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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
TEACHING PORTFOLIO
Teaching Portfolio Hanna Lee 2
TABLE OF CONTENTS
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
-GEP lesson plan-Students’ work-Reflection
Teaching experiences
-Curriculum Vitae-Teaching philosophy
Personal document
-Teacher license-Mate training-SMU-TESOL certificate-Reference from Professor
Professional document
-Action research
Action Research
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
This teaching portfolio consists personal document,
professional document, teaching experience and
action research. It provides evidence of my
knowledge, dispositions, and skills as a teacher and a
manager.
Person al Document
Professional Document
Teaching Experiences
Researches
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Curriculum Vitae and teaching philosophy show
about how I have worked in teaching how much
effort has been devoted to the English education
field as a teacher and a manager through these
documents.
Personal Document
Curriculum Vitae Teaching
Philosophy
5
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Hanna LeeSeoul, Korea
TEL 02-356-3848 C.P 010-5023-3848E-mail: [email protected]
Objective
To search for a position as an academic supervisor who supports faculty with developing teaching
material such as program syllabi, lesson plans and tests. The position also has responsibilities for
teachers’ training and class evaluation.
Education
M.A TESOL, Sook Myung Women’s University March 2009 - December 2010
B.A. English Language and Literature, Korea National Open University February 2009
TESOL certificate, Sook Myung Women’s University June 1999
Language training course, Functional English (England) September 1997-March 1998
B.A. Education, Dong A University March 1990 - February 1994
Professional Experiences
March 2005- present
SLP Eunpyeong
HEAD TEACHER / ACADEMIC COORDINATOR/ ACADEMIC SUPERVISOR
Develop Leap High Syllabus (Middle school level)-Sounds Good, Let’s talk, Spectrum,
Writing jump, More Grammar Practice
Develop Fly High achievement test / Syllabus (Middle school level)-Boost
1,2,3 (Speaking, Writing), Writing Preparation
Develop New Hi Kids Phrasebook (Elementary school level) - NewHiKids
Develop Reach Out achievement test (Elementary school level) - ReachOut
Develop Hi Kids standard test / Daily Lesson Plans (Elementary school level )-Hi Kids
Develop Academy Course Practice book ( Middle school level )- Go For It
Develop NIE( Newspaper In English ) (Middle school level)- The Junior Herald
Take charge of Teachers’ Training Program
Observation on Teachers’ classes and give feedback
Interview for Students’ Placement
English Business
RECRUTER
Received and arranged documents from teaching Candidates from other countries
Contacted with schools in Korea and agencies in foreign countries
Offered jobs to both sides of teachers and schools
November 2003- November 2004
Personal Document
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Hanna Lee page 2
June 2002- October 2003
SLP Seo Dae Moon
SENIOR TEACHER
Taught English
Evaluated kids’ working
Counseled parents
Took projects regard curriculum ( Hi Kids )
July 1999- June 2002
ECC Do Bong (Present. ECC Sung Book)
ENGLISH TEACHER
Taught English
Counseled parents
Evaluated kids’ working
March 1998- January 1999
E2 Jae Song
ENGLISH TEACHER
Taught English
Evaluated kids’ working
Counseled parents
March 1996- August 1997
YBM Si-sa
ENGLISH TEACHER
Worked at Busan Kwang-an elementary school, Min-lak elementary school
Taught English
March 1995- March 1996
CBS Academy
ENGLISH TEACHER AND COORDINATOR
Taught English
Office management
Computer Skills
MS Word, Excel, Power point, Searching information using Internet
List of Licenses
2003 Driving license
1999 TESOL certificate
1993 Teacher’s license
Teaching Portfolio Hanna Lee 6
Personal Document
7
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
My Teaching Philosophy
How to became an English teacher
Before graduating from university, and even after my graduation, I did not consider being an English
teacher. Even though being a teacher was not my lifelong dream, I gradually became more partial to the
idea of being an English teacher. The idea became reality when I took a part time job as an English
teacher for young learners. I was able to see how much I liked being involved in English and teaching at
the same time. After starting my teaching career, I have taught English to young learners for over a
decade. However, during that time I did not only teach English to the students, but also learned quite a
bit. Things such as the differences in cultures, ideas of teaching and learning from books, other teachers
and my own teaching experiences helped me became a more effective teacher.
Teaching goal
My teaching goal, ‘to be a useful helper for my students’, is a product of my teaching history. To be a
helper, I think I need to understand what my students’ needs are and be sensitive enough to perceive
what they require. To find and follow up the students’ different needs, careful observation, keeping an eye
on the students’ interests and continuous communication with the students is necessary. Motivating
students, providing support, giving stimulus to the students, and having sympathy for the students are
also virtues that I keep in mind as a teacher.
Preference teaching method
As a practical teaching method, I prefer Communicative Language Teaching above other approaches. I
believe that if students use English for practical communication, it activates the students’ minds. The
students might have less difficulty dealing with the gap that comes from separate settings of the
classroom and real life, while they keep practicing English through activities such as role-plays, simulations
and information gaps in the class. Under Communicative Language Teaching method, students are
expected to actively participate in their classes. Meanwhile, teachers can work as facilitators. Teachers will
support class to be on the right track behind the curtain. I believe the teaching methods are needed to be
chosen and modified considering students’ language level and class dynamics.
