Date

Topic

2.9.09 (W1L1)

Introduction to Course

Lesson Flow

• (Introduce lesson)
• Warmup - 3-minute speed dating with anonymous voting
  • Prize for the most interesting
  • 2-minute, paired critical reflection - what were you working on, more specifically than speaking and listening?
  • Answers on Wordle
• Getting to know your teacher a little more
  • Prezi - http://prezi.com/bxmov4f-xk_c/
  • 2-minute, paired critical reflection - what were you working on, more specifically than speaking and listening?
  • Answers on Wordle
• Introduce course
  • Prezi - http://prezi.com/haq5nwswapjo/
• Two-minute feedback

Assignment

Date

Topic

4.9.09 (W1L2)

Lesson Flow

• (Introduce lesson)
• PLA Roadshow
• Warmup - 2 truths and 1 lie
  
  • Model first as a class
  • Groups of four share (15 minutes)
  • Call on a few students to share exemplary truths and lies
• Discuss exam in detail (Will discuss eportfolio next week)
  • Refer them to Blackboard
  • Listening Test
  • Speaking Test
• Spoken language diagnostic listening pack (get this from the SAC)
  • The good aspect of the listening activity is that it diagnoses  the weaker areas of students' listening skills.

    Quite a few students who fail the exam do so because they do badly in the listening test so it is good for students to know in advance if they need to work on listening for detail and supporting information. This would be a perfectly acceptable focus for the Independent Learning project.

  • Distribute test if students have folders

  • Listen to the entire test (15 minutes)

  • Review, and if necessary, go back to the test

• Time for a brief discussion on relieving overcrowding in Hong Kong (10 minutes)|
  
  • Groups elicit their best suggestion
  • Voting for the best idea
• Two-minute feedback

Assignment

Date

Topic

9.9.09 (W2L1)

Independent Learning

Lesson Flow

• (Introduce lesson)
• Telephone Warmer
  • Volume control
  • Phonemic recognition and replication
• Independent Learning
  • Benefits; definition; and method for independent learning (pages 5, 2 and 4 respectively)
    
    • Generated in groups
    • Put onto Prezi
    • Share your own independent learning journey
  • Distribute How to Become A Self-Directed Leaner booklets to students
    • Review pages 5, 2 and 4
    • Review pages 6 and 7
• ePortfolios
  • Take students to CSC-P
  • Complete a self-introduction, if possible
  • Recommend independent learning links to students on wiki and Facebook group
• Take them to SAC to finish Discovery Tour p.13

Assignment

Date

Topic

11.9.09 (W2L2)

Independent Learning

Lesson Flow

• (Introduce lesson)
• Independent Learning Warmer
  • Weaknesses or objectives; specific activity; and evidence
  • Share your own independent learning journey
  • Generate in groups, and put on Prezi
• Growth study introduction

• Answer lingering course questions on blog
• Independent Learning
  • Briefly review SAC discovery tour and independent learning quiz with random quizzing
• CSC H for eportfolio construction
  • Self-introduction completion
• Two-minute feedback

Assignment

Finish learning styles questionnaire

1/ SAC Discovery Tour Answers

2/ IL Quiz Ans

3/ Style Questionnaire

4/ Learner Plan

Date

Topic

16.9.09 (W3L1)

Growth Study

Lesson Flow

• (Introduce lesson)
• Announcements
  • The marks received today do not count toward course performance in any way
  • General feedback will be given (Should Twitter be used?)
    
  • Write into your ILP any areas of weakness that become apparent as a result of the diagnostic test
     

Diagnostic test management

This is how I would manage the test with a class of 20.

1. Divide class into two groups of 10 using any method you like
2. One half attends the first hour of your class, the other attends the second hour
3. From each half, select 4 students to do the test (so there will be 8 in total) USE CARDS
   
4. The remaining students observe the test
5. Students can use the hour when they do not have to attend class to work on their Independent Learning Project

Please make sure students understand that the class counts for attendance. Students will receive 2 hours’ attendance if they attend and they will lose 2 hours’ attendance if they do not attend.

Winnie will have all the materials ready for you on the day of your test.

