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Hannah Choi

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2012

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Graduate School of TESOL

SookMyung Women’s University

I. Personal and Professional Documents Resume

Teaching Philosophy

Degrees and Certificates

II. Teaching Practices Overview of GEP & Practicum II

Lesson Plan

Class Pictures

Reflective Journal

III. Action Research

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HA NA CHOI bitha1819@hanmail.net

010-2679-6575

SUMMARY OF QUALIFICATIONS MA TESOL Sookmyung Women’s University (Expected graduation, Aug. 2012) Successful completion of MATE rater training course, a spoken and written English test

developed by Sookmyung Women’s University 7 years of curriculum designing and material developing experience in English

institutes

EDUCATION Sookmyung Women’s University Feb. 2010 –

Graduate School of TESOL Expected graduation, Aug. 2012 M.A. in TESOL

Chung-Ang University Mar. 2000 - Feb. 2004

BA in English Language 3.98/4.5

Minor in International Trade

California State University, East Bay Jan. 2003 - Oct. 2003

Studied abroad as an exchange student (3 Quarters) San Francisco, USA

The Australian National University Jan. 2002 – Feb. 2002

Language Intensive Course (Four-Week Program) Canberra, Australia

RELATED EXPERIENCE C&Mmedia Seoul

R&D (Contents Development Team)

Testing and Evaluation Team Manager Mar. 2012 – present Developed testing system for English institutes for elementary school students including 4

skills: Listening, reading, speaking, and writing

TOSS Education Seoul

R&D (Contents Development Team)

Success Course Team Manager Apr. 2008 – Aug. 2011 Developed curriculum implementing task-based instruction for Success Course in TOSS

Academy

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Planned, developed and wrote teacher’s resource books and student’s workbooks for Success Course in TOSS Academy

Developed entrance test for Success Course Developed SSAT (Testing Program for Success Course)

Movie Team Manager May 2005 – Mar. 2008 Developed curriculum for Prep Course, Regular Course, Basic Course, and Advanced Course

using movies in TOSS Academy Developed and wrote teacher’s manuals and student’s workbooks for Prep Course, Regular

Course, Basic Course, and Advanced Course in TOSS Academy

James English Clinic Seoul

Instructor (Full-time) Aug. 2004 – Apr. 2005

Taught Reading and Grammar courses for elementary and junior high school students

CERTIFICATES Sookmyung Women’s University Mar. 2012

General Education Institute Certificate of MATE Rater Training Workshop (16 hours)

Sookmyung Women’s University Feb. 2010 - Jun. 2010

Graduate School of TESOL Certificate of TESOL (250 hours)

Yonsei University Mar. 2004 – Jun. 2004

Foreign Language Institute, Institute of Language Research and Education

Certificate of TESOL (130 hours)

AWARDS Scholarship Awarded in Chung-Ang University

Department of English, College of Foreign Languages Department Secondary Honor Scholarship Sep. 2000 Department Secondary Honor Scholarship Mar. 2001 Department Secondary Honor Scholarship Sep. 2001 Department Secondary Honor Scholarship Sep. 2002

Scholarship Awarded in Sookmyung Women’s University

Graduate School of TESOL Assistant Scholarship Sep. 2011

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ADDITIONAL EXPERIENCE Research Assistant for Professor Stephen van Vlack, one of the professors in MA TESOL

Sookmyung Women’s University (Sep. 2011 – Feb. 2012)

Presenter SMU TESOL Symposium (Spring 2011) My presentation (Spring 2011) fell under the subject of English Pronunciation and was titled Pronunciation Tutor Project.

SKILLS

Language

Fluent in both Korean and English

Computer

Proficient in MS Office

Highlights of Qualifications

Honest, reliable and hard working Collaborate well with others Eager to take on challenging tasks

REFERENCES: References available upon request

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As the communicative language teaching started to take hold in language teaching from the

1980s (Celce-Murcia, M., Brinton, D., Goodwin, J., 2010), language learning is viewed as a

cognitive and social process rather than a process of habit formation (Lantolf, 2000). In

traditional language classroom, discrete linguistic forms of the target language such as a set

of grammar rules, vocabulary items, and pronunciation were presented without context, and

have learners practice each form using drill exercises and inauthentic dialogue practice and

memorize it. However, Willis (1996) points out that with this traditional form-focused

pedagogy, “production is not achieved very often outside the classroom” (p.135). This

movement advocates task-based approach in language teaching which focuses on

promoting L2 learners’ language use. It supports the thought of learning process as a

cognitive and social process in which language is used for carrying out authentic, meaningful

tasks in a learner-centered classroom.

As a teacher, the ultimate goal of language teaching is to develop communicative

competence in a learner-centered classroom. To achieve the goal, my teaching philosophy

as a language teacher is to ensure that learners develop communicative competence in

English by providing them opportunities to negotiate meaning while engaging in

collaborative tasks. Traditionally, students in Korea learned English using the Grammar-

translation method which focuses on reading and writing, vocabulary, and accuracy by using

students’ native language. The purpose of learning English for them is to get high scores

on the university entrance exams. They are just passive learners in class listening to

teachers’ lectures on linguistic knowledge separately, not active participants. With the

method, it seems to be hard to develop students’ productive skills: speaking and writing

skills and stimulate their interests in learning English. For example, notwithstanding most

Koreans learned English for at least 6 years in school, there are not many who can

communicate with speakers of other languages in English. They might have some linguistic

knowledge about phonetics, phonology, syntax, semantics, and morphology; however, it is

not enough for them to communicate in English in real life. They need to know how to use

language appropriately in variety of contexts.

As the use of English is increasing globally, the purpose of learning English for

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students in Korea should not be getting high scores on the university entrance exams.

Instead, they should develop communicative competence based on the grammatical

knowledge of English. Hymes (1972) posits that performance is related to how the

underlying knowledge is applied to the actual language use. He corroborates that it is

crucial for language learners to have grammatical knowledge as well as communicative

competence. That is to say, the goal of my teaching is to help students develop their

communicative competence in English.

There are four major aspects of communicative competence: sociolinguistic

competence, linguistic competence, discourse competence, and strategic competence

(Canale and Swain, 1980; Canale, 1983). Sociolinguistic competence is the ability to

produce and understand utterances appropriately in different sociolinguistic contexts which

is focusing more on micro-level structures. On the other hand, linguistic competence is the

ability to produce and understand grammatically correct utterances. It focuses more on

micro-level structures such as grammar, syntax, lexis. The third one is discourse

competence which is the ability to produce and understand utterances which are longer

than sentences coherently. That is, it is the ability to create a coherent spoken or written

text in different genres by combining forms and meanings. The last aspect of

communicative competence is strategic competence. It is the ability to use verbal and non-

verbal communication strategies for avoiding communication breakdowns. It could

compensate for language learners’ insufficient components of communicative competence.

I believe it may be difficult to acquire sociocultural and sociolinguistic competence

in Korean English education system. According to Kasper (1997), students could not have

many opportunities to get exposed to a wide range of functions, discourse markers, and

politeness markings in teacher-centered classrooms. The results of Trosborg (1995)’s

research corroborate that second language classrooms may not be appropriate

environments for acquiring sociocultural and sociolinguistic competence. Therefore, in

order to develop students’ communicative competence, my teaching will always be based on

collaborative tasks in which a group of learners work together to complete the tasks.

Learners could develop their communicative competence by doing collaborate tasks.

Those tasks will play a role as a “vehicle for the presentation of appropriate target language

samples to learners… and for the delivery of comprehension and production opportunities

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of negotiable difficulty” (Long & Crookes, 1991, p.43). Learners not only could receive

input but also could they develop communicative competence through completing tasks.

For example, those tasks will deal with social and cultural factors could enhance and develop

learners’ sociolinguistic competence. Moreover, they will help them develop linguistic

competence by raising awareness of how spoken English is different from written English

regarding grammatical structures. Also, tasks designed to raise their awareness of turn-

taking devices, discourse markers, transition devices which build cohesion in spoken and

written texts help them develop discourse competence. Strategic competence could be

developed by doing tasks which require lots of negotiation of meaning.

I believe the roles of teacher should be “coresearcher and facilitator” rather than

“expert”. I guess there seem to be not many Korean school teachers of English who want

to take risks. They are accustomed to traditional, teacher-centered approach which views

teachers as an expert and authority. However, in order to develop students’

communicative competence in classes, learners need to research and analyze spoken and

written discourses and figure out patterns by themselves. Teachers should facilitate them

completing tasks and help them build autonomy.

In sum, I believe that the purpose of learning English for students in Korea should

focus more on developing students’ communicative competence. In the global era where

the use of English is increasing globally, English should be considered as a means for

communication with speakers of different linguistic, cultural backgrounds, not just one of

school subjects. That is why the ultimate goal of my teaching is to develop communicative

competence in a learner-centered classroom. To do so, I would provide students various

collaborate tasks in class which will not only provide them input but also help them develop

communicative competence through completing tasks. I would take a role as a

coresearcher and facilitator and help and guide students complete tasks and build their

autonomy.

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References

Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards and R. W. Schmidt, eds., Language and communication. New York: Longman. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics 1, 1-47. Celce-Murcia, M., Brinton, D., Goodwin, J. (2010). Teaching pronunciation: A coursebook and reference book (2nd Edition). Cambridge: Cambridge University Press. Hymes, D. (1972). “On communicative competence,” in Sociolinguistics, J.B. Pride and J. Homes, Eds. Harmondsworth: Penguin. Kasper, G. (1997). ‘Can pragmatic competence be taught?’ Paper presented at the TESOL conference, Orlando, Florida. Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford

University Press. Long, M. & Crookes, G. (1991). ‘Three approaches to task-based syllabus design’.

TESOL Quarterly 26:27-55. Trosborg, A. (1995). Interlanguage pragmatics. New York: Mouton de Gruyter. Willis, J. (1996). A framework for task-based learning. Harlow. UK: Longman.