The way that my goals for students are being met
I would say my goals are met when the students show me their improved language skills, stronger
confidence and interest in English. I believe careful observation and appropriate assessment is helpful for
teachers to perceive the development from the students and realize their needs at the same time.
Teaching Portfolio Hanna Lee
Personal Document
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
I majored in both Education and English Literature,
and took masters degree of TESOL. All of
certificates show how I qualified as a language
teacher and a manager.
Teacher’s license
Certificate of SMU TESOL
Certificate of Completion MATE Rater
Training workshop
Professional Document
9
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Professional Document
10
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Professional Document
11
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Professional Document
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
The primary objective of the GEP course is to give
the students an opportunity to develop skills and
strategies for global writing proficiency in English.
This course also focused on developing the skills
necessary for attaining an acceptable scores on the
MATE Writing TEST and linked reading with writing
development.\
The GEP course was beneficial not only for the GEP
students but also for the big siblings. I was able to
learn about practical teaching skills through group
teaching.
students
teachers
GEP CLASS
Teaching Experiences
13
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Lesson Plan for GEPI Topic: Job & Career
II Function: Writing a formal letterIII Purposes: Students should be able to 1. complete a procedure of applying for a dream job and write a resume thinking about the job2. accomplish the task of two job interviews while asking and answering interview questions and carrying out a mission3. write an interview thank you letter using proper vocabularies and following an adequate format.IV Classroom Setting & Grouping: Two or Three pairs will be assigned to each big sibling and the classroom will be set up to have enough space and path for moving around before class.V Outline of Class Activities
ActivityTime Allotment
Worksheet or Aid
Typesof
Group
Role of Big Siblings
Assignment Check-up 19:50~20:00(10min)-Students’ reading
AssignmentGroup Facilitate
1. Making Job Wanted ads & Signing up for Dream Jobs
20:00~20:20(25min)
-Templates of Job Wanted Ads
-Sign up worksheets
PairGuide & Facilitate Ss to consider job
conditions
Short Break 20:20~20:25(5min)
3. Writing Resume 20:25~20:55(30min)-Worksheets of
ResumeIndivid
ual
Encourage Ss to refer to Reading
Assignment.
4. Having Interviews 20:55~21:40(45min)
- A List of Interview Questions including a mission (Change the role in the second interview)
PairFacilitate Ss to keep asking and answering Qs.
Break 21:40~21:50(10min)
6. Writing Interview Thank you Letters
21:50~22:30(40min)A Worksheet of a Formal Letter
Individual
Encourage to Refer to Reading Assignment
Teaching Portfolio Hanna Lee
Teaching Experiences
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
VI Activity Procedure;1. Making Job Wanted for a Dream Job: Objective: Students should be able to fill in the blanks of a template to complete a job wanted in pairs and sign up for interviews of two dream jobs each.
Time/Duration
Activities MaterialsClass
Structures
Big siblings’Role
20:00~20:20(25min)20:20~20:25(5min)
<Make Job Wanted > 1) T explains what job wanted are with PPT.2) T makes the class into pair.4) T let Ss make job wanted in pairs5) T puts Ss works on the wall<Applying for Dream Jobs >6) Ss look at the job wanted and write their name on the 2 sign up lists of their dream jobs< Short Break>
-PPT-Colored Pens-Tape-Worksheet
Pair work (2 or 3 pairs in each group)
Facilitate two different Job wanted at the same time
* Lists of Dream Jobs-Concert promoter for charity, helper for poor family, freelance writer for fashion magazine, a back-up dancer for Big Bang, pro gamer, jewelry auctioneer, radio host, zoo veterinarian, kindergarten
teacher for celebrity’s children, flight attendant for the air force one, patisseriecat washer, star language tutor, travel reporter, Food Show Host, Movie Producer, Musical Stage
Manage
2. Writing a Resume (Individual/ Guided writing) Objective: Students should be able fill in the blanks of a guided writing form to write their own
resume.
TimeDuration
Activities MaterialsClass
Structures
Big siblings’Role
20:25~20:5
5(30min)
<Writing a Resume>1. T explains how to write a resume with PPT.2. T gives worksheets of guided writing for a resume.3. Ss write resume thinking about the job they applied for.
-PPT-Pen-Worksheet
Individual work facilitate
Teaching Portfolio Hanna Lee
Teaching Experiences
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
3. Job Interview (Role Play, Speaking)Objective: Students should be able to ask and answer interview questions and complete a mission each.
