expansion 1 1. warming up -...

Expansion 1-3 Teacher’s Guide

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1. Warming Up

Course Time Goal Materials

E1-3 2 mins To check the attendance, and to chat with the students using

learned expressions. On-line: Attendance

Procedures

Chat with the Students (1 min) Ask simple conversation questions to chat freely with the students.

(1) T Ask conversation questions that students have learned or will be familiar with. Ask simple questions such as: 'How are you? How's the weather?' or ' What do you like to eat? (2) SS Take turns to answer the questions in a sentence using learned expressions. *It is recommended to allow students to speak as freely as possible; do not focus on making accurate sentences.

Check the Attendance (1 min) Call out the names of each student in the class, and mark the absent students.

(3) T Open Attendance. (4) T Say the name of each student on the screen one-by-one from the top of the list. (5) S Say ”here/present/yes” after hearing their name. (6) T If a student is absent, select 'Absent' from the drop down menu in the Attendance column corresponding to the student who is absent. *If Reported-Late or Reported-Absent has already been selected for a student who is absent, do not change the selection. (7) T Click [Submit]. *In the event that an 'absent student' arrives after the attendance has been submitted in instruction 7, change the selection from 'Absent' to 'Late' from the drop down menu in the Attendance column corresponding to the student, and click [Submit].


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4. Vocab. TestCourse Time Lesson Goal Materials

E1~E3 7 mins To check the students' understanding of the vocabulary in the

story. Online: New Vocab. Other: Vocab. Test

Introduction

The Vocab. Test is taken for the story to be learned that day at the beginning of the class. A Vocab. Test for each student needs to be prepared before the class. For the E levels, there are 20 questions.

Procedures

Take the Test ( 4 mins) The students write the English words corresponding to the Korean meanings on the Vocab. Test by themselves.

(1) T Hand out the Vocab. Test to each student. (2) SS Write their name in the space provided. (3) SS Write the English words corresponding to the Korean meanings in the spaces provided. *Ensure the students do not get help from other students or materials. (4) T Stop the students writing at the end of the suggested time.

Check the Answers (3 mins) The students say the English word corresponding to the Korean meanings on the New Vocab. screen, and mark the answers on the Vocab. Test.

(5) SS Take out their Vocabulary Notebooks and check their own tests. They do not fix their mistakes. (6) SS Write the score in the space provided. (7) T Scans the test for accuracy. (8) T Award each student 0~1 point according to the number of answers correct:

One or two incorrect 1 pt

Three or four incorrect ½ pt

More than four incorrect 0 pt


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5. FlashcardsCourse Time Goal Materials

E1~E3 8 mins To familiarize students with the new vocabulary in the story, and

check their understanding of them. Other: Flashcards

Introduction

In E1~E3, one side of the flashcard has: an English word {1}, an example sentence using that word {2}, and a number that represents its order in the story (e.g. 1 means the first new vocabulary word in the story) {3}. The other side of the flashcard has the definition in English of the English word {4}. There are between 20 and 30 words per story.

E1-1-1: My Life as a Pioneer Woman Teacher – English word side of flashcard – flashcard image E1-1-1: My Life as a Pioneer Woman Teacher – English definition side of flashcard – flashcard image

Procedures

Flashcard Practice (1~5 mins) Show the Korean meaning or English definition on each flashcard for the students to say the corresponding English word.

(1) T Separates the flashcards into two stacks (2) T Shows the English definition to the students. (3) SS Say the corresponding English word. (4) T If the students say the corresponding English word well (e.g. speak it confidently with good pronunciation), put the flashcard to the back of the pack. If the students struggle to say the corresponding English word, show the English word on the back of the flashcard for them to read aloud, and then put the flashcard to the back of the pack. (5) T Repeat instruction 2~4 once for each flashcard in the pack. (11) T Repeat instruction 2~4 twice for each flashcard in the second pack (12) T Combines the two packs of flashcards.


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Flashcard Game (1~3 mins) The students take turns saying the English word corresponding to the Korean meaning or English definition for points.