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Stephen P. van Vlack

Sookmyung Women’s University

Graduate School of TESOL

General English Program

English Discussion and Presentation

Policy - Spring 2012

Overview: This course meets once a week from 7:50 to 10:30 (approximately three hours). For the most part, the class will involve the students in a variety of Discussion and Presentation related tasks focused on meaning and purpose. The tasks we will be doing in the class are loosely arranged according to the MATE. This class, however, should not be seen merely as a MATE development course as we will be doing things that go beyond the scope of the MATE. In general, the course should keep students busy speaking both in and out of the class and students are going to need to be both energetic and positive in performing the prescribed tasks to the best of her ability. The basic philosophy underlying the course is that meaningful practice generated in an environment of facilitative feedback is the most efficient way of developing communicative competence. As a result, in this class the students will be generating large amounts of language which will be closely monitored so that helpful feedback can be provided. This is a special class. There will be several teachers in the class, all working to help the students. This is a great opportunity for students who really want to improve their English speaking skill, but there will be a lot of work and assignments. Please sign up for this class if you are really serious about taking advantage of all the special opportunities we will give you for improving your English. Objectives: The main objective of the English Discussion and Presentation course is to give the students an opportunity to develop skills and strategies for increasing their global speaking proficiency in English. This goal, in effect, will also help the students to build the skills necessary for attaining an acceptable score on the MATE speaking test. Both of these goals will be achieved through both in and out of class practice and development. The focus here will be on the skills of discussion and presentation, but it should be acknowledged that other skills, such as reading, will also be used in the classroom and as part of the course. Students, therefore, should expect much of the in-class interaction to be based on speaking/discussion skills which will, based on such exposure, undoubtedly improve. Texts and Materials There is NO textbook for this class. Students will be given handouts each week from the ‘special’ teachers who are responsible for teaching during that week. Do NOT buy any textbook. You must, however, buy a very good folder to hold all the papers that you will be getting during the course. There will be a lot of handouts and printouts. You will need to keep these printouts to review for the exams so make sure you hold onto them. In effect, all

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the printouts and handouts taken together will be our textbook. Additional Materials: Students will also be supplied with supplemental reading texts and homework files for printout each week. The texts will come in the form of files proved online to the student one week in advance and will be given as homework. Students will also be given many handouts during the class. Students are expected to keep all these various handouts in a folder that they should bring to class each week. Methodology English Only: The working language of this class is English. This means all official aspects of the course including all assignments, presentations, and in-class discussion will be conducted in English only. As this is a multilingual classroom, students are expected to follow international standards on language use and sensitivity. Failure to do so will result in a lower participation grade. Classroom: In this class we are going to use a task-based, flexible grouping approach. This means that students need to work together to perform a series of connected tasks during the course of each class session. Nobody does anything alone and nothing is just over and done with. Everything we do in class leads into something else. This means that everyone needs to work with her ever-changing group members in order to get the assigned tasks done as well as possible. Your group members are relying on you, just as you rely on them. Students in this class need to cooperate with others and work hard. We will not have very much lecturing or teacher-fronted activities here. Students in this class learn by doing. Be ready for that. You should be busy and engaged during the entire class session. Remember students, as always, the degree of success or failure in the classroom is based on the amount of effort you put into your work and how much you prepare and are willing to try. So, please come with lots of energy and a spirit for fun and adventure. Don’t be scared to talk and make a lot of noise. Discuss a lot! Attendance: In this class there is no such thing as an excused absence. Students are expected to attend all scheduled classes. The nature of this class makes absences particularly problematic. When one student is missing her whole group suffers. Also, because in this class students learn by doing it is very hard to make up for missed in-class work. Two or more absences, therefore, will result in a significantly lowered final grade. Four absences result in automatic failure. If you are going to be absent and know it beforehand, make sure you contact the principle instructor (Professor van Vlack) as far in advance as possible so that the work can be made up. Web Page: There is a special webpage used for this class. The purpose of the webpage is primarily to introduce, explain and allow homework assignments to be given and managed. Students must check the webpage on a regular basis to keep up with what is going on in the class and to download and work on the assignments. The web page address is: http://www.udveksling.com/practicumgep. It is also possible to enter this page through the instructor’s general homepage (http://www.udveksling.com) and from there just click

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Big Siblings: This class is very special because we have ‘big siblings’ (big sisters and brothers) in the class who will both participate in the class as group leaders and take turns running the class. Starting in the second week, each student in the class will be placed into a group led by one big sibling from the TESOL MA Program who will take special care of her in providing feedback on and encouragement in her creation of English. Under normal circumstances, students will sit with their big siblings in groups and work together with them. The big siblings are there to help. We hope that each GEP student will form a special bond with her big sister or brother as well as her group members. Learning is much more fun and potentially meaningful when one does it with others. Assignments: Each week there will be two different types of assignments related to the work we have been doing during the week in class. The assignments will cover both reading and speaking. The reading assignments will be given to students one week before the class they are intended to be used while the speaking assignments will be given after each class. Students will do their speaking assignments on the special voice board for this class. On-line Voice Board: A major part of the assignments for this class is for students to develop speaking skills via an on-line voice board. Each GEP student is required to go to the voice board each week to record a speech on a specific topic worked on in the class that week. Students can access the voice board via the Practicum/GEP web page. These speaking assignments mirror, to a certain extent, the tasks found on the MATE Speaking Test. Each student will get feedback on the board both from her big sibling and the course instructor, so this is an exciting and important part of the course. Sample Tests: In this class each student will be asked to take a mock MATE Speaking Test three times. The mock speaking test will take the form of a one-on-one interview formatted according to the MATE speaking test. The first mock MATE test will be used to establish a base speaking level for the student. Following that, mock MATE tests are to be given as part of both the midterm and final exams. Students’ grades will be determined based, in part, on how and how much their sample test scores change; that is, improve. Thus, students who enter the course with higher proficiency, as reflected in the initial mock test score, will not necessarily get a higher grade in the course. Improvement must be shown. GMATE: The GMATE is also a requirement in this class. The GMATE is a short version of the regular MATE. All students are required to take this at the end of the semester. Freshman and sophomore students who fail this test will automatically fail the class. In this class the GMATE should present no problem for the students. We will have everyone very well prepared for the test through both what we cover in class and the mock MATE tests.

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Stephen P. van Vlack

Sookmyung Women’s University

Graduate School of TESOL

Practicum II

Policy - Spring 2012

The Practicums are to be seen as two classes that are tightly bound to each other. What occurs in the excitement and anxiety of Practicum I will have a profound effect on what is done in the warm surroundings of Practicum II and vice versa both on a weekly basis and for the courses in general. For that reason it is necessary for students to think of the two as simply one course with two integrated and complementary components.

Overview: This three-hour-per-week course has two main components. The first of these is the reflective component. We will be using the reflective journals and videos taken during the teaching of the GEP course to reflect on our own individual teaching practices as well as on elements of in-class language learning. Reflection is one of the key elements of further developing teaching skills in in-service teachers and as such is used as a way of getting teachers to develop skills which enable them to become more autonomous in their own development as teachers. The second component of this class revolves around the design and creation of a teaching portfolio. Here we will be working individually and in groups to create a portfolio that highlights our training, skills, and achievements as teachers. An important part of this portfolio, which will link both components of the course, will be an action research project which the students will be doing in groups of two or three. In this way, this course is seen as a real-world review for the comprehensive exams and a practical application of all that has been learned in the entire graduate program.

Objectives: This objective of the Practicum II course is to give the students an opportunity to reflect on and evaluate their performance in the classroom as well as their professionalism as teachers in a low stress, controlled environment based on critical concern and caring. Basically what we want to do in this class is have the students reflect on their roles and performances as teachers in the foreign language classroom. We will be doing this through classroom performance combined with the writing of reflective journals, the creation of a portfolio and videotaping the student/teacher’s performance in the classroom. Video, unlike journal entries, does not lie. We will be watching and analyzing the videos taken in the GEP class in the Practicum II class to determine the reality between the teachers’ perceptions as recorded in the reflective journals and the reality of the classroom as shown in the videos. The goal, then, for the Practicum students is to develop an awareness of their own skills in the classroom. This awareness will be further heightened by the creation of a high-quality teaching portfolio.

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Texts and Materials

Main Texts

-Richards, J. and C. Lockhart. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

ISBN: 0-521-45803-X

-Bullock, A. and P. Hawk. (2005). Developing a teaching portfolio (2nd Edition). Upper Saddle River, NJ.: Pearson Education.

ISBN: 0-13-113213-X

-Constantino, P. and M. DeLorenzo with C. Tirrel-Corbin. (2009). Developing a professional teaching portfolio (3rd Edition). Upper Saddle River, NJ.: Pearson Education.

ISBN-13: 978-0-205-60857-7

ISBN-10: 0-205-60857-4

Winter Reading

-Johnson, A. (2007). A short guide to action research (3rd Edition). Boston: Allyn and Bacon.

ISBN-13: 978-0-205-50931-7

ISBN-10: 0-205-50931-2

Additional Materials: Students must bring to each class a folder to hold any papers that the instructor and other students give out. There will be a lot of handouts provided mostly from the other students in the class. You will need to save these for your portfolios. Take good care of them.

Methodology

English Only: The working language of this Practicum class is English. This means all official aspects of the course including all assignments, presentations, and in-class discussion will be conducted in English only. As this is a multilingual classroom, students are expected to follow international standards on language use and sensitivity. Failure to do so will result in a lower participation grade.

Classroom: This class is about reflection on both a small classroom and a large professional scale. As such we will be engaging in small group and class discussions. Students will be sharing their reflection journals with others and we will be reviewing classroom performance together. The classroom, therefore, will be an area for cooperation and self-discovery. Leave your egos and inhibitions at home and set your brain and energy level on high.

Attendance: Students are expected to attend all scheduled classes and on time. Absences cannot be tolerated in a class like this where we all have to work so closely together. Always one student’s absence will adversely affect her/his classmates and partners. If you are going to be absent and know it beforehand, make sure you contact the instructor as well as your

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group-mates as far in advance as possible. More than 2 absences, excused or otherwise, will result in automatic failure.

Assignments

Practicum II students are expected to write reflective journals each week in addition to (maybe) reading responses related to assigned readings each week.

You are expected to read the assigned reading materials thoroughly every week and come to class prepared to discuss the issues raised in those materials. Thus, weekly reading responses should include any background information, main points, your critical thinking or evaluation (connection between reading materials and your own pedagogical problems), and one or two questions, related to reading materials. Reading Responses should be between 1-2 pages double-spaced. Please include 1 or 2 questions at the end of your reading responses you might like to explore during the class discussion as part of your reading responses.

Both reflective journals and Weekly Reading responses are to be posted each week on the special web board set up for this purpose (http://practicumgep.proforums.org/) by Monday 10:00 am, the morning of the day on which the readings are due and reflective journals are discussed. Students should also submit hard copies of those assignments for comments by the instructor.

Other assignments given during the course of the semester will relate to the portfolio. Doing all these weekly assignments will ultimately help the students on their final project – the portfolio.