TimeDuration
Activities MaterialsClass
Structures
Big siblings’
Role
20:55~21:40(45min)20:40~21:50 (10min)
< good vs. bad job interview> (5min)http://www.youtube.com/watch?v=yi1YTgiW9Yk&p=CB126B2811B2ADFE&playnext=1&index=9http://www.youtube.com/watch?v=D4FgPk3HLfE&p=39207FE17E63C6D3&playnext=1&index=8
<Job interview>(40min)1. T give specific directions how to perform interviews using PPT.(5min)2. Assign Ss as interviewees and interviewers.#1st Interview Session (15 min)- Interviewers3. have the job wanted posters on their desks and make sign posts of their companies4. stay in their seats and get interview lists from teachers 5. meet the first applicant and get resume from her6. Interviewers don’t need to ask all the Qs from the interview list but ask the applicant to perform a special mission given from the teacher (e.g. jump rope)7. interview with the applicants each (7min)8. meet the second applicant when the teacher says “Time’s up.”(1min)9. perform the second interview (7min)- Applicants3. move to the company which they signed up4. hand in their resumes to interviewers5. have interview and complete the mission(7min)6. move to meet the second interviewer when the teacher says “Time’s up.”(1min)7. perform the second interview (7min)# Move to Switch the roles (5min)# 2nd Interview Session(15 min)- follow the same procedure as the first interview session.<Ten minutes’ Break>
-PPT-resume-interview list with a mission each- job wanted ads-Ss’ own resume
Individual
Stay at each table and coach interview
Teaching Portfolio Hanna Lee
Teaching Experiences
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Interview Questions & MissionsTung twister, word search, news paper, hidden pictures etc.4. Writing an Interview Thank you Letter (Individual, Writing) Objective: Students should be able to write an interview thank you letter using proper words in the format of a formal letter.
Time/Duration
Activities MaterialsClass
Structures
Big siblings’Role
21:50~22:30(40min)
<Writing a Thank you letter >
1) T explains what a thank you letter is
using PPT slides to give ss a context.
2) T distributes worksheets for the letter
3) Ss write thank you letters to a company that they have had an interview with. <Revise Thank you Letters>4) Revise about format 5) Revise about form6) Ss Present Thank you Letters in front of the class
-PPT-Worksheet
Individual Facilitate
Teaching Portfolio Hanna Lee
Teaching Experiences
Job Kim Jang Hoon Concert promoter for Charity
Interviewer Interviewee
1. What is your greatest strength?
2. Special missions: Sell your ticket to professor (100 won / a ticket)
3. How many hours do you normally work?
4. Tell me about you.
5. What are your salary expectations?
6. If the people who know you were asked why you should be hired, what would they say?
7. Do you prefer to work independently or on a team?
8. Give some examples of team work.
9. Why do you want this job?
10. What can you contribute to this company
Memo: ______________________________________________________________________________________________
______________________________________________________________________________________________________
Business Card
•Company Name:
___________________
___________________
•Interviewer’s Name:
___________________
Business Card
•Company Name:
___________________
___________________
•Interviewer’s Name:
___________________
Business Card
•Company Name:
___________________
___________________
•Interviewer’s Name:
___________________
Business Card
•Company Name:
___________________
___________________
•Interviewer’s Name:
___________________
***After interview, give a business card to the interviewee!!!!!!
17
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Interview List
Teaching Experiences
18
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Reading Assignment:III Job Interview
Job interviews are always stressful - even for job seekers who have gone on countless interviews. The
best way to reduce the stress is to be prepared. Take time to review the "standard" interview questions
you will most likely be asked. Also, review sample answers to these typical interview questions. Then take
the time to research the company. That way you'll be ready with knowledgeable answers for the job
interview questions that specifically relate to the company you are interviewing with.
1. Interview Questions: Work History
Q1. What were your expectations for the job and to what extent were they met?
In many cases, interviewers will want to know what you expected from your last job when you were
hired, so, be prepared to answer the interview question "What were your expectations for the job and to
what extent were they met?"
There isn't a right or wrong answer to this question. The best way to respond is to discuss what you
expected when you took the job and give examples of how the position worked out for you. If the job
wasn't exactly what you expected, it's fine to mention that. However, you should focus on the job itself,
not the company, your boss, or your co-workers (if they were a problem). Do be careful how you answer
and don't focus too much on the negative. Instead, address the highlights of the job. When responding,
be specific. Prepare some examples to share with the interviewer in advance. For example, if your job
involved creating web applications using Cold Fusion, discuss the specific programs you developed and
the responsibilities you were given. If you were provided training and opportunities for professional
development to help you achieve your goals, mention that, as well.
Teaching Portfolio Hanna Lee
Teaching Experiences
HannaLee 19Teaching Portfolio
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Q2. What were your responsibilities?
When you are asked questions related to your current or previous positions, it's important to be specific
and to be positive about what you did in your previous position(s).
The best way to respond is to describe your responsibilities in detail and to connect them to the job you
are interviewing for. Try to tie your responsibilities in with those listed in the job description for the new
position. That way, the employer will see that you have the qualifications necessary to do the job. Focus
most on your responsibilities that are directly related to the new job's requirements.
It's also important to be honest. Don't embellish your job, because you don't know who the hiring
manager will be checking with when they check your references.
Q3. Why are you leaving your job?
One of the questions that is typically asked in an interview is "Why are you leaving your job?" or "Why did
you leave your job?" if you have already moved on. If you were fired from your job, use these answers to
respond. If you left of your own accord, review these suggestions on how best to answer and tailor your
response to meet your particular situation. Be direct and focus your interview answer on the future,
especially if your leaving wasn't under the best of circumstances.
Don't Badmouth Your Boss
Regardless of why you left, don't speak badly about your previous employer. The interviewer may wonder
if you will be bad-mouthing his company next time you're looking for work. I once interviewed a person
who told me that her last employer was terrible. They didn't pay her enough, the hours were awful and
she hated the job. That company happened to be my company's biggest, and most important, customer.
And there is no way I would have hired someone who felt that way, justified or not, about our valuable
client. So, she gave up any opportunity of getting the job as soon as she answered the "Why did you
leave?" question.
Prepare answers to typical job interview questions, like this one, in advance. Practice your responses so
you sound positive, and clear, about your circumstances and your goals for the future.
2. Interview Questions about you
Q1. What is your greatest weakness?
When you're asked what your greatest weakness is, try to turn a negative into a positive. For example, a
sense of urgency to get projects completed or wanting to triple-check every item in a spreadsheet can be
turned into a strength i.e. you are a candidate who will make sure that the project is done on time and
your work will be close to perfect.
Note that the term "weakness" isn't used in the sample answers - you always want to focus on the
positive when interviewing.
Q2. What is your greatest strength?
This is one of the easier interview questions you'll be asked. When you are asked questions about your
strengths, it's important to discuss attributes that will qualify you for the job. The best way to respond is
to describe the skills and experience that directly correlate with the job you are applying for.
Teaching Experiences
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Q3. How do you handle stress and pressure?
A typical interview question, asked to get a sense of how you handle on-the-job stress, is "How do you
handle pressure?" Examples of good responses include:
It's a good idea to give examples of how you have handled stress to your interviewer. That way, they get
a clear picture how well you can work in stressful situations.
Q4. What are you passionate about?
When you're asked what you're passionate about during a job interview it's a good opportunity to share
what is important in your life. It's also an opportunity to show your dedication and what's important to
you.
Your response doesn't need to be work focused, but do be sure that what you share isn't something that
could potential cut in to your working hours.
For example, you don't want to say that you're a mountain climber with the goal of climbing Mountain
Everest or that you're getting ready for the Tour de France or looking to spend the winter skiing in Aspen.
3. Interview Questions about the New Job and Company
Q1. What interests you about this job?
When you're asked what interests you about the position you are interviewing for, the best way to
respond is to describe the qualifications listed in the job posting, then connect them to your skills and
experience. That way, the employer will see that you know about the job you're interviewing for (not
everyone does) and that you have the qualifications necessary to do the job.
For example, if you were interviewing for a Human Resources Manager job where you would be
responsible for recruiting, orientation, and training, you will want to discuss how you were responsible for
these functions in your past positions, and why you are interested in continuing to develop your expertise
in Human Resources management.
Another example would be if you were interviewing for a Programmer / Analyst position. In that case, you
would mention your interest in learning and excelling at new technologies, your experience in
programming both new applications, and your interest in and your ability to problem solve.
In all cases, you will want to convey your enthusiasm for the opportunity to interview, along with your
solid ability to do the job.
Q2. What can you do for this company?
A typical interview question to discover what assets you have that are specific to the company's goals is
"What can you do for this company?"
First, be sure to have researched the company prior to the interview, so you are familiar with the
company's mission. Respond by giving examples why your education, skills, accomplishments, and
experience will make you an asset for the employer.
Take a few moments to compare your goals with objectives of the company and the position, as well as
mentioning what you have accomplished in your other jobs. Be positive and reiterate your interest in the
company, as well as the job.
Teaching Portfolio Hanna Lee
Teaching Experiences
HannaLee 21Teaching Portfolio
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Q3. What do you know about this company?
A typical job interview question, asked to find out how much company research you have conducted, is
"What do you know about this company?"
Prepare in advance, and in a word, research, so, you can provide relevant and current information about
your prospective employer to the interviewer. Start by researching the company online. Review the "About
Us" section of the company web site. Google the company, read blogs that mention it, and check
Discussion Boards and social networking sites.
If you're a college graduate, check with the Career Office at your school to see if you can get a list of
alumni who work for the company. It is an ideal way to get an insider's view and to get information that
might not be available elsewhere.
Use the information you have gathered to create a bulleted list of relevant information that you can easily
remember during the interview. Taking the time to research will help you make a good impression with
how much you know about the company.
Q4. Are you willing to travel?
When you are asked about your willingness to travel during an interview, be honest. There's no point in
saying "yes" if you would prefer to be home five nights a week.
It is perfectly acceptable to ask how much travel is involved. That way, you can weigh how much you
would need to be on the road and make an educated decision as to whether the amount of travel
required fits in with your lifestyle.
What's most important is to get a good understanding of what's involved before you are offered the job,
rather than being (unpleasantly) surprised after you have already been hired.
Q5. What is good customer service?
When you are applying for retail or customer service position, a typical job interview question is "What is
good customer service?" The interviewer wants to know what you consider quality customer service and
how you would be willing to provide it to customers.
4. Interview Questions about your Future
Q1. What are your goals for the next five years / ten years?
The best way to respond to the interview question "What are your goals for the future?" or "Where do
you see yourself in five years?" is to refer to the position and the company you are interviewing with.
Don't discuss your goals for returning to school or having a family, they are not relevant and could knock
you out of contention for the job. Rather, you want to connect your answer to the job you are applying
for.
Q2. How do you plan to achieve those goals?
As a follow-up to the interview question "What are your goals for the future?" the interviewer will often
ask how you plan on achieving those goals. A good answer to this question will speak specifically about
what you are going to accomplish and how you are going to accomplish it.
Teaching Experiences
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Q3. What will you do if you don't get this position? When you're interviewing for an internal position within your company, you may be asked what you will do if you don't get the job. The interviewer wants to know whether you are concerned about just the advancement opportunity or the company.