(15) T Shuffle the Flashcards. (16) T Show the English definition and choose the student. (17) S Say the corresponding English word. (18) T If the student says the corresponding English word correctly, put the flashcard to the back of the pack. If the student cannot say the corresponding English word correctly, show the English word on the back of the flashcard for them to read aloud, and then put the flashcard to the back of the pack. *If the student is incorrect or cannot say the corresponding word, do not show the same card to the next student to try. If the student is correct, give the flashcard to the student. (19) T Repeat instructions 16~18 for subsequent flashcards until each student has been shown two flashcards. If time remains, continue to repeat instructions but ensure that each student has been shown an equal number of flashcards. *If a student speaks when it is not their turn, -½ from their Sticker Board score. (20) T Award each student 0~1 Sticker Board point according to the number of flashcards correct:

All correct 1 pt

One incorrect ½ pt

More than one incorrect 0 pt

(21) T Gives students time for the students to think of a sentence using one of the words they guessed. (22) S Says sentence with vocabulary word. (23) T Awards points:

Correct grammar use, shows understanding of definition 1 pt

Minor grammar error, but good understanding of the vocabulary ½ pt

Can’t use the word, makes a simple sentence 0 pt

FUN IDEAS: A. Guess the Flashcard Word (1) T After completing the procedures in Flashcard Game, choose a student to randomly pick flashcards from the pack. (2) S Look at the flashcards secretly, and then try to get the other students to guess the word without saying it using gestures and other words. (3) SS Guess the corresponding words.


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9. Reading with Q&ACourse Time Goal Materials

E1~E3 43 mins To understand the story, and the sentences and vocabulary used in

it. Textbook: Story

Other: Q&A Sheet

Introduction

Reading with Q&A is extremely important in the E levels. A majority of the class time will be spent covering the story and answering the QA questions. By these levels, the students should be familiar and comfortable with all tenses. The point is to increase their fluency and teach them to understand complex ideas in English. It is also important that they become comfortable with essay formatting in E1~E3. There are three parts to E level QA: Reading, Informal Discussion, and QA with Key Words.

Important Procedure Note

The QA is not provided in the textbook. The teacher is responsible for creating a key word sheet for the students to use during class. The key word sheet should have the QA questions and room for students to fill in key words for the answers. At Daechi Center, these sheets are pre-made and available in via Dropbox. The QA questions are available through the website.

Procedures: E1~E3

Read the Story The students read the story and answer the QA questions.

(1) Choose a student to read aloud. Have each student read a paragraph of the story. (2) Read two pages of the story, then stop. Have the students close their books. (3) The teacher should lead discussion of the main points of the story. This is informal and for understanding only. Points are not

awarded. (4) Ask the QA questions that were covered in the two pages. The teacher should write key words under the webcam for the

students to copy. (5) Practice the full sentences with the students. Be sure to use the TV to guide the students toward the correct sentences. (6) Ask QA questions for points. Each answer is worth 1 point. In E level, a tense mistake is worth 0 points. (7) Continue reading the story, repeating (1) – (6) until the story in completed.

Example:

Students read two pages and turn their books over. Teacher: Okay, who is this person in the story? Student 1: She’s a teacher. Teacher: Who can tell me something else about her? Student 2: She lives in Kansas. Teacher: How did she become a teacher? Student 3: She had training. Discussion of the two pages continues. Teacher: Now get out your key word sheets. Teacher turns on the webcam, the TV displays a blank key word sheet. Teacher: [Asking QA 1] What did Elizabeth learn during her teacher training? Student: She learned spelling, math, and music. Teacher writes “spelling, math, music” under the question on the QA sheet. Teacher: Good, now everybody?

FUN IDEAS: Popcorn Reading (1) T Choose a student to start reading (referred to as S1 below). (2) S1 Read aloud 1~3 sentences. Any time after reading the first sentence, but before the end of the third sentence, stop reading and call another student's name in the class (S2). (3) S2 Read aloud from where S1 stopped reading. (4) T Repeat procedures 2 & 3 for each section of the story and then have students ask and answer the Q&A.


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Students repeat. The class covers the rest of the QA in this way. Teacher: Now for points. Student 2, What did Elizabeth learn during her teacher training? Student 2: She learned spelling, math, and music. Teacher awards 1 point.

More detail on Informal Discussion and Answering the Q&A Discuss the pages read, write key words, practice the answers.