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Theme: Art & Music Function: Giving opinions Language forms: Chunks for giving opinions and adjectives

Chunks for Giving Opinions

Giving opinions Giving reasons Agreeing

I think that… I feel that… I believe that… I’m sure that… I’m certain that… As far as I’m concerned… In my opinion,…

Because…

The reason why…

That’s why…

That’s the reason why…

For this reason,…

That’s true. That’s for sure. You’re absolutely right. I agree with you.

Disagreeing

I don’t think that… I don’t think so. I’m not sure about that. But what about… Don’t you think it would

be better…

Class Objectives: Students will be able to give opinions on works of art with supports using the target language items in conversation.

Final Task: Each group gets an evaluation sheet. In groups, Ss walk around the classroom and appreciate 4 paintings. Then, they go back to their seats and discuss to vote one painting that they would like to hang on the 1st floor of the library in Sookmyung Women’s University by filling out the art appreciation chart. Next, they prepare for their presentation. They stand in front of the painting of their choice and deliver a presentation with strong supports.

Activity Description Materials Time

1 Strong Reasons Each group gets 3 opinion statements and 6 blank strips. Ss take turns running to the back of the classroom, make a sentence with word blocks, memorize it, and tell what she memorizes to group members. Afterwards, Ss find the most convincing reason for 3 opinion statements among 6 strips.

6 sets of 3 opinion statements

6 sets of 6 different reasons (words are not in order)

6 sets of blank strips

Tape

8:00-8:15

(15 min.)

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2 Opinion Board Game

Each group gets 1 opinion board game and a dice. Ss take turns rolling the dice, moving the number of spaces indicated and give own opinion and reasons on the topic they land.

6 opinion board games

6 dice

17 game pieces

8:15-8:35

(20 min.)

3 Find the Best Match!

2 groups get paired up. Each group gets 1 set of green cards and red cards. Each player is dealt with 5 red cards. Every player gets a chance to be the judge. The judge draws a green card on which is printed a picture of work of art. Then each player except the judge chooses a card that they think is the best match for the green card. The judge reads them aloud and decides the best match for the picture.

3 sets of 6 green cards (pictures of paintings, dance performances, sculptures)

3 sets of 60 red cards (adjectives)

3 prizes

8:35-9:00

(25 min.)

BREAK (10 min.)

4 Ranking In groups, Ss discuss to rank the provided musicals from best to worst using the expressions for giving opinions.

6 worksheets (2 different types: Type A and Type B)

2 Sandwich boards for Ts

9:10-9:25

(15 min.)

5 Be a Judge! In groups, Ss walk around the classroom and appreciate 4 paintings. Then, they discuss to vote one painting that they would like to hang on the 1st floor of the library in Sookmyung Women’s University by filling out the art appreciation chart. Next, they deliver a presentation with strong supports.

4 pieces of paintings

Tape

6 art appreciation charts

Worksheets

9:25-10:20

(55 min.)

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Reading Homework

1. Below are some phrases that you can use to help express opinions, but not organized into categories. 4 categories are given: 1) Giving opinions, 2) Giving reasons, 3) Agreeing with an opinion, and 4) Disagreeing with an opinion. Look through the list and sort them out into the given categories.

Giving Opinions Giving Reasons I think that… I feel that… I believe that… I’m sure that… I’m certain that… As far as I’m concerned… In my opinion,…

Because… The reason why… That’s why… That’s the reason why… For this reason,…

Agreeing with an Opinion Disagreeing with an Opinion That’s true. That’s for sure. I couldn’t agree more. I think so too. Yes, I agree.

I don’t think that… I’m not sure about that. Don’t you think it would be

better… I don’t agree with you.

In my opinion… That’s the reason why…

Because… I don’t agree with you.

Don’t you think it would be better… I’m certain that…

As far as I’m concerned… That’s for sure.

I don’t think that. The reason why…

For this reasons… That’s true.

I believe that… That’s why…

I think that… Yes, I agree.

I couldn’t agree more. I think so too.

I feel that… I’m sure that…

I’m not sure about that.

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(2-3) Read the following texts about 6 works of art and answer the questions.

1. Sunflowers Bouquet of Sunflowers or sometimes simply Sunflowers is a painting by Claude Monet executed in 1881. The sunflowers that Monet used as the subject for his painting grew along the steps that led to the garden of his house in Vétheuil. The painting was shown in 1882 at the seventh Impressionist exhibition. Monet’s technique got him the admiration of his critics. Though some similarities between Van Gogh’s sunflowers and the ones of Monet exist, the first painted the individual sunflowers with a much higher level of detail whereas Monet focused more on the composition as a whole.

Many people think that Monet is one of famous impressionist painter. I see that in the painting, ‘Sunflowers’ it is very colorful, vivid, and energetic canvas art. Also, he carefully repeated detail-by-detail, color-by-color to near perfection. In this work, I feel like I’m looking at real flowers.

2. Bedroom Vincent's Bedroom in Arles is one of the artist's best known paintings. The striking colors, unusual perspective and familiar subject matter create a work that is not only among Van Gogh's most popular, but also one that he himself held as one of his own personal favorites.

I think that Van Gogh’s bedroom is an impressive

painting. The idea of the room created a sort of

balance, a feeling of rest because the bedroom is a familiar image. Even though long time

has been passed the painting looks much fresher and brighter and it’s more peaceful as Van

Gogh intended it.

3. Buncheong sagi I’m sure that Bunsheong is a form of traditional Korean art. Glazed and fired clay does not show its age. That’s the reason why a vase might be hundreds of years old and yet look as if it were made only decades ago. It is not ostentatious, but elegant.

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4. Venus de Milo Venus de Milo, ancient statue of Aphrodite, now in Paris at the Louvre. Carved by Alexandros, a sculptor of Antioch on the Maeander River in about 150 BC, it was found on the Aegean island of Melos on April 8, 1820. An inscription that is not displayed with the statue states that “Alexandros, son of Menides, citizen of Antioch of Maeander made the statue.” The general composition derives from a 4th-century-BC Corinthian statue. The action and modernized drapery give the Venus great nobility. The statue is a conspicuous example of the Hellenistic sculptural tradition’s academic traits and close reliance on older masterpieces.

I believe that it is an emblematic piece of Milo’s work. It’s elegant.

Two blocks of marble, it is comprised of several parts which were sculpted separately

(bust, legs, left arm and foot) then fixed with vertical pegs. Even though the goddess’s

arms were never found, this graceful statue of a goddess has intrigued and fascinated.

5. The Mona Lisa

"Mona Lisa" by Leonardo da Vinci is an enigmatic painting raising

questions as to the identity of the sitter, why Napoleon’s

obsession and inspiring a song and movie in modern times.

What really lies behind that mysterious Mona Lisa smile?

There are some certainties about the "Mona Lisa," the most

famous painting in the world. It is widely agreed - and in fact

was announced in 2005 - that the sitter is certainly (Monna or

Mona) Lisa del Gioconda, the wife of a wealthy cloth and silk

merchant. The portrait was commissioned to celebrate the birth

of their second son and to be displayed in their new home.

In fact, the Musée du Louvre, Paris displays the painting with the title, "Portrait of Lisa

Gherardini, wife of Francesco del Giocondo." The painting is also known as "La

Gioconda" in Italian and "La Joconde" in French. It is owned by the government of

France.

Lisa Gherardini del Giocondo is not a beautiful woman by today’s standards. This

mysterious woman with the slight smile is what has intrigued writers and art historians

alike. Her eyebrows have disappeared over the years, perhaps due to over cleaning the

oil painting on a poplar panel. Thus, the painting has taken on a more abstract form.

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I’m certain that Leonardo Da Vinch’s Mona Lisa is phenomenal and unforgettable. We

are never quite certain in what mood Mona Lisa is really looking at us. It’s kind of

mysterious. Her expression always seems just to elude us. It is not only vagueness, of

course, which produces this effect. There is much more behind it. For this reason,

Leonardo had made an intelligent masterpiece by his magic brush."

6. Graffiti

Graffiti is writing or drawings scribbled, scratched, or sprayed illicitly on a wall or other surface in a public place. Graffiti ranges from simple written words to elaborate wall paintings, and has existed since ancient times, with examples dating back to Ancient Greece and the Roman Empire. In modern times, paint, particularly spray paint, and marker pens have become the most commonly used graffiti materials. In most countries, marking or painting property without the property owner's consent is considered defacement and vandalism, which is a punishable crime. Graffiti may also express underlying social and political messages and a whole genre of artistic expression is based upon spray paint graffiti styles. Within hip hop culture, graffiti has evolved alongside hip hop music, b-boying, and other elements. Unrelated to hip-hop graffiti, gangs use their own form of graffiti to mark territory or to serve as an indicator of gang-related activities.

I’m not sure whether graffiti is good thing or bad thing to do. The graffiti is the way of

expressing what people think is art and what art may mean and represent to them.

However, I couldn’t see any meaning in this work. It’s disturbing and makes me feel scared.

2. Look for some adjectives that reviewers used for each work of art in the text above and copy them down in the chart on the next page.

3. Write down your opinion on each piece of art work in the chart using one adjective. (Answers may vary.) * You may use the adjectives you’ve copied down in the chart earlier or you could choose 1 from the adjective list provided below the chart.

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Work of Art Adjectives 1 colorful

vivid energetic

Your Opinion: I think that the painting is colorful. Monet used bright colors to make it lively!

2 impressive familiar fresher brighter peaceful

Your Opinion: In my opinion, Gogh’s bedroom is peaceful. It makes me relax and feel like I’m in my bedroom.

3 traditional ostentatious elegant

Your Opinion: I think Buncheong sagi is amazing. It’s plain and simple.

4 ancient emblematic graceful elegant intriguing fascinating

Your Opinion: I’m sure that it is one of the masterpieces of Milo’s work. I think this art work is timeless because of its elegant and graceful body.

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5 enigmatic phenomenal mysterious unforgettable

Your Opinion: Whenever I look at her face, I think it is mysterious because I’m not sure the woman is smiling or not.

6 disturbing horrific

Your Opinion: I think it is awful. I don’t understand what the artist tries to express. It just makes me feel scared.

Useful adjective list Positive Neutral Negative

joyful, energetic, stunning, fun, colorful, lively, phenomenal, spectacular, vivid, fresh classical, elegant, harmonious breathtaking timeless

posh, incredible, cool, unforgettable impressive, emblematic, memorable, peaceful, bright, dramatic, wonderful, awesome amazing graceful

simple mysterious plain interesting symbolic

awful, scary, terrible, poor, horrible, horrific weird, bad disturbing, silly, creepy, messy, lousy, boring, strange, fearful, dull

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Read the following musical reviews and answer the question.

Mamma Mia! Mamma Mia is the musical based on the songs of ABBA. Over 50 million people all around the world have fallen in love with the characters, the story and the music. The brief story of the show is that on the eve of her wedding, a daughter’s quest to discover the identity of her father brings 3 men from her mother’s past back to the island they last visited 20 years ago. The story-telling magic of ABBA’s timeless songs propels this enchanting tales of love,

laugher and friendship, and every night everyone’s having the time of their lives! There is really nothing to dislike about Mamma Mia! It is a high-spirited celebration of the familiar music of ABBA with a story entwined around hits such as “Dancing Queen,” “Thank You For The Music,” “S.O.S.,” and 19 others. The dancing is energetic, the costuming is fun, and the set is simple and blends into the background while creating the structure of a small hotel on a Greek island. Even if you can’t make your way to a Greek island, you can go to the Orpheum and find yourself transported, by the songs of ABBA, to a joyful place.

Retrieved from http://www.mamma-mia.com/

The Phantom of the Opera The Phantom of the Opera is a musical by Andrew Lloyd Webber, based on the French novel Le Fantôme de l'Opéra by Gaston Leroux. It is a classic for everybody of all ages. The synopsis of the opera is that far beneath the majesty and splendor of the Paris Opera House, hides the Phantom in a shadowy existence. Shamed by his physical appearance and feared by all, the love he holds for his beautiful

protégée Christine Daaé is so strong that even her heart cannot resist. The Phantom of the Opera is a tale of seduction, romance, revenge and unrequited love. The acting was phenomenal. If you're a parent, don't fear you can take the whole family with you. There is really no profanity, although some sensual movement. The operatic arias may bore them a little, but the title song's 80's drum-beat will surely give them a retro thrill. It also gives you a good opportunity to talk with your kids about judging by looks and accepting people for who they are. The Phantom of the Opera is a spectacular classic that never gets old.

Retrieved from http://www.broadwaybox.com/reviews/theater/the_phantom_of_the_opera_reviews.aspx

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The Lion King

"The Lion King", Disney's award-winning Broadway musical has roared into the West End with over 40 actors, singers and dancers performing a spectacular menagerie of a musical. Is the show as good as you would expect from Disney? Well, yes and no! The special effects are fantastic and the whole show is colorful and lively. However, while the story is good, it does need a little more punch to it as I found the show struggling to keep its momentum at times. Also, the music is patchy.

Most of the songs are by Elton John and Tim Rice, and there are additional songs by Lebo M, Julie Taymor, Mark Mancina, and Hans Zimmer. There are some memorable songs like 'Circle of Life' and "He Lives in You", most of the other songs are quite ordinary. Nevertheless, the special effects and puppets more than make up for these shortcomings and will delight children and adults alike. The Lion King is a wonderful spectacle with a giant elephant, giraffes, antelopes, and many more animals brought to life by some stunning costumes, masks, and special effects. Retrieved from http://www.londontheatre.co.uk/londontheatre/reviews/lionking99.htm

Chicago The Musical

The musical ''Chicago,'' which had its premiere on Broadway, still manages to bring life to daily newspaper stories of political corruption and covert activities. ''Chicago,'' is a bitter show about murder, greed, corruption, and treachery in Chicago circa 1920. The show's fascination hinges on the fact that it relies on theatrical razzle-dazzle to make entertaining its coldly cynical story of two murderesses that parlay the lurid press coverage of their crimes into a vaudeville career. There are no sympathetic characters in ''Chicago,'' and the tendency is to root for deceit over decency. It makes a difference, though, when the hustle involves a cast of top-flight artists perfectly mated to their parts and some of the sexiest, most sophisticated dancing seen on Broadway in years. Well, this is not a show to leave anyone feeling bilked.

Retrieved from http://theater.nytimes.com/mem/theater/treview.html?res=9A07E1D61F3BF936A25752C1A960958260

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Hairspray Hairspray can easily be compared with a number of other musical comedies of the last couple of seasons. Hairspray may not be a transcendent experience and it may not change your life, but it is incredibly entertaining. Waters provided the foundation for the show. While sharpening the focus would help in a few places, it manages to tell its story with great effectiveness, solid laughs, and heart to spare. The story of the overweight Tracy, who is the main

character in the show fights for the right to dance on The Corny Collins Show, is as inspiring as it is just plain fun. Hairspray is a joyous tribute to an era past, and an intelligent, warm, and joyous musical comedy of the type Broadway should never be without. Retrieved from http://www.talkinbroadway.com/world/Hairspray.html

Rent

Rent is a rock musical with music and lyrics by Jonathan Larson. The musical Rent is a fine example of what it was like to live on the fringes of the Me Generation and actually care about someone besides you. Rent in 1996 New York was incredibly high, but the musical takes place in the 80s when people could possibly get away with squatting (not paying rent) until the real estate boom booted them out.

The story gives us snippets of the lives and relationships of several 19-20 something couples and threesomes in the age that brought us HIV/AIDs, the eradication of the middle class, and Peewee Herman. They all the last hangers on in a neighborhood that's about to become too posh to be poor, in other words, deals are in the making to level the joint. Rent is full of joy, sadness, and comedy. Many of the songs will make you fall in love again, and some of them will make you want to Act Up.

Retrieved from http://www.helium.com/items/347681-musical-reviews-rent

4. True or False about musical reviews. a. Mamma Mia

① Mamma Mia is a musical based on the songs of The Beatles.

T F

② The story is about a daughter’s journey to find her real dad on the eve of her wedding.

T F

③ The energetic dancing and the fun costuming in the show make you excited.

T F

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b. The Phantom of the Opera ① The Phantom of the Opera is a musical based on the

French novel Les Miserables.

T F

② It is a classical musical for adults only. T F

③ It is a story about the phantom who hid at the Paris Opera House.

T F

c. The Lion King ① The Lion King is spectacle because of stunning

costumes, masks, and special effects.

T F

② The Lion King is a musical based on the songs of ABBA. T F

③ The show satisfies everybody of all ages. T F

d. Chicago The Musical ① ''Chicago The Musical,'' is a bitter show about murder,

greed, corruption and treachery in Chicago.

T F

② There are many sympathetic characters in ''Chicago”. T F

③ Sophisticated dancing is one of parts that makes the show different from others.

T F

e. Hairspray ① Hairspray is a musical about an overweight girl named

Tracy.

T F

② The genre of the show is comedy. T F

③ Hairspray is an intelligent, warm, and a joyous musical. T F

f. Rent ① Rent is a comedy musical with music and lyrics by

Jonathan Larson.

T F

② The story gives us a small part of the lives and relationships of several 19-20 something couples.

T F

③ The show is full of joy, sadness, and comedy. T F

(5-6) Read the article about abstract art below and answer the questions.

Abstract Art Abstract art is art that does not depict objects in the natural world, but instead arranges non-representational shapes and colors. Abstract pattern making has an ancient history dating back to the earliest decorations on textiles, pottery and so on. However, the idea that the arrangement of shapes and colors is not simply to be understood as design, but as fine art dates from the nineteenth century when photography began to make the illustrative function of visual art obsolete. Even before the invention of photography some artists, such as James McNeill Whistler were placing greater emphasis on visual sensation than the depiction of objects. Such

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ideas were later taken up by Whistler who argued that art should concern itself with the harmonious arrangement of colors, just as music deals with the harmonious arrangement of sounds. Whistler's painting Nocturne in Black and Gold (1875) is often seen as a major move towards abstraction. Later artists such as Wassily Kandinsky argued that modern science dealt with dynamic forces, revealing that matter was ultimately spiritual in character. Art should display the spiritual forces behind the visual world. Wassily Kandinsky and Kasimir Malevich are generally seen as the first fully abstract artists. Kandinky's art is sometimes called 'soft edged', while Malevich's is 'hard edged'. This distinction is repeated in later abstract artists. The blurred, dynamic lines and colors used by Kandinsky developed into Abstract Expressionism, which the use of overlapping or interacting geometrical forms is found in the work of Piet Mondrian and many later artists such as the op artists of the 1960s.

Tips on How to Appreciate Abstract Art Abstract paintings are not easy to evaluate. It's okay when they follow a general theme, like Cubism, or when they include recognizable features, but purely concrete art - which uses only geometric symbols - tends to be too cerebral for comfort! That said, many abstract painters have made a huge contribution to contemporary culture, and we need to try to understand them. So here are a few tips. Wholly abstract painting frees us, the viewers, from any optical associations with real life. (This is why many artists work in the abstract idiom). So we are not distracted by anything outside the painting and we can concentrate exclusively on the painterly aspects of the work: that is, the line, shape, color, texture, brushwork etc. In particular, ask yourself: (1) How does the artist divide up the canvas? (2) How does the artist direct our eye, and where does it linger? (3) How does the artist use color to create depth, attract attention, or endow certain shapes with particular significance or meaning? (4) What specific forms does the work contain, and what do you think they mean? (5) Sometimes abstract artists use color very sparingly, and deliberately create a minimalist look. If you find yourself unable to say much about such works, don't worry: everyone has difficulty with them! The best thing to do is to research one particular work, and find out what a top "art expert" thinks about it. You may still not like it, but at least you will know what to look for. (6) In general, abstract paintings are much more cerebral than other works. They need to be deciphered! So instead of throwing up your hands and saying - "I don't understand this awful painting!", treat it like a puzzle and see if you can work out what the artist is aiming at. Retrieved from http://www.visual-arts-cork.com/art-evaluation.htm#abstraction

5. What is abstract art? (Write it in your own words.)

In abstract art, art does not show what objectives exactly look like it rather more focuses on basic shapes and colors.

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6. Write 3 tips for appreciating abstract art.

① Think about how the artist divides up the canvas.

② Look for what specific shapes or colors the painting contains and think about

what they mean.

③ Think about how the painting makes you feel.

7. Following is the link of Work of Art: The Next Great Artist.

http://www.dailymotion.com/video/xm1mb0_work-of-art-2-episode-3-part-2_shortfilms. It is an American reality competition show, in which up-and-coming artists compete for a solo exhibition at the Brooklyn Museum and a cash prize of $100,000. In below, a brief introduction of the show. Look through the introduction before watching the show. Then, watch the video clip focusing on what the judges say to the contestants.

Work of Art: The Next Great Artist is a creative competition series that seeks to discover new talent and shed light on the artistic process the typically occurs behind closed doors. Assembled in New York City under the watchful eye of art world elites, 14 up-and-coming artists are ready to make their mark on the industry and battle it out for a solo show at the Brooklyn Museum and a cash prize of $100,000. Episode 3: Make It Pop The contestants must create a piece of POP art that captures the popular culture of

their time. Andy Warhol summed up a generation of consumerism and launched the POP art movement with a painting of a Campbell's soup can. For this challenge, the contestants must create a piece of POP art that captures the popular culture of their time as effectively as Warhol did. Celebrity culture, music, and reality TV are all fair game. This week the stakes are high,

as the winning artist will receive a full page spread in Entertainment Weekly.

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8. Below a script of two parts of Work of Art: The Next Great Artist from the video clip you’ve watched earlier. Watch the parts (12:03-14:19, 14:56-16:54) once again and fill out the blanks. Focus on what the judges said to the contestants.

Contestants

Young Sun Han

KymiaNawabi, Leon Dusty

Host and Judges

China Chow Jerry Saltz Senior Art Critic, New

York Magazine

Bill Powers Owner, Half

gallery

Rob Pruitt Pop Artist

12:03-14:19

Host Thank you for a very interesting show. One artist will win a 2-page spread scene in the Pride Entertainment Weekly and two of you will be going home. We would like to speak to the following artists for the crits. Leon, Jasmine, Young, Dusty, Michelle, and Kymia. If I didn’t call your name, you’re safe and say good night to your peers.

Young Young, you are one of our favorite pieces in the show. Let’s start with you.

Jerry I just love its presence. It’s intensity. It is an amazing advertisement um… for what it wanted to be about.

Host I love that there was a place for people to put down their ideas. This is such a political, social issue right now.

Rob You freshened pop up by making a political and this is something that means a lot to me as a gay man.

Young Thank you. Host Thank you very much Young. Our other favorite piece of pop art tonight is

Kymia. Let’s start your crit.

Kymia I wanted to create something that felt like an advertisement. But instead, it would make you think about a deeper topic.

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Bill It’s almost like a product. Displacement. Kymia Yes. Jerry I think that that’s what made it pretty good. I just supposed to just be

gratuitous piece of nudity. It’s an advertisement for advertising. Rob I think it’s just very beautiful. Kymia It’s very exciting for me because I’ve never worked with photography. To

try that out and have become a successful piece is a really big deal for me so thank you.

Host Thank you very much, Kymia. You can join Young.

14:56-16:54

Host You had the least successful work in tonight’s show. And two of you will be going home. Leon, we’d like to talk to you first.

Leon I grew up in Malaysia and most of the advertisements are American. The mass marketing has become global and we’re obsessed with it.

Rob If you have been able to incorporate a little bit of your personal story, I think it would’ve been much stronger.

Bill I would imagine being deaf that something like facebook really enables a level of communication that was previously unavailable and I was surprised that you didn’t speak to it.

Leon Everything I’ve read about pop art there wasn’t so much of a personal experience.

Rob When Wahol was asked why he painted the soup can, he answered because it’s what he ate for lunch every day. I think that it is personal enough to relay universally.

Leon I’m not really here to change your point of view but just to reveal my experience.

Rob It’s not a bad story to tell. It’s just bad storytelling. Host Thank you, Leon. The next artist we’d like to speak to is Dusty. Dusty I came up with this idea for this fast food, trash, we set to go. It’s kind of

a piece of our guild war. If this object is familiar to you, then maybe you eat too much. Fast food, it’s kind of asking that question, how could you do this to yourself?

Rob You explained it well, but I was a little confused. It was little too opened-ended for me.

Dusty Too open-ended? I’m surprised to hear that honestly. Jerry I don’t think this is pop art. I think it’s more of a minimalist piece of

sculpture. Bill People just walked right behind this thing. Dusty I mean I still think it’s a good idea. Host Dusty, did you ever consider using bright poppy colors for this? Dusty I wanted to keep it universal which is why I ended up making it use more

neutral colors. Host Thank you, Dusty.

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Activity 1: Strong Reasons (15 min.) Description: Each group gets 3 opinion statements and 6 blank strips. Ss take turns running to the back of the classroom and choose one strip. On the strip, there are words that could make a sentence to support one of the opinions, but not in order. Ss have to make a sentence, memorize it, and run back to the table and tell what she memorizes to group members. Afterwards, Ss find the most convincing reason for 3 opinion statements among 6 strips. Goals: Ss will be able to make a sentence in appropriate order using the target language items and identify the convincing reasons for opinions. Materials:

6 sets of 6 different reasons (words are not in order)

6 sets of 3 opinion statements

6 sets of blank strips

Tape

Procedures: 1. Put 6 sets of reason strips (See Appendix 1) on the table at the back of the classroom. 2. Hand out a worksheet (See Appendix 2) and 6 blank strips (See Appendix 3) to each

group. 3. Give Ss 30 seconds to look through the opinion strips. 4. Have Ss decide the order. Have them choose 1 writer.

* If the group(s) have(s) 2 Ss, Big sisters should participate in the game! * Ss could pass the role of writer to other Ss.

5. Have the 1st students run back to the back of the classroom and make a sentence using the words on the table, memorize it, and go back to the group to tell the sentence. * Big sisters, help Ss who have hard time making words in right order to make a sentence. * One of the group members should write down the sentence on the blank strip.

6. Have the 2nd students do the same thing. Repeat the procedures until Ss finish writing down all 6 reasons on the blank strips.

7. Have Ss choose the most convincing reason for each of 3 opinion statements among the 6 reasons. * The group who chooses all correct answers wins the game.

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Activity 2: Opinion Board Game (20 min.)

Description: This game plays in each group. Each group gets 1 opinion board game and a dice. Ss take turns rolling the dice, moving the number of spaces indicated and give own opinion and reasons on the topic they land. The student who goes to the finish line wins the game. Goals: Ss will be able to give opinions on the provided topic with reasons using the target language items. Materials:

6 opinion board games

6 dice

17 game pieces (3 different colors of game pieces)

Sandwich boards

Procedures: 1. Hand out an opinion board game (See Appendix 4) with a dice and 3 game pieces to

each group. 2. Give Ss 1 minute to look through the topics on the board game. 3. Have Ss roll the dice. The student with the highest number goes first and play then

goes clockwise. 4. Have the 1st students roll the dice, move the number of spaces indicated, and give an

opinion with a reason using the target structure. * Big sisters are going to be the judge. Check if student’s sentence is grammatically correct. If not, the student should go back where they were.

5. Have the next player take her turn. Continue playing the game until one student who goes to the finish line first.

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Activity 3: Find the Best Match! (25 min.)

Description: 2 groups get paired up to play a card game. Each group gets 1 set of green cards and red cards. Each player is dealt with 5 red cards; on each card is printed an adjective. Every player gets a chance to be the judge. The judge draws a green card on which is printed a picture of work of art and places it face-up on the table. Then each player except the judge chooses a card that they think is the best match for the green card, and places it face-down. The judge reads them aloud and decides the best match for the picture. (Each player can convince the judge to pick theirs.) Then, the judge gives the green card to the player whose red card is picked. The player who earns most green cards wins. Goals: Ss will be familiar with the theme of the lesson, Art and Music, and be able to practice using appropriate adjectives for certain works of art through a card game. Materials:

3 sets of 6 green cards (pictures of paintings, dance performances, sculptures)

3 sets of 60 red cards (adjectives)

3 prizes

Procedures: 1. Pair up 2 groups.

2. Hand out 1 set of green cards (See Appendix 5) and 1 set of red cards (See Appendix 6) to each group. * Green cards – a picture of art work per card Red cards – an adjective per card

3. Have Big sisters hand out 5 red cards to each student. * Make sure Ss do NOT show their cards each other.

4. Have Big sisters choose 1 student to become the 1st judge. Every player will take turns becoming the judge.

5. Have the judge draw 1 green card and place it face-up on the table. Have each student except the judge choose 1 card that they think is the best match for the green card, and places it face-down. * Make sure each player explain reasons for their opinions to the judge.

6. Have the judge turn over each red card, read them out loud, and pick the card that she thinks is the best match for the picture. * Judges can pick the match that is most creative or interesting too.

7. Have the judge give the green card to the student whose red card is picked. * The player who earns most green cards wins.

8. Have the judges pass the role of “judge” to the person in her right.

Saemi’s group + Inah’s group Jeongmee’s group + Tracey’s group Izzy’s group + Annie’s group

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9. Have Big sisters hand out 1 red card to each student. (Ss must have 5 red cards every round.)

10. Have the 2nd judge draw 1 green card and repeat the procedures No. 5 to 9. 11. Continue the game until every student plays the role of judge. 12. Present the winner of the game of each group and give them prizes.

* Big sisters, check who earns most green cards and present her to T.

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Activity 4: Ranking (15 min.) Description: In groups, Ss discuss to rank the provided musicals from best to worst using the expressions for giving opinions. Then, 2 groups are paired. Ss take turns visiting the partner group and presenting their order of musicals. After the presentation, Big sister from the partner group gives feedback to Ss. Goals: Ss will be able to exchange opinions to rank the provided musicals from best to worst using the target language items while engaging in the task. Materials:

6 worksheets (2 different types: Type A and Type B)

2 Sandwich boards

Procedures:

1. Hand out a worksheet (See Appendix 7) to groups. * Half of the groups will get an A type worksheet and the other half will get a B type worksheet. A different prompt will be given, but the same list of musicals will be given.

2. Give Ss 30 seconds to look through the prompt with group members. 3. Tell Ss to take out their reading homework. 4. Give Ss 7 minutes to discuss with their group members to rank the musicals from

best to worst. * Big sisters, tell Ss that they can jot down some key words on the worksheet. * Big sisters, make sure Ss give reasons to support their opinions. * Big sisters, encourage Ss to use the target language items. * Tell groups to plan how they are going to present the ranking to the partner’s group.

5. Have 2 groups get paired up.

6. Have groups with a Type A worksheet visit their partner’s group and present their prompt and opinions on the ranking. * Make sure after one group finishes their presentation, Big sisters should give feedback on their presentation.

7. Have groups with a Type B worksheet visit their partner’s group and present their prompt and opinions on the ranking.

Saemi’s group + Inah’s group Jeongmee’s group + Tracey’s group Izzy’s group + Annie’s group

Type A Type B

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Activity 5: Be a Judge! (50 min.) Description: Each group gets an evaluation sheet. In groups, Ss walk around the classroom and appreciate 4 paintings. Then, they go back to their seats and discuss to vote one painting that they would like to hang on the 1st floor of the library in Sookmyung Women’s University by filling out the art appreciation chart. Next, they prepare for their presentation. They stand in front of the painting of their choice and deliver a presentation with strong supports. Goals: Ss will be able to give opinions on the paintings using the target language items and present each group’s opinion to the whole class. Materials:

4 pieces of paintings (Abstract expressionists)

① Mark Rothko

② Jackson Pollock

③ Wassily Kandinsky

④ Pablo Picasso

Tape

6 art appreciation charts

Worksheets

Procedures: 1. Put up 4 paintings (See Appendix 8) on classroom walls. 2. Hand out an art appreciation chart (See Appendix 9) to each group. 3. Give Ss to look through the questions on the chart with group members. 4. Have Ss walk around the classroom and exchange opinions with group members to

appreciate the paintings. * Big sisters, encourage Ss to use the target language items while exchanging ideas.

5. Have Ss go back to their seats, discuss to fill out the evaluation sheet, and vote one painting that they would like to hang on the 1st floor of the library in Sookmyung Women’s University.

6. Hand out a worksheet (See Appendix 10) to each group. Give Ss 8 minutes to prepare for well-supported reasons to back up their choice of painting with group members. * Big sisters, help Ss prepare for well-supported reasons in an organized way.

7. Have Ss stand in front of the painting they chose. 8. Have groups take turns delivering their opinions to the other groups. 9. Have Big sisters choose the best presenter group and give feedback to all groups.

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Appendices Appendix 1 6 Reason statements

his albums selling Because as well are not

go Because did not to the army he

in she has every song the best part Because

she cousin my Because looks like

Because are written the songs better

it free Because came with sticker

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Appendix 2 3 Opinion statements

I think that Rain isn’t as good as he used to be.

In my opinion, Bom is the coolest member in 2NE1.

I believe that Big Bang’s latest album is their best.

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Appendix 3 Blank strips

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Appendix 4 Opinion Board Game

Classical

music

I think that… because I feel that… because I don’t think … because I believe that… because

Go back

2 spaces

Go back

1 space

Go back

3 spaces

Go back

4 spaces

Hip Hop

music

Rock

music

Korean

dance Sci-Fi movies

Star Wars

Shrek

The Lion King

Mamma Mia

Super

Junior

Documentary

films

Michael

Jackson

Move

forward

1 space

Ballet

Britney Spears

Beyonce

Horror

movies

Operas

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Appendix 5 Green cards

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Appendix 6 Red cards

impressive

breathtaking

colorful

fascinating

elegant

spectacular

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bright

energetic

amazing

peaceful

phenomenal

classical

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joyful

stunning

fun

harmonious

timeless

posh

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fresh

simple

incredible

cool

memorable

awesome

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lively

mysterious

vivid

plain

dramatic

wonderful

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symbolic

boring

disturbing

strange

fearful

scary

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unforgettable

fearful

dull

silly

peaceful

messy

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lousy

symbolic

awful

terrible

poor

horrible

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weird

strange

interesting

elegant

bad

graceful

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bright

harmonious

interesting

creepy

disconnected

horrific

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Appendix 7 Rank ‘em!

Directions: This Saturday is Children’s day. You told your 9-year-old nephew that you are going to take him to a musical on Children’s day. Below is a list of 6 musicals you’ve read in your reading homework. Your task is to discuss with your group members to rank the 6 musicals below in terms of appropriacy for your nephew. Place the number 1 by the most appropriate musical, the number 2 by the second most appropriate, and so on through number 6, the least appropriate. * Take out your reading homework and refer to it while doing this task. * You should give reasons to support your opinions!

Musical Group rank Reasons

Mamma Mia

The Phantom of the Opera

The Lion King

Chicago The Musical

Hairspray

Rent

Type A

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Directions: Your one-year anniversary with your boyfriend is coming up. You want to see a musical with him to celebrate your anniversary. Below is a list of 6 musicals you’ve read in your reading homework. Your task is to discuss with your group members to rank the 6 musicals below from best to worst. Place the number 1 by the best musical, the number 2 by the second best appropriate, and so on through number 6, the worst appropriate. * Take out your reading homework and refer to it while doing this task. * You should give reasons to support your opinions!

Musical Group rank Reasons

Mamma Mia

The Phantom of the Opera

The Lion King

Chicago The Musical

Hairspray

Rent

Type B

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Appendix 8 4 Paintings for the Exhibition

1. Mark Rothko Violet, Green, and Red 1951

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2. Jackson Pollock no. 1 1950

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3. Wassily Kandinsky Composition VIIII 1923

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4. Pablo Picasso Three Musicians 1921

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Appendix 9 Art appreciation chart

Directions: Appreciate the paintings on the classroom. Then, discuss with your group members to fill out the chart below.

Questions Painting

#1 #2 #3 #4

1 What specific shapes or colors does the painting contain? What do you think they mean?

2 In general, what do you think the painting is trying to say?

3 How does the painting make you feel?

4 Would you like to see it hanging on the 1st floor of the library in Sookmyung Women’s University? Why or why not?

HANNAH CHOI

TT EE AACC

HHII NN

GG PP

OORR

TT FF OOLL II OO

TEACHING PORTFOLIO

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Appendix 10 Plan an outline for the presentation

Directions: In the space below, write your group’s opinion statement and the three strongest reasons to support your opinion. Be specific!

Plan an outline for the presentation

Which painting did your group choose to hang on the 1st floor of the library?

Write 3 strongest reasons to support your group’s opinion.

①

Explain in detail here.

②

Explain in detail here.

③

Explain in detail here.

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Speaking Homework (post your voice recording on GEP voice

board) Direction: 당신은 지금 GEP 학급 친구들과 van Vlack 교수님과 함께 인사동에 있는 화

랑에 견학을 가고 있습니다. 예술 작품을 관람하던 중 아래 주어진 작품들 중 한 점이

당신의 눈을 사로 잡았습니다. 당신은 옆에 계시던 van Vlack 교수님께 당신의 눈을 사

로 잡은 예술 작품이 무엇인지, 어떠한 이유로 그 작품이 당신의 눈을 사로잡았는지 교

수님에게 설명하려고 합니다. 다음 페이지에 주어진 예술 작품들 중 한 점을 선택하여

van Vlack 교수님에게 그 작품이 왜 당신의 눈을 사로잡았는지 구체적인 이유를 1분에서

2분 가량의 분량으로 녹음하시기 바랍니다.

Now, your GEP class is going on a field trip to an art gallery in Insadong. While looking around the paintings in the gallery, you find one art work that catches your eye. You want to tell Professor van Vlack who is walking next to you which art work caught your eye and the reasons why you like the art work the most. On the following page, 4 pieces of art work you saw in the gallery. Choose 1 art work and explain to Professor van Vlack why you like the art work with well-supported reasons on your voice at least for 1~2 minutes. You: Professor van Vlack, I’ve found an interesting art work here. Come and look at this.

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1 2

Borderline 1 FRP, 2010 들

3 4

SaTark, 2011 사슴, 2012

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The objectives of Week 11 class were that students will be able to give opinions on works of

art with supports using the target language items in conversation. The class consists of five

tasks. It began with the first task, ‘Strong reasons’. Each group got three opinion

statements with six blank strips. Students took turns running back to the classroom and

made one sentence with five word blocks which could be the reason of one of the opinion

strips. Then, they memorized the sentence and told the group members. Afterwards,

students found the most convincing reason for each of opinion strips. The second task was

‘Opinion board game’. In groups, students played a board game. On the board game,

there were some topics related to the topic of the class, art and music. Students took turns

rolling the die, moved the number of spaces indicated, and gave an opinion with reasons

using the target language. The third task was ‘Find the best match’. Two groups got

paired up and got one set of green cards and red cards. After the judge drew a green card on

which a picture of work of art was printed, each player except the judge chose a card that

they thought was the best match for the green card. The judge read them aloud and

decided the best match for the picture. After taking a break, the fourth task was carried

out which was ‘Ranking’. In groups, students discussed to rank the provided musicals from

best to worst according to the situation given on the worksheet using the target language.

Finally, students walked around the classroom and appreciated four paintings on the wall.

Then, they discussed to vote one painting that they would like to hang on the 1st floor of the

library in Sookmyung Women’s University by filling out the chart. Next, they delivered a

presentation with strong supports.

I think overall the lesson was successful because students practice giving opinions

with reasons a lot through controlled and open-ended tasks. Especially, while doing the

second and the third tasks which were a game-type task, students practiced giving opinions

with reasons a lot because in those tasks, there were turns that students had to talk in their

turn. I think it was helpful for shy students in the classroom to push output.

The lesson had some strengths. First, the reading homework was well connected

to the in-class tasks. Students got much help from the reading homework. Especially, the

materials used in the third and the fourth tasks had been already presented in the reading

RRReeefffllleeeccctttiiivvveee JJJooouuurrrnnnaaalll

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homework. Since students needed to give their opinions on the art work in those tasks, I

presented sample reviews of the same art work and musicals that they used in in-class tasks

so that they could get the feel for it as well as some adjectives they could use. Some

students complained the reading homework was difficult especially the last one. Students

were asked to fill out the blanks in the script of a TV show, Work of Art: The Next Great Artist.

It was a show that three judges evaluate amateur artists’ work of art which was closely

related to the final task of the class. For some of the students, it might be hard to

understand what the people in the show were saying because they tend to talk fast.

However, the answers for the parts left blank were pretty simple; mostly they were the parts

where the judges commented on art work using adjectives, for example, ‘I think it’s just very

beautiful’ and ‘I think it would’ve been much stronger’. If students did all of the reading

homework, they could get much help when engaging in the tasks.

Second, I think materials were well-prepared in class. For most of the tasks, many

visual aids and other materials were well-provided. Especially, when doing the opinion

board game, all the different game pieces were drawn students’ attention. When they

found out they could keep them, some of them were excited about that. In addition, for

the third task, each group got one deck of six green cards with pictures of art work and one

deck of 60 red cards in which one adjective was written on each of them. Since I got the

idea of the task from the game, apples to apples, I could use the adjective cards but they did

not directly fit into my idea, so I decided to make my own adjective cards which took me so

much time to cut out all cards. Moreover, for the final task, I think the four abstract

paintings were well chosen. Except a few students who really hate art, I think most of

students enjoyed the paintings and they exchanged their opinions on the paintings a lot

while engaging in the final task. At the end of the class, one student asked me if she could

take one of the paintings which was sadly my husband’s. Overall the teachers prepared

materials well.

Third, I think it was a good try to start giving feedback on students’ performance.

As professor kept telling us, we did not give proper feedback to students on their

performance. I kept thinking that it would be better to give feedback especially after

completing the final task. Students somehow completed the task and they may want to

know their strengths and weaknesses. Teachers’ feedback might help them to be aware of

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their weaknesses and this could lead to develop learner autonomy. That is why I made an

evaluation sheet for Big sisters so that they could give feedback based on the results of

evaluation. At first, I attempted to ask Big sisters to give feedback on all six groups after

their presentation. However, there was not much time left, Shinhye and I decided to

change it to give feedback to partner’s group only. Overall, it was a good try considering it

was the first try.

Overall, the lesson went well but there were some weaknesses. The first weakness

of the lesson was that time management. Especially when doing a game-type task in

groups such as the third task, it was hard to manage every group to finish about the same

time. Except one group, the other groups had the same number of students and had the

same number of green cards. Since every student in a group had to take turns being a

judge, I assumed that they would finish the game about the same time. However, in reality,

there was one group who did not finish the game when other groups finished playing the

game. I saw the two groups were talking about other things while waiting for the other

group to finish the game. Class teachers pushed the group leaders in that group to finish it

quickly, but it was too late to push them at that time. I should have monitored all groups

and told the group leaders about how others were doing in terms of pace. In addition, it

occurred again when doing the ranking activity. The same groups were behind than the

others. After deciding the ranking of the musicals, two groups were paired up and took

turns presenting their ranking, but they took much time than the other groups. I pushed

the group leaders to finish doing it quickly again during the activity, but they took longer. I

asked the group leaders to give feedback to students after their presentation, but in those

groups who were behind, each student including the group leader gave feedback to the

partner’s group. I think because of that they needed more time.

The second weakness of the lesson was that there was confusion on time

management when doing the final task. Class teacher asked students to walk around the

classroom, exchange opinions with group members on the paintings, and vote one painting

and she set up a timer showing about 15 minutes. Students and even I thought that was

for the part where students vote one painting. However, what the teacher meant was the

15 minutes was including the planning an outline for the presentation part. Students did

not take the whole 15 minutes to appreciate four paintings and vote one painting. But

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after the teacher told them it was including the planning part, they seemed surprised. The

teacher gave them more time to plan their presentation after that; it caused some confusion.

The teacher should have given clearer instruction. I guess it might be because the previous

task, ranking, took more time than expected so the teacher was in a hurry when giving

instructions.

In Week 10 class, two treatments for an action research were conducted with

respect to time management and scaffolding students’ vocabulary use: rewarding the group

who finishes the task on time and wearing a sandwich board. We did a survey for the

scaffolding treatment after the class. First, I think rewarding the group who finishes the

task on time did not seem effective in class. Because of the nature of tasks, we could not

do the treatment in Tasks 1, 2, and 3. They were not the type of tasks that students

needed to finish them in a certain amount of time. As mentioned previously, we

implemented the treatment in the ranking task and the final task, but they were not well

time managed. When doing the ranking task, I gave students 6 minutes at first. But most

of the groups needed more time so I extended one more minute. Only one group barley

completed the task on time. I think it did not affect students much.

Second, I think the sandwich board was quite effective in class. We asked students

a question in a survey: Do you think the sandwich board helped you use the key words while

doing the activities in class? The results of survey show 31.57% of students answered they

disagree, 42.10% answered they agree, and 26.10% said neither on the first question.

Before the class, I assumed that more than half of the students might feel the sandwich

board help them use the key words while doing the in-class tasks, but the results did not

show that. I thought it might be because the target expressions for giving opinions and

reasons were too easy for university students who might have learned English more than 6

years in school. They probably have lots of passive vocabulary. They may all thought the

target language was easy, but while I observed their performance, most of them used only

one expression, ‘I think that… because’ during the entire class. I am not saying it is wrong,

but I should have designed the controlled task using some expressions that students had

difficulty with.

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Good construct

Good visuals, well-prepared

Well-designed tasks

Reading homework – well-linked to in-class tasks

Good scaffolding

Provided Ss lots of opportunities to give opinions with reasons through controlled

and guided tasks

For Task #1, it was a good idea to make sentence strips color-coded.

For Task #2, it was a good fluency practice task

For Task #3, the task design was good, providing lots of opportunities for Ss to

practice target language items

For Task # 5, it was a good idea to provide authentic context. It made Ss more

engage in the task.

For Task #2, it would be better not to have “Go Back 1 space” on the die. It would

be better to update material on the board game.

For Task #4, it would be better to show a short ad or video clip of the musicals before

they ranked them to get Ss to have a feel for them.

For Task #5, it would be better to change a couple of paintings.

Needed to have clear direction on Task #5

Needed to push more 1 group who lagged behind when doing Tasks #3 and #4.

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74

Effective ways to scaffold students’ vocabulary use through in-class techniques

Hannah Choi, Jeongmee Park, Annie Park, and Izzy Lee

1. Introduction

This action research on the effective ways to scaffold GEP students’ vocabulary use through

in-class techniques was conducted by Hannah Choi, Jeongmee Park, Annie Park, and Izzy Lee,

the teachers-in-training in the practicum course at Sookmyung Women’s University Graduate

School of TESOL. Our role as a teacher were to design lesson plans in listening and

speaking instruction to prepare undergraduate GEP (General English Program) students to

take the speaking section of the MATE (Media Assisted Test of English) which consists of

eight tasks and to teach the lesson plans we designed. In GEP class, we were in charge of a

group consisting of two students. Our roles as a facilitator were to help students with in-

class tasks and to provide feedback on speaking homework. The GEP students were

undergraduate students at Sookmyung Women’s University who were mostly juniors and

seniors. There were 17 students in the class. They chose to take the GEP to prepare for

the speaking section of the MATE which was one of the qualifications for graduation. We

met them every Thursday from 7:50pm to 10:20pm. The students were given reading

homework a week prior to each class so that they could prepare for the lesson regarding as

well as the teachers could make use of class time effectively. From class observation, we

noticed that not many students used the target language items of the lesson while engaging

in the tasks. We wonder how we might scaffold GEP students’ vocabulary use for in-class

tasks by using in-class techniques.

2. Area of Interest

Towards beginning of the semester, my classmates and I noticed that not many students

used the target language items of the lesson when engaging in the tasks even though they

were exposed to those language items by completing the reading homework for the GEP

class. In the reading homework, form-focused exercises focusing on raising students’

awareness of lexical items and particular grammatical structures related to target functions

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were provided as well as background knowledge for the following week’s theme. By doing

the reading homework, the students could practice using the target language items for the

following week appropriately in context with interaction between themselves and the

materials. The problem was that the students did not use most of the target language

items they have learned through the reading homework while engaging in in-class speaking

tasks. Consequently, it has been a concern for the GEP teachers to devise in-class

techniques to scaffold GEP students’ vocabulary use more effectively.

As a way of scaffolding GEP students’ vocabulary use, we devised a series of four

different treatments consisting of three warm-up activities and one in-class reminder

technique. We collected data in the form of observations and surveys to ascertain which

treatments were effective and which were not. The data was collected systematically.

Based on its analysis, we are able to come up with some recommendations to promote

students’ vocabulary use while engaging in in-class tasks.

3. Literature Review

Vocabulary is central to language and of critical importance to the typical language learners

(Zimmerman, 1997). Learning a foreign language involves learning of a large number of

words. Lewis (1993) remarks that learning vocabulary is the core task in SLA, and any

language skills cannot exist without vocabulary. According to him, words are the currency

of communication and a robust vocabulary improves all areas of communication. Laufer

(1997) asserts that no matter how well the students learn grammar, no matter how

successful the sounds of L2 are mastered, without words to express a wider range of

meaning, communication in a L2 just cannot happen in any meaningful way. Therefore, a

large vocabulary is necessary in every stage of language learning. In a word, the importance

of vocabulary to the learner is second to none. Though, there is much disagreement as to

the effectiveness of different approaches for presenting vocabulary items.

Many linguists have done a great deal of research about English vocabulary learning

with incidental and intentional methods. Loewen (2005) argues that incidental focusing on

form is more effective to learn vocabulary rather than learning vocabulary focusing on form.

The former means that learners learn vocabulary because of communicative needs and the

latter shows that learners gain vocabulary only through vocabulary itself in form, sound or

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translated meaning then learners communicate with it. Laufer, B. and Hulstijn, J. (2001)

concludes that most vocabulary items are acquired incidentally, that is, as a by-product of

the learner being engaged in a listening, reading, speaking or writing activity.

Studies about the activities of incidental method also have been researched. Elley

(1989) thinks that story-telling is a good way for learners to learn English vocabulary as an

input exposure which is a significant way of incidental vocabulary learning. Nation (2001)

gives the scope of incidental activities in classroom such as retelling, ranking, and so on. He

also does some studies on learning vocabulary through speaking. Zimmerman (1997)

conducts a study on the impact of interactive vocabulary teaching in vocabulary knowledge.

Lightbown and Spada (1999) do studies about feedbacks from teacher-student interaction in

classroom for English vocabulary learning, and from the research, they confirm that the

recasts and repletion are the better ones.

There are some studies on vocabulary teaching based on task-based instructions.

Newton (1999) conducts a study where he divides communicative tasks into pre-task, in-task,

and post-task and then concludes that communication tasks can be a productive site for

vocabulary expansion. According to him, in such tasks, learners meet language in ways that

encourage the construction of multiple associations between old and new knowledge in

their lexical systems. Through tasks, teachers have a number of options for enhancing

attention to vocabulary, options which they must choose between in light of the particular

constraints of person, place, and time operating in their classrooms. Skehan (1996) puts

more emphasis on pre-teaching vocabulary during pre-tasks, in that it can give learners a

first chance to meet new words, thereby equipping them with the language they need, and

reducing the ‘processing load’ of doing the task. If the task contains important words for the

learners, then any time spent in pre-teaching them is well spent, having its pay off in more

productive word use in task performance.

As for structure and sequencing of vocabulary teaching in class, there are

compelling arguments to engage students in pre-task activities. For Skehan (1998), these

activities can introduce new language forms, increase the chances that restructuring will

occur, raise awareness of language structure, and bring to consciousness certain aspects of

the L2 that may need to be reactivated. The task itself can have different stages, each of

them related to the next, but it is important that all incorporated activities maintain the

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salience of form-meaning links. Samuda (2001) proposes the following sequence: (a) input

data (b) operation on input and (c) consolidation and reflection. Similarly, Willis’s (1996)

model includes: (a) a pre-task phase, whose purpose is to introduce learners to the topic and

task, and expose them to authentic input data; (b) a task cycle in which learners perform the

task, followed by a planning stage where they prepare and draft a public rehearsal; and (c) a

language focus phase. These models of extended structure of task implementation seem

to be more appropriate for the classroom.

In terms of the types of vocabulary presentation techniques, Gairns and Redman

(1986) suggest the three types: visual techniques, verbal explanation, and use of dictionaries.