5. Read the tips about job interview and choose ‘T’ for true, ‘F’ for false.A.You don’t need to prepare answers to typical job interview questions, because you want to answer naturally…………………………………………………………………………………………………,,,,,,,,,,,,,,,,,,,,,,,,,,,,…..T / FB.Your response always need to be work focused……………………………………………,,,,,….…. T / FC.You don’t need to always say ‘yes’ for questions from interviewers………………………. T / FD.When you respond, be specific…………………………………………………………………………………. T / FE.Don’t speak badly about your previous boss………………………………….…………..……………. T / F
6. Match interview questions with proper answers
Q. What is your greatest weakness?
Q. Do you take work home with you?
Q. How do you handle stress and pressure?
Q. What are your goals for the next five years /ten years?
Q. What will you do if you don’t get this position?
A. When I need to, no problem. I realize the importance of meeting deadlines and getting work done on time.
A. Once I gain additional experience, I would like to move on from a technical position to management.
A. Good customer service means having thorough knowledge of your inventory, experience with your products, and being able to help customers make the best choices for them.
A. When I'm working on a project, I don't want just to meet deadlines. Rather, I prefer to complete the project well ahead of schedule. Being organized wasn't my strongest point, but I implemented a time management system that really helped my organization skills.
A. I react to situation, rather than to stress. That way, the situation is handled and doesn’t become stressful.
A. I am committed to this company and its advancement so, should I not be selected, I will work with and support whoever night get selected. However, I do feel that my experience in the department and with the team would make me the best candidate.
Teaching Portfolio Hanna Lee
Teaching Experiences
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Students’ Work : Resume & Thank you letter
Teaching Portfolio Hanna Lee
Teaching Experiences
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Researches
RE: Dream Fighter
That's too bad. What happens if you fail the test. ???
And I could watch the motion graqhic . It's really surprising. Do you use premier ?~
It's also very cold today. I wore a cote yesterday with 3 t shirts inside. It was bit too warm during the day but it was nice at night.
I shell bring something warm for today's class. I really love this class. Everyone is so nice.
Anywasy see you all tonight!!
RE: Dream Fighters
I also love this class!!! there are so many nice person in here.Professor and big siblings also amazing.
I worked by the Adobe primiere, Adobe after effect, photoshop.
Hey, recently I'm working a new media work.As soon as possible, I want to show you 'Dream fighters'
RE: Dream Fighters
Hi!!! Coming here is fun to me!!
I like This class!
I need TOEIC because I want to apply design company. Almost famous design company need English ability.
-
Thanks for recommend! ginger tea and SSangwha tea! zzzz
Students’ Work : Resume & Thank you letter
25
HannaLee
2010-11-19
GEP class on week 12 was about writing effective comparison / contrast paragraphs and essays based on the topic ‘Eat, Taste & Compare’. The lesson objects were using comparative verbs, vocabulary, terms and phrases related to cooking and food, form comparing sentences, and compose an effective comparison essays. The class was consisted with four different activities. They were ‘What is in your mouth?’, ‘Compare and find Similarities and differences’, ‘Open up a restaurant in Chun-pa’ and ‘Café Chungpavs. Café Ba-Ba-Reeba’.
First activity ‘What’s in your mouth?’ was for comparison foods. The food for my group was cranberry and blue berry. The given food tasted sweet and good, but they were kind of very similar. Even the students were asked to blind-fold so it was just tricky to find differences for my group. The prepared food could be more different to help the students see clear differences and similarities.
Second activity ‘Compare and find differences and seminaries’ were about writing sentences using comparison. Different flavor of flakes were given as material. The students were asked to fill in the table which was separated as seminaries and differences. However, the sentences from the students were rather simple and short. The sentences were like ‘A and B are sweet.’ ‘B is smaller than A.’. More challengeable sentence wiring such as combining similarities and differences could be beneficial. E.g. ‘ A and B are both…., but A is…and B is ….’
Third activity ‘Open up a restaurant in Chung-pa’ was for writing about ideal features of the restaurant in given categories. Before starting the activity a class leader explain what to do to the students. However, as the class leader’s explanation was getting longer the students were getting loose their concentration. Teacher may give clear and well-organized direction to the students.
Fourth activity ‘Café Chungpa vs. Café Ba-Ba-Reeba’ was about writing a full paragraph that compares the two restaurants. It was well organized activity which is connected by the third activity. However, to make posters and presentation was a kind of normal activity that the GEP class has done a lot. The students could have made a brochure or menu or leaflet for restaurant advertisement as result of the writing. Class activities and features of output could be something new and different from other classes.
Overall, it was delicious and well organized class that made my group relax.
Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Teaching Experiences
Reflective Journal
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
Action Research is ‘A practical way of looking at
your own work to check that it is as you would
like it to be. ‘ (McNiff 1995)
Action Research
G.E.P Class
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
Action Research
How to improve students’ grammar accuracy
in Communicative Language Teaching
0954020 / Lee, Hanna
0954006 / Kim, Hyunjeong
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
Content
•Introduction…………………………………………………………………………1
•Identification of Interest or Problem Area…………………………….…………….1
•Implementing………………………………………………………………………..4
•Analysis of the Data………………………………………………………………...4
•Limitation and Discussion………………………………………………………….5
•Reference…………………………………………………………………………..11
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
•Introduction
This action research is conducted in GEP (General English Program) Writing course of Sookmyung
Womans University in 2010. There are 9 co-teachers (big siblings) who are in the TESOL Maters
program and in practicum course and 28 university students whose majors vary. The students’
language levels are also different from rudimentary to commending according to the MATE
(Multimedia Assisted Test of English) writing test criteria. Few of them have overseas experience;
however, most of them have studied English through Korean public school program.
•Identification of Interest or Problem Area
We conducted this action research with the question of if communicative language teaching (CLT)
can reduce students’ grammatical errors regarding writing sentence level. The GEP course is
designed based on CLT approach which emphasizes interactions and functions of a language, but
does not promote forms or grammatical accuracy. However, from the first lesson of the GEP class,
students showed significant grammatical errors in their sentences. Moreover, we also found out that
students hesitated to write because they worried about grammar accuracy of their sentences.
The reason why this question took our attention was that explicit teaching of grammar is one of
popular ways to learn English grammar in Korea even though it has a lot of disadvantages. Explicit
grammar lesson or grammar translation method is understood as one of normal teaching methods in
English classes in Korea. As Pekoz (2008, ) said there are some problems associated with grammar
teaching in general. The problems are such as:
•Direct grammar instruction is still very common.
•Contextual instructional techniques are not readily accessible to practitioners.
•In most cases grammar instruction is not integrated into the four skills but given in isolation.
•Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be
remembered better when students formulate them themselves (inductive learning) than when
teachers formulate them (deductive learning).
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
•Learners need repeated input of a grammar item. Just one grammar presentation is not enough.
•Learners should not be overwhelmed with linguistic terminology.
•Grammar should be taught in digestible segments bearing the cognitive process in mind.
There are limitations in this traditional grammar teaching which is form-focused and accuracy –based
teaching. Therefore, students often have lack the knowledge how to use their language in certain
situations. On the other hand, communicative language teaching is more focusing on functions and
fluency of the language (Tran and Han, n/d). Then, is there any way to improve grammar accuracy in
CLT class? In order to find that out, we have to review the characters of CLT first.
In a CLT classroom the teacher pays more attention to enable students to work with
the target language during the lessons and communicate in it by the end of it. The following is the
typical procedure of a grammar lesson.
•The teacher uses visual aids to present the grammar structure to be taught.
•Students deduce the meaning, the form and the use of it.
•The teacher checks students understanding by asking yes/no questions focusing on form, meaning
and use.
•The teacher gets students to practice the structure through Repetition and Substitution Drills, Word
Prompts, and Picture Prompts. The teacher tries to provide maximum practice within controlled, but
realistic and contextualized frameworks and be build students’ confidence in using the new
language.
•The teacher provides students with opportunities to use new language in a freer, more creative
way. The teacher creates activities in which students can integrate new language with the previously
learnt language and apply what they have learned to talk about their real life activities (Tran and
Han, n/d).
What makes Communicative Language Teaching lesson different from the traditional teaching is that
the teacher tries to make the language use in the lessons realistic and practical. The teacher creates
real or like-real situation in which the language can be used. During the CLT lesson, the teacher often
plays the important role of facilitator who facilitates activities to work with the target language (Tran
and Han, n/d).
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
This GEP Writing course is a function-based and task-based class. Each of GEP class has to be
designed based on a topic which provides it a function to write. The students have to complete given
tasks collaborating with their group members or as individual work. In the class students have a lot
of chances to write for fluency but not much for grammar accuracy. However, I noticed that the
students have lack of grammar when they were doing writing activities in GEP classes. The students’
accuracy need to be improved while they work on their tasks. We, therefore, wonder whether the
students’ grammar accuracy can be improved in this GEP class without explicit teaching of grammar
features or not. Our research question is “How to improve awareness of the target structure and
improve grammar accuracy in Communicative Language Teaching?”
•Implementing
The GEP students have to take MATE writing test three times, at the beginning, mid-term, and final
period of the course. The result of the test will be used to evaluate their success in the course. The
criteria for Mate Writing test include several components for accuracy part, such as spelling and
punctuation, vocabulary, and grammar (rules of English morphology and syntax). However, we only
focus on two particular grammatical points, sentence structure and verb forms after observing the
students writing for the first two weeks. GEP students showed their lack of ability to control
sentence structure; moreover, verbs were where the most of the errors occur.
For the first two weeks, students seem to have lack of confidence in writing. They
hesitated writing worrying about whether their sentence is grammatically accurate or not. We also
could find various grammar errors in their writings. Therefore, we decided to monitor if the CLT way
of teaching can be beneficial for the GEP students to reduce their grammatical errors regarding
wring. During this time, we, as co-teachers, gave students tips, advice, and answers while peer-
reviewing or individual reviewing based on the writing. After five weeks, the first half of the
semester, we give the students explicit treatment to get them focuse on their errors in wrings. We
teach students grammar overtly using explanation, pointing errors that they made while class
reviewed their homework back from professor.