Assignment

Date

Topic

18.9.09 (W3L2)

Independent Learning

Lesson Flow

• (Introduce lesson)
• General feedback on Diagnostic Test
• Warmer (on board, think of as many possible listening and speaking activities as possible; try to be specific)
• Independent Learning Unit
  • Answer questions
  • Listening tasks A-C
    • 6 minutes to prepare; reporting after each section
  • Links and Facebook group
  • 10 minute discussion to fill out one learning plan per group (pages 35-36)
• Independent Learning Review
  • Mention sources for learning styles questionnairres
    
    • Mention how referencing your style affects the scoring of portfolio (direct students to rubric)
  • Go over SAC tour and independent learning quiz
  • Independent learning resources
  • Consultation schedule

• Two-minute feedback
  

Assignment

Date

Topic

30.9.09 (W5L1)

Spoken Language Unit

Lesson Flow

• (Introduce lesson)
• Sit according to birthday; model questions and answers
  • Ask students why I did this activity; and in the end, explain my aims
• Independent Learning Unit
  • Pause along the way to ask students what they would do
    • Share Guitar plan
• • Share Korean language learning plan
    • Ask students why I shared my activities with them; and in the end, explain my aims
• Takng notes while listening unit
  
  • Note-taking Practice(distribute handouts only if they have a folder)
    
    • Brainstorm one word each on the board for the topic: independent learning
    • Twominutes to prepare notes for a presentation; write names on BACK
    • Break up into groups; collect notes; redistribute them
    • In groups of four, determine either:
      
      • Why not take notes; qualities of bad notes; purpose of this activity
      • Why take notes; qualities of good notes; and purpose of this activity
  • Highlight and complete tasks one and two
  • Focus on lexis on pages one and three

• Two-minute feedback
  

Assignment

Date

Topic

9.10.09 (W6L2)

Circumlocution, Independent Learning and Taking Notes While Listening

Lesson Flow

• (Introduce lesson)
• Remind students
  • Please remind you students about the bonus mark/penalty mark in week 7. Students should know about this but they may have forgotten. The information is on p 6 of How to Become a Self-Directed Learner.  Consultation timetable can be found on Editgrid.
• Taboo warmup game
  • Points to remember:
    • Have the class sit in a circle; split the class into two teams
    • Draw a card on the board; and model a round
    • Two quick rounds; I'll keep score; someone else shall watch over the opponent's shoulder:  announce the word once it is guessed
    • Students can pass cards
  • Refer students to useful pronunciation Websites
• Two students should present their independent learning resources
  • Describe objective and activity
  • Explain why the objective and activity were chosen
  • Reflect on what you would change if you were to do the activity again
• Finish mock exam in the taking notes while listening unit
  
  • Distribute handouts and review notes on Prezi to show how they align with worksheet tasks
  • Call on students to report answers
  • Should I tweet comments?

Assignment

Date

Topic

21.10.09 (W8L1)

Minimal Pairs, Six Thinking Hats and Independent Learning

Lesson Flow

• (Introduce lesson)
• Ask students to tell each other what circumlocution is (recycle concept)
• Minimal Pairs
  
  • Minimal Pairs Activity.doc
  • Minimal Pairs for Cantonese Speakers.doc
  • Refer students to useful pronunciation Websites
• Complete reflection activity on Prezi
• Six thinking hats
  • Six Thinking Hats
  • Show video; students should listen for specific details for each hat; enumerate answers on board
  • Write on a piece of paper a problem at CityU which you would like to see solved
  • Form groups of four; and assign topics and hats; provide four minutes to discuss
  • Enlarge groups, assign more hats - all six
  • Whole class discussion with individual hats
  • Whole class discussion with naming of hats before response
    1. Blue Hat - lead, control and enforce only
    2. Black Hat - judge ideas; see and say what is wrong only
    3. Red Hat - only feelings
    4. White Hat - facts and data only; no opinions
    5. Green Hat - crazy ideas only
    6. Yellow Hat - practical ideas; see and say what is right; encouragement only
• Group discussion practice using taking notes while listening!
• • Share in pairs your most recent independent learning activity
• • Two students should present their independent learning resources
  present

Assignment

Date

Topic

23.10.09 (W8L2)

Lesson Flow

• (Introduce lesson)
• Love lesson plan
  • Six thinking hat group discussion
• Discuss digital story
  • Watch digital stories
  • Review story elements in textbook

Assignment

Date

Topic

4.11.09 (W9L1)