Informal Discussion: The purpose of the informal discussion is to allow students time to practice their English freely. The content of E levels is very difficult, so they need time to process what they’ve read. This is also the time for the teacher to elicit main ideas from the story. The teacher should decide what is important and talk about it, making sure that all the students understand the concepts involved. The students are required to answer in full sentences, but the teacher should be prompting discussion with broad, general questions. This is to get the students away from the “patterned answers” from previous levels and push them towards fluency. The teacher should also cover the material from the QA, but do so in a way that the questions are worded differently. This is to test for understanding, rather than perfect accuracy. The teacher should also take the future assignments into account when preparing for discussion. The Monthly Test and Reading Comprehension questions must be discussed. The students don’t have to know that the questions are important in the future, but they should be given the opportunity to discuss them. Key Words and Q&A: Once informal discussion has concluded and the teacher is satisfied with the level of understanding, the teacher should have the students get out their QA sheets. The teacher should be prepared with a fresh copy for his/herself. With the sheet under the webcam, ask the questions to the class. There are supplied answers to these questions, but it is not necessary for the students to memorize them. If a student gives a correct answer in his/her own words, the key words can be chosen from that answer. The teacher should try to make the answers as natural as possible for the students. Key words in this level should be minimal. The teacher should avoid supplying the verb tenses to the students, but make sure that they have enough information on their sheet to do their Listen and Say homework. The students should repeat the whole sentence as a class, before being asked the questions for points. When answering for points, they are allowed to use their key word sheets, but not their books. As with other levels, the recommended number of points for Reading with Q&A is 3. Point Award: The level of the class and students must always be considered, but a general guide is as follows: If the student answers the question well with proper tense, a full point is awarded. If the student needs prompting from the teacher but answers the question, half a point can be awarded. If the student cannot answer or their verb tense is incorrect, no point is awarded. For students who make errors, make sure to have the repeat the correct answer.


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20. Vocabulary PracticeCourse Time Goal Materials

E1~E3 5 mins To check the students' understanding of the vocabulary by using

them in sentences or choosing a definition in English. Textbook: Vocabulary Practice

Introduction

This is a book activity designed to test the students’ understanding of the vocabulary. The students do not need to be prepared for this activity before beginning. In E1, it is a multiple choice and a matching assignment. In E2 and E3, it is more changeable. It is sometimes fill-in-the-blank, choose the synonym, matching, or multiple choice. In this level, they often do not understand words used within the question. It is okay to provide help with these but the teacher should be sure not to give away any answer or help with vocabulary from the story. In the E levels, it is also common to be short on time. This is an activity that can be done quickly to make up for that. If you feel that your students can be trusted, they may not need to change books for the answer check.


Times for each procedure:

Course Complete Vocabulary

Practice Check the Answers TOTAL

E1~E3 4 1 5

Procedures

Complete Vocabulary Practice (3~6 mins) The students complete Vocabulary Practice in the textbook by themselves.

(1) SS Open the textbook to Vocabulary Practice. (2) SS Choose words to complete sentences, or choose definitions in English that correspond to a word. *Ensure the students work by themselves, and provide them as little help as possible.

Check the Answers (1 min) The students read aloud the sentences in Vocabulary Practice and mark the answers.

(3) SS Swap the textbook with another student. (4) SS Take turns to read aloud out each answer in a sentence one-by-one. (5) SS Mark each answer correct or incorrect. (6) SS Return the textbook to its owner. (7) T Award each student 0~1 Sticker Board point according to the number of correct answers:

All correct. 1 pt

One or two mistakes. ½ pt

More than two mistakes. 0 pt


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23. Reading Comprehension

Course Time Goal Materials

E1~E3 8 mins To check the students' understanding of the main point, events and

details of the story. Textbook: Reading Comprehension

Introduction

In previous levels, Reading Comprehension was quite an easy assignment. In E level, the primary difficulty with the material is comprhension. As such, the students may struggle with this assignment. The teacher should be sure to include the questions from Reading Comprehension into the Informal Discussion from Reading with QA. If the students require help, the teacher can give subtle hints or provide context. However, it is important to see how much the student understands from the lesson. Since there are two pages to this activity and it is quite important, it is recommended to award 1 point per page.


Times for each procedure:

Course Complete Reading

Comprehension Check the Answers TOTAL

E1~E3 6 2 8

Procedures

Complete Reading Comprehension (6 mins) The students complete the Reading Comprehension in the textbook by themselves.

(1) SS Open the textbook to Reading Comprehension. (2) SS Complete each of the comprehension activities about the story (e.g. choose the main idea, sequence the events, decide if statements are true or false, etc). *Ensure students work by themselves and provide as little help as possible.

Check the Answers (2 mins) The students read aloud the answers and mark them.

(3) SS Swap the textbook with another student. (4) SS Take turns to read aloud each answer in a sentence one-by-one. (5) T Elicit any corrections to incorrect answers. (6) SS Mark each answer correct or incorrect. (7) SS Return the textbook to its owner. (8) T Award each student 0~1 Sticker Board point according to the number of correct answers:

All correct. 1 pt




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27. Speaking & Writing PracticeCourse Time Goal Materials

E1~E3 34 mins To review the events and details, or themes, of the

story orally and in writing using a variety of activities. Textbook: Speaking & Writing

Practice

Introduction

Speaking and Writing Practice is a very important section of the Expansion level education, but also quite difficult. The teacher should be aware that while the Expansion level activities are generally more “free-form” than the D level activities, the same system should be used. In short, the teacher should guide the students through “Think & Speak, Write, Self-Evaluation, and Teacher Evaluation”. The teacher should be aware that the students are learning how to write essays in this level. Teaching them the logical way to work through an essay is recommended for each activity. In E1~E3, there many types of Speaking & Writing Practice activities. Each activity type is usually divided into two sections: A, and B. Section A is usually a speaking activity; section B is usually a writing activity. However, sometimes the Speaking & Writing Practice activity has more than two sections so decide which section(s) will be used as a speaking activity and which section(s) will be used as a writing activity.

Procedures: E1~E3

Complete the Activity Orally The students prepare the activity with key words and then complete it orally according to the directions in pairs or groups.

(1) SS Open the textbook to Speaking & Writing Practice (A). (2) T Briefly explain the activity to the students using an example to model it if possible. (3) SS Write key words or short sentences in preparation for speaking. *If students struggle to write key words or short sentences in preparation, do it together as a class. (4) SS Complete the activity orally according to the directions. (5) T Listen carefully to the students and make the necessary corrections.

Complete and Check the Activity in Writing The students complete the activity in writing according to the directions by themselves.

(6) SS Open the textbook to Speaking & Writing Practice (B). (7) T Brainstorm the activity with the students. Be sure to provide them with a guide for what is expected in their writing. (8) SS Complete the activity in writing according to the directions. (9) SS As they finish, the students bring the book up to the teacher. (10) T Points out mistakes in the book, with the student observing. Makes indicative marks in the book. (11) S Returns to his/her seat and makes corrections. (12) T Check and mark each student's corrections. (13) T Award each student 0~1 Sticker Board point accordingly:

Wrote the required amount according to the directions of the activity with less than 10 mistakes.

1 pt

Wrote the required amount according to the directions of the activity with more than 10 mistakes.

½ pt

Wrote less than the required amount and/or did not write according to the directions of the activity.

0 pt


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More Detail on Method- Think and Speak, Write, Self-Evaluation, and Teacher-Evaluation

Activity A is generally the Speaking Activity. The students should never be “thrown into” an activity. The teacher should preface the expectations through eliciting discussion with the students. This is “Thinking and Speaking”. For example, in E111, activity A requires covering questions about the story, writing key words, and completing the sentences. The work can be evaluated by showing the students the correct answer on the webcam or as a teacher check. Activity B is a prompted writing assignment. The teacher should lead the students to the content of each writing section (“Think and Speak”) before allowing them to “Write”. Then, the teacher can evaluate the writing with the students. After, the student can make necessary corrections. This is “Self-Evaluation” and “Teacher Evaluation”.


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28. Listening ComprehensionCourse Time Goal Materials

E1~E3 2 mins To practice listening skills and check the student's comprehension

of material through listening.

Online: L/C Textbook: Listening

Comprehension (Other: Answers (E1~E3))

Introduction

The students have access to the recordings used in Listening Comprehension, but not the answers. The students should complete the Listening Comprehension activities in the textbook at home. Listening Comprehension during class is used to check the answers only.

Procedures: E1~E3

Check the Answers (2 mins) The students check their answers.

(1) T Open L/C. (2) SS Open the textbook to Listening Comprehension. (3) T Elicit the information in section A corresponding to each blank or line on the screen one-by-one by asking questions. *Use the Listening Comprehension transcript and answers found in Answers in the online resources to help ask questions. (4) SS Answer the questions in a sentence using the notes they wrote when they listened to the lecture or conversation. (5) T Click the corresponding empty spaces on the screen (6) SS Make the necessary corrections. (7) SS Take turns to read aloud each answer in section B in a sentence one-by-one. (8) T Click the empty space corresponding to each answer on the screen to reveal it. (9) SS Mark each answer correct or incorrect. Mark it correct only if there is less than one or two small spelling mistakes depending on the length of the answer. (10) T Award each student 0~1 Sticker Board point according to the number of correct answers in section B:

All correct. 1 pt




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29. UsageCourse Time Goal Materials

E1~E3 7 mins To understand and use the target language (e.g. phrasal verb,

idiomatic expression, etc). Textbook: Usage

Introduction

Usage is the replacement for Focus on Grammar from previous levels. In the E levels, the students should be comfortable with most grammar theory. Usage focuses on teaching phrasal verbs and idiomatic expressions to encourage more natural speech.

Procedures

Read the Explanation and Examples, Complete the Activity (4 mins) The students read aloud the explanation and examples in the textbook.

(1) SS Open the textbook to Usage. (2) T Choose a student to read the sentence(s) from the story in the grey box at the top of the page. (3) S Read aloud the sentence(s) in the grey box. (4) T Read aloud the explanation related to the target language, and provided additional explanation using examples if required. (5) SS Take turns to read aloud the example sentences one-by-one. (6) T Provide additional explanation of the target language using the given examples or by providing additional examples. (7) SS Complete the sentences in section B.

Check the Answers (1 min) The students read aloud the answers in section B, and mark them.

(8) SS Swap the textbook with another student. (9) SS Take turns to read aloud answers in a sentence one-by-one. (10) T Elicit any corrections to incorrect answers. (11) SS Mark each answer correct or incorrect. (12) T Award each student 0~1 Sticker Board point according to the number of correct answers:

All correct. 1 pt



Produce Example Sentences (2 mins) The students practice producing sentences of their own using the target language, and then tell the class.

(13) T Divide the students into pairs. (14) SS Take turns to make an example sentence of their own using the target language. (15) T Choose a student to tell the class their example sentence. (16) S Say their example sentence. (17) T Repeat instruction 15 & 16 for each student in the class or until the end of the suggested time.


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30. Flashcard ReviewCourse Time Goal Materials

C4~E3 2~5 mins To review the vocabulary learned in the previous story. Other: Flashcards

Introduction

See section '7. Flashcards' for more information.


C4~E3: Times for each procedure:

Course Flashcard Practice Flashcard Game TOTAL

C4 1 1 2

C5 1 1 2

D1 2 2 4

D2 2 2 4

D3 2 3 5

D4 2 2 4

D5 2 2 4

E1~E3 3 2 5

E1~E3: For instructions 3 & 8, show the English definition to the students because there is no Korean meaning.

Procedures

Flashcard Practice (1~3 mins) Show the Korean meaning or English definition on each flashcard for the students to say the corresponding English word.

(1) T Take out the Flashcards. (2) T Hold the Flashcards so the English meaning cannot be seen by the students. (3) T Show the Korean meaning on the flashcard at the front of the pack to the students. *In E1~E3, show the English definition on the flashcard. (4) SS Say the corresponding English word. (5) T If the students say the corresponding English word well (e.g. speak it confidently with good pronunciation), remove the flashcard from the pack. If the students struggle to say the corresponding English word, show the English word on the back of the flashcard for them to read aloud, and then put the flashcard to the back of the pack. (6) T Repeat instruction 3~5 for each flashcard until all of them have been removed from the pack.

Flashcard Game (1~3 mins) The students take turns saying the English word corresponding to the Korean meaning or English definition for points.

(7) T Shuffle the Flashcards. (8) T Show the Korean meaning on the flashcard at the front of the pack to the students, and choose a student. *In E1~E3, show the English definition on the flashcard. (9) S Say the corresponding English word. (10) T If the student says the corresponding English word correctly, put the flashcard to the back of the pack. If the student cannot say the corresponding English word correctly, show the English word on the back of the flashcard for them to read aloud, and then put the flashcard to the back of the pack.


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*If the student is incorrect or cannot say the corresponding word, do not show the same card to the next student to try. If the student is correct, do not give the flashcard to the student. (11) T Repeat instructions 8~10 for subsequent flashcards until each student has been shown two flashcards. If time remains, continue to repeat instructions but ensure that each student has been shown an equal number of flashcards. *If a student speaks when it is not their turn, -½ from their Sticker Board score. (12) T Award each student 0~1 Sticker Board point according to the number of flashcards correct:

All correct 1 pt

One incorrect ½ pt

Two or more incorrect 0 pt

FUN IDEAS: A. Make a Sentence with the Flashcard Word (1) T After completing the procedures in 'Flashcard Game,' show each student the Korean meaning on a flashcard randomly one-by-one. (2) SS Say a sentence using the corresponding English word on flashcard shown. B. Guess the Flashcard Word (1) T After completing the procedures in 'Flashcard Game,' choose a student to randomly pick flashcards from the pack. (2) S Look at the flashcards secretly, and then try to get the other students to guess the word without saying it using gestures and other words. (3) SS Guess the corresponding words.

Difference Among Courses

C4 & C5

18 flashcards per story

D1

15 flashcards per story.

D2~D5

20 flashcards per story

E1~E3

20~30 flashcards per story.

expansion 1 1. warming up -...

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