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
3.1 Grammar teaching in CLT
The GEP course does provide various methods to focus the form of the students’ sentences. Students
can be helped from 1) the professor and big siblings, 2) their peers and 3) the reading homework
which is form-focused. First, students can receive professor’s feedback for their reading and writing
homework each week. Big siblings discuss the professor’s feedback with the students and give more
feedback on their writing activity in class. During the class time, there will be some peer review
activities as well. When peer reviewing, students receive other’s writing and try to understand it.
Once there is miscommunication or they cannot catch the meaning, they can ask to the big siblings.
This making meaning process will help them to study proper form. Also, when they notice grammar
errors from their peer’s writing and revise them, it is more likely to be learned. Moreover, once they
receive their revised writing back, they can also check their accuracy and learn from their feedback.
Lastly, the reading homework can be designed to pre-teach vocabulary and key sentence structures in
advance of the class. When designing reading homework, big siblings want to provide them a lot of
inputs. Students have to read several model paragraphs and answer form-focused questions. The
questions include vocabulary, sentence structure, and useful expressions. These inputs allow the
students have schema when they take the lesson. Moreover, during the activities, students can
practice the sentence structure several times.
3.2 Explicit Teaching of Grammar
Our solution, however, is more explicit and direct teaching of the grammar based on the students’ own
sentences. It was conducted with six students who were assigned in our groups. We observed their
writings in class and writing homework and selected particular grammar error patterns. They made
quite various types of errors which include articles, tenses, inappropriate prepositions, subject-verb
agreement, and wrong sentence structures. Among those grammar points, we chose to observe
sentence structure and verb forms. There are two periods of time that we can teach them grammar
explicitly, in the beginning of the lesson, and during individual writing activity. In the beginning of the
class, each group has ten minutes of time to discuss about the homework and ask questions. During
this time, firstly, we highlighted the target errors on their writing homework, so that they can notice
them. Then, we asked them to correct the
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
errors by themselves. Some errors they can correct as soon as they notice them while others they have
difficulty correcting. In the latter cases, we provide explanation using grammatical terms. Moreover,
whenever there is a chance to write individually, we gave them feedbacks on the two grammatical
points and discuss better ways to express what they intended to write. This grammar teaching is
explicit as well as meaningful because we used the students’ own writing text which they need to
complete.
•Analysis of the Data
We keep track of the students writing to see how much their accuracy is improved in the two grammar
areas. In order to do that, we collect students’ writing homework from each week and analyze them.
The reason we chose to analyze their writing homework is because it is the only evidence of the
students’ individual writing, so that we can see each students’ improvement with the result.
We focused on two major error patterns in students writing among various kinds of errors. They are
inappropriate sentence structure and usage of verbs. Inappropriate sentences appeared with unskillful
use of transition words and punctuations and run-on sentences. Incorrect usage of verb appeared with
inexpert use of tense, collocation and subject-verb agreement.
Their example sentences are such as;
•Transition words : cause usually girls prefer romantic movies.
•Punctuations: Second. There is no place for consistency.
•Run-on sentences: We planned to go a foreign land and we thought about many places then we
decide to go Egypt.
•Tense: Lee MinJung wears black dress for that night.
•Collocation: It’s not quite fit for me.
•Subject-verb agreement: It don’t need a legal penalty.
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
Theme 1 Ice Break Theme 6 Halloween
Ss / errors Verb errors Structure errors Ss / errors Verb errors Structure errors
1 3 4 1 1 9
2 3 3 2 7 4
3 1 3 3 5 7
4 2 4 4 5 1
5 3 3 5 3 1
6 n/a n/a 6 2 1
total 12 17 total 23 23
mean 2.4 3.4 mean 3.8333333 3.833333333
Theme 2 movie Theme 7 job interview
Ss / errors Verb errors Structure errors Ss / errors Verb errors Structure errors
1 4 4 1 no errors 1
2 4 3 2 no errors 1
3 7 4 3 no errors 4
4 2 3 4 5 no errors
5 2 8 5 2 3
6 n/a n/a 6 no errors no errors
total 19 22 7 9
mean 3.8 4.4 3.5 2.25
Theme 3 well being Theme 8 Social issue-graph
Ss / errors Verb errors Structure errors Ss / errors Verb errors Structure errors
1 n/a n/a 1 no errors no errors
2 n/a n/a 2 1 4
3 n/a n/a 3 2 5
4 3 3 4 1 1
5 2 8 5 6 no errors
6 n/a n/a 6 n/a n/a
total 5 11 total 10 10
mean 2.5 5.5 mean 2.5 3.333333333
Table : Verb errors & Structure errors based on themes
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
Theme 4 Campus life Theme 9 fashion
Ss / errors Verb errors Structure errors Ss / errors Verb errors Structure errors
1 1 8 1 no errors 1
2 5 4 2 no errors 1
3 n/a n/a 3 5 5
4 no errors 4 4 3 6
5 1 5 5 6 8
6 n/a n/a 6 n/a n/a
total 7 21 total 14 21
mean 2.3333333 5.25 mean 4.6666667 4.2
Theme 5 Travel Theme10 food
Ss / errors Verb errors Structure errors Ss / errors Verb errors Structure errors
1 no errors 4 1 n/a n/a
2 8 3 2 n/a n/a
3 n/a n/a 3 n/a n/a
4 no errors 4 4 1 9
5 1 5 5 6 3
6 n/a n/a 6 n/a n/a
total 9 16 total 7 12
mean 4.5 4 mean 3.5 6
Graph: Verb errors & Structure errors based on themes
0
5
10
15
1 2 3 4 5 6 7 8 9 10
po
ints
Verb Errors
S1
S2
S3
S4
S5
S6
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
errors 0 1 2 3 4 5 6 7 8 9 n.a: not bring homework
points 10 9 8 7 6 5 4 3 2 1 0
0
2
4
6
8
10
12
1 2 3 4 5 6 7 8 9 10
po
ints
Structure Errors
student1
student2
student3
student4
student5
student6
As above table and graph shows, in macro scope analysis, it is hard to find consistence patterns of
result from both uncontrolled classes which are previous five classes and controlled classes which are
following five classes. In micro scope analysis, cases of each students shows following aspects;
Student 1: both verb and structure errors were decreased.