Love Listening 

Lesson Flow

• (Introduce lesson)
• Demonstrate the addition of artifacts to an eportfolio, and the privacy functions of YouTube

• Discuss the purpose of the Cantonese in the classroom survey
  • Administer survey
• More Love
  • Recall love vocabulary
  • Distribute worksheets and distribute questions on page four to pairs 
  • Review collocations and vocabulary for word stress; review and correct word stress as a class
  • Listen to passage; and write four questions (e.g comprehension and reflection); stop after every paragraph to review any difficult parts of the passage, i.e. anything that you didn't understand
  • Exchange questions and listen again to answer
  • Overtime: role play or discuss Love questions; aim to include vocabulary
• Discuss independent learning
  • Emergency review of what must be included

AIMS:

To identify word stress in vocabulary

To apply new vocabulary in conversation

To design comprehension and reflection questions based on a listening passage

Date

Topic

6.11.09 (W10L2)

Love Listening 

Lesson Flow

• (Introduce lesson); divide class into groups of four
• Love Discussion
  • Parrot word:  review word stress of agreeing and disagreeing vocabulary; write words on board
  • Assign groups three questions for each of which they must reach a consensus response; assign hats
• Listening Exercises
  • Dictation of song lyrics; in groups, try to figure out which phrase the dictated sounds create
  • Listen to the song; and stop intermittently to check for challenging areas -- repeat as necessary
  • Ask students to discuss why we did the activity
• Mariah Carey interview  

• Two-minute review

AIMS:

To identify word stress in vocabulary

To apply group discussion techniques to a discussion

To analyze features of spoken language discourse

Date

Topic

11.11.09 (W11L1)

Listening 

Lesson Flow

• (Introduce lesson); divide class into groups of ten
• Listening Warmer:
  
  • Ma; na (nuh); g (j); ing; gr; ou (oo); p; di; scu; ssions (shins)
  • First group to rearrange their seats to correctly produce the phrase wins
  • Where is the stress; put answer on board (4 minutes)
  • Why did we do this activity? (4 minutes)
• Managing Discussions Effectively
  
  • In pairs, answer verbally the reflective questions
  • Complete task four
  • Complete task five
• Spoken Language versus Written Language
  • If time permits, students should identify features of spoken language not explicitly mentioned in the tapescript; that is, are the words in the tapescript delivered verbatim, perfectly?  If not, what causes interference in the spoken delivery of the words?

• Two-minute review

AIMS:

To identify word stress in vocabulary

To identify ineffective and effective group discussion strategies

To analyze features of spoken language discourse

Date

Topic

13.11.09 (W11L2)

Listening 

Lesson Flow

• (Introduce lesson); divide class into groups of ten
• Speaking Warmer:
  • Model the dialog
  • Distribute tapescript and in pairs, change the tapescript to reflect authentic spoken language
  • Perform in front of the class; the audience highlights spoken language features that they heard -- write on board
  • Play the actual dialog
• Independent Learning
  
  • Provide feedback
• Discussion
  • Review tapescripts and worksheets to pick out phrases that manage group discussions -- put on board; select a few for pronunciation
  • Distribute discussion task

• Two-minute review

AIMS:

To apply features of spoken language discourse to a written text

To analyze features of spoken language discourse

Date

Topic

18.11.09 (W12L2)

Mock Exam

Lesson Flow

• (Introduce lesson)
• Announcements
  • The Spoken Language exam timetable is available via a button on the left of your SL course site. I would show this to students in class and also go through the exam information with them (available behind the same button).
  • Please remind students that they must show their student ID outside the exam room. If they have changed their name for any reason then they must show their HKID as well.
  • It is not normally possible for students to change their exam time. If they have a valid reason (i.e. bereavement or a legally binding prior appointment at, say, Kowloon magistracy, then they can approach the GO. They were told of the exam week at the beginning of the semester and they should not have made other arrangements at this time.
• Mock Exam

  • It is important that you allow time to give your students feedback on their performance in the mock exam so the maximum number of groups you can get through in one class is four groups of four students. If you have more than 16 students in your class you will need to use some of a second class for the mock exam as well. I have two classes with 20 students in each so I will have one group in lesson 1 of week 12 and 4 groups in lesson 2 of week 12.

• Consultation
  • Distribute results and allow students to discuss anything pertinent

• Two-minute review

AIMS: