how “the other person’s rice
cake looks bigger.”
▣ Review
4’
*KT: Now I'd like to have two students and see who is
stronger.
- choose two students in random and have arm wrestle*KT: Who is stronger? Let's make a sentence together.
-Ss: ○○ is stronger than △△.
*KT: Number 30 stand up please.
Between ■ ■ and me who is taller?
-Ss: ■ ■ is taller than Mrs. Kim.
*KT: Wow! You are really tall.
▣ Closing
*T: You did a good job today. Next class, we will practice to
speak more comparative sentences. See you next time. Bye
bye.
-Ss: Good bye Mrs. Kim./ Burton teacher.
1’