Student 2: both verb and structure errors were decreased.
Student 3: verb errors were uneven and structure errors were consistent.
Student 4: structure errors were increased.
Student 5: verb errors were increased and structure errors were uneven.
Student 6: not applicable
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
• Limitation and Discussions
5.1 Limitation
The analysis of the data does not show certain characteristics about the improvement of
students’ grammar skills throughout the course. Few students improved in each area but it is hard to
say the students have generally improved. There are some limitations to both implicit and explicit
grammar teaching.
First of all, during the first half of the course, implicit grammar teaching was done. However,
students often did not notice the grammar structure from the provided source. The largest amount
of input was the reading text in homework once a week. The reading homework provides vocabulary
and comprehension questions, and some exercises to practice sentence structures. However, this
may not be sufficient for the students to notice sentence patterns and grammar rules. Also, it is hard
to expect them to gain grammar skills only with the help of input. They should notice and internalize
the inputs and produce them in meaningful ways.
Moreover, the students were not motivated from the structural feedback. There were several
peer-review activities in the formal half of the classes. However, this is done as a group work.
Students exchanged their group writing and read it together to give feedback on grammar, content
and writing format. When they were assigned to give feedback as a group work, they did not become
responsible to the result and did not make a lot of effort. Therefore, the peer-review activity did not
showed up as effective as what we thought. Also the students did not pay much attention to the
feedback from the professor. They were more interested in the grade of their writing but did not try
to fix their errors when they were not asked to do.
During the latter half of the course, we give the student explicit teaching on the grammatical
points, sentence structure, and verb forms. The biggest challenge of the teaching was the limitation
of time. We only had ten minutes in each lesson to figure out the errors in their writing homework,
let them make corrections and provide explanations about it. Moreover, in the beginning of the
lesson, it was hard for the students to focus on accuracy matters. It was usually busy time getting
ready for the actual lesson. If there was sufficient time for explicit teaching, we could try visuals,
games, and other more controlling exercises to support their comprehension.
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
5.2 Discussion
As the analysis of the data shows, there is no visible improvement about the students’
grammar skills throughout the course. Even though the data were not found to be statically
significant, it shows two cases, students one and four, who considerably improved. The result of this
research tells that more carefully designed teaching of grammar is needed to improve students’
grammatical competence.
When there is a chance to design a writing class based on CLT in the future, more
careful and flexible plan is required to consider the students’ accuracy of the target language. In order
to do that, implicit and explicit teaching should be integrated together. Teachers need to focus on the
context of the language. Students can experience using the language with correct form while they are
doing meaningful activities. In GEP course, we worked mostly as a group collaborating and interacting
each other, and the activities were meaningful like writing a thank you letter, a magazine article, or
making an advertisement. Moreover, teachers can design more student-centered evaluation activities
such as self- or peer reviewing to help them notice their grammatical errors. When conducting self- or
peer reviewing, teachers can provide them carefully designed criteria which they can consult with.
Individual revising is necessary in which the students are more responsible to their writings and notice
their weakness.
The class should involve not only student- centered and open-ended activity, but also teacher
centered, structural-focused explanation and controlling activities. The students need some time to sit
and receive linguistic knowledge from teacher. Teachers can give knowledge of grammar structures
and appropriate forms of writings using this time. Moreover, they can constantly remind them these
structural items to help them notice what they have learned. In EFL (English as a Foreign Language)
situation like Korea, it is hard for the students to receive enough input to internalize the language and
use accurately. Therefore, teachers need to be flexible using both communicative, meaningful way of
teaching and explicit, direct teaching of grammar structures.
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Fall 2010 Sookmyung Woman’s University Masters Degree of TESOL
Teaching Portfolio Hanna Lee
Action Research
ReferenceMusumeci, D. (1997). The Role of Grammar in Communicative Language Teaching: An Historical Perspective.The McGraw-Hill Companies. Retrieved on October 5, 2010 at
http://www.mhhe.com/socscience/foreignlang/conf/grammar.html
Pekoz, B. (October 2008). Integrating grammar for communicative language teaching. The Internet TESL
Journal, Vol. XIV, No. 10. Retrieved on October 5, 2010 at http://iteslj.org/Techniques/Pekoz-Grammar.html
Tran H. L. and Han T. L. H. (n/d). Teaching Grammar in Light of Communicative Language Teaching. British Council. Retrieved on October 5, 2010 at www.britishcouncil.org/3_teaching_grammar_in_light_of_communicative_ language_teaching.doc