Uberman (1998) elaborates these types by means of games, believing games are not only

fun but help students learn without a conscious analysis or understanding of the learning

process while they acquire communicative competence as second language users. The

presentation of new vocabulary is classified according to verbal and visual techniques

following Gairns and Redman's classification. Among visual techniques are flashcards,

photographs and pictures, wall charts, blackboard drawings, word pictures, incongruous

visuals, realia, mime, and gesture. Students can label pictures or objects or perform an

action. Verbal techniques consist of using illustrative situations, descriptions, synonyms and

antonyms, scales, and, as described by Nation (1990), using various forms of definition:

definition by demonstration (visual definition), definition by abstraction, contextual

definitions, and definition by translation. Allen and Valette (1972) also suggest the use of

categories-organizing words into sets, subclasses and subcategories often aided by visual

presentation. Those learners who are more autonomous can make use of other techniques

such as asking others to explain the meaning of an unknown item, guessing from context or

using either of a variety of dictionaries.

4. Treatment Schedule

Treatment Description

1 Week 10 The quiz game was based on the target language items of the lesson that were contained in the reading homework, for example expressions for describing graphs. It is a group game. Each group will get a small whiteboard and a board marker. Teachers will call out questions with graphs to students. Then, students have to discuss with group

The Golden Bell Quiz Game

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members to come up with the correct answers. After class, students will fill out a simple survey on how helpful the game is. Big sisters will observe students’ performance and write their reflective journal.

2 Week 11 From the beginning of the class, two leading teachers will be wearing a sandwich board that has target language items of the lesson in the front and back. Students will be already exposed to those target language items through the reading homework. Through the class, two leading teachers will walk around with the sandwich board and encourage students to use the target language items. After class, students will fill out a simple survey on how helpful the sandwich board is. Big sisters will observe students’ performance and write their reflective journal.

In-class reminder (Sandwich Board)

3 Week 12 Each group will get a big blank mind map. In groups, students will discuss to fill out the mind map with the target language items of the lesson by referring to their reading homework. Students will refer to the mind map while doing the in-class tasks throughout the class. After class, students will fill out a simple survey on how helpful the game is. Big sisters will observe students’ performance and write their reflective journal.

Using a graphic organizer (mind map)

4 Week 13 Teacher will show the target language items of the lesson on the power point slides for a second one at a time. Students will jot down the words while looking at the slides. After seeing all the target language items, students will answer the three definition target vocabulary quiz. After class, students will fill out a simple survey on how helpful the pre-quiz is; and also have one more three target vocabulary quiz that were mostly used during the class. Big sisters will observe students’ performance and write their reflective journal.

Vocabulary Quiz

5. Data Collection

The first treatment was a Golden Bell game. At the beginning of the class, as a pre-task a

quiz-game was given to the groups of students. The quiz-game included 9 questions in

which the most frequently-used words or phrases for the graph description were covered.

As a group game, students could share their ideas and concluded the best words or phrases.

After that, their meanings and usages were introduced through providing examples or

paraphrasing. The succeeding tasks were designed for the students to use the words and

phrases in authentic situations so that they could practice the target language enough to use

them actively. At the end of the class, a survey was administered to the students and big

sisters to gather information. The survey had two questions: one is asking whether the

pre-task was useful; and the other is asking in which activity the vocabulary learned through

the pre-task is most helpful.

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The second treatment was using a Sandwich board. From the beginning of the

class, two teachers wore a sandwich board which is made up of two big sheets of thick

construction paper. On one side, eight target language items for expressing giving opinions

were provided. On the other side, five target language items for expressing giving reasons

were provided. The target language items were presented in the reading homework

beforehand. The teachers walked around the classroom wearing a sandwich board during

class time so that the students could see the target language items and use them when

engaging in the tasks. At the end of the class period, a student survey was administered to

the students to gather information about the effectiveness of the treatment.

The third treatment was using a Mind map. At the beginning of the class, students

were given the mind map with the words strips. The mind map consists of two parts,

Comparison and Contrast. All of the words can be categorized to ‘Comparison’ and

‘Contrast’. All the words were presented in their reading materials before and given as

strips to attach on the mind map using glues. They are asked to fill out their mind map

through attaching words strips onto each category. After they fill out the mind map, they

were asked to use words in the mind map when there did the speaking activities in class for

giving opinions. At the end of the class, a survey was administered to the students to

gather information. The survey had three questions including one asking about usefulness,

two asking the right usage of the linking words on their mind map.

The last treatment was a Vocabulary Quiz. At the beginning of the class, the words

of target language item, which were titles of jobs, were flashed to students through the

power point slides. Students could jot down the words as they saw them. Then, students

were given a three definition questions, and had to write the correct job title for them.

The definitions in the quiz were also directly pulled out from the reading homework. At

the end of the class, a survey was administered to students to gather the information on

whether the pre-quiz was helpful. In addition, they took another definition quiz of three

questions based on the job titles that was most frequently used during the classroom.

6. Data Analysis

6.1 Golden Bell Quiz Game

The data collected from the teacher and student surveys of the treatment #1 revealed that

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there was no one who thought the treatment was not helpful. First, most students

answered positively. Out of 13 students, 9 students said that the treatment was helpful

and the other 4 students said that it was very helpful. Also, the big sisters who led the

group showed the similar responses. Out of 6, one showed the neutral response, four

answered it was helpful and one thought it was very helpful.

Figure 1. The effectiveness of the Golden Bell Game (Students)

Figure 2. The effectiveness of the Golden Bell Game (Big Sisters)

Moreover, about the question asking in which activity the vocabulary learned through the

pre-task is most helpful, most of students named three activities out of four. 7 students

thought that they benefited from vocabulary learning of the pre-task in the first activity

Matching, 4 students answered that they used the vocabulary in the second activity As many

cards as you can, while 2 showed their opinion that they got the most help in the final task

Statistics and Presentation. The responses of the big sisters were almost the same. Two

thought vocabulary learning was beneficial in the activity Matching, three answered the

activity As many cards as you can offered most chances to use the vocabulary they learned

through the pre-task, and one thought the third activity Let me know what you have was the

best activity where students used the vocabulary.

agree

69.2

strongly

agree

30.8

The Effectiveness of the Golden Bell Game

neutral

16.7

strongly

agree

16.7

agree

66.6

The Effectiveness of the Golden Bell Game

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Figure 3. Best Activity for vocabulary practice (Students)

Figure 4. Best Activity for vocabulary practice (Big Sisters)

6.2 Sandwich Board

The survey of the treatment #2 asked questions of: Do you think the sandwich board helped

you use the key words while doing the activities in class? The data analysis findings for

treatment #2 revealed that of the 17 students who were surveyed 5 students answered

‘strongly agree’ and 3 students answered ‘agree’. On the other hand, 5 out of 17 students

answered ‘neither’ and 4 out of 17 students answered ‘disagree’.

Figure 5. Effectiveness of the Sandwich Board

Matching 53.8 As many

cards as you can

30.8

Statistics and

Presentation

15.4

1

2

3

Best activity for vocabulary practice

Matching 33.4

As many cards as you can

49.9

Let me know what you have

16.7

Best activity for vocabulary practice (Big Sisters)

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6.3 Mind map

In the treatment # 3, students answered to the survey with three questions. The first

question is asking their opinion about whether the treatment was useful. 1. Do you think

the mind map activity helped you use the key words while doing the activities in class?’

The data analysis findings for treatment revealed that of the 13 students who were surveyed,

3 students answered ‘strongly agree’ and 4 students answered ‘agree’. On the other hand,

each 2 students answered ‘neither’, ‘disagree’, and ‘Strongly disagree’. The second and

third questions asked the proper usage of linking words in the sentence. They were asked

to choose the most proper one for blank in the sentence. For the second question which

was to choose ‘Although’, 12 students answered the right one. 1 student answered as ‘Just

like’. For the third question which was to choose ‘similarly’, 10 students answered that, 2

students answered ‘on the other hand’ while 1 student answered ‘however’.

Figure 6. Effectiveness of Mind Map

Figure 7. Percentage of Answer for Q #1

14%

14%

14% 37%

21%

Effectiveness of Mind map

Strongly Disagree

Disagree

Neither

Agree

Disagree

7 0 0

93

0 0

20

40

60

80

100

Pencentage of Answer for Q1.

Pencentage of

Answer for Q1.

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Figure 8. Percentage of Answer for Q #2

6.4 Vocabulary Quiz

For the treatment # 4, a survey and two vocabulary quizzes were conducted. First, for the

survey, students were asked whether a pre-quiz, performed in the beginning of the class,

was helpful to be aware and also learn the target language items. As a result, out of total

of 16 students, 3 students strongly agreed, 9 students agreed, 2 students answered neutral,

1 student disagreed and last one student strongly disagreed.

Figure 9. Effectiveness of Vocabulary Quiz

Secondly, in order to check on how much students learned the target language

items through the reading homework and the in-class tasks, two quizzes: one in the

beginning (pre-quiz) and the other in the end of the class (after-quiz), were conducted. For

the pre-quiz, students received three randomly picked definition questions from the reading

79

7 0

14 0

0

20

40

60

80

100

A:

similary

however but on the

other

hand

In

contrast

Pencentage of Answer for Q2.

Pencentage of

Answer for Q2.

6% 6%

13%

56%

19%

Effectiveness of Vocabulary Quiz

Strongly Disagree Disagree Neutral

Agree Strongly Agree

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homework and for the after-quiz, students received three definition questions that were in

the reading homework and also frequently used during the class. As a result, the overall

score on pre-quiz was 69% and the overall quiz on after-quiz was 77%. In all, there was no

big difference between the results of two quizzes, however, students did perform bit better

on the after-quiz.

Figure 10. The Result of Pre and After Quiz

7. Discussion

This study was developed to find out the effective ways to scaffold GEP students’ vocabulary

use through in-class techniques. In order to promote more scaffolding to happen, four

kinds of methods were employed; one was to Golden Bell to check up the words that

students studied in their reading materials through doing quiz using the board as a group,

the second was sandwich board which used board which had words on them in a class.

Students were asked to use the words seeing the board in a class. The third one was Mind

map which asked students to fill out the map with the word strips at the beginning of a class

and asked them to use it for the activities. The last one was Vocabulary Quiz to test how

much they learned from the reading homework and also the in-class tasks. The data were

obtained by asking a few survey questions to the students-teachers after each method.

The finding shows that overall students responded to each activity and tried to

make use of the words through method. Overall, the pre-task Golden Bell was effective.

It seems that pre-presenting several key words through the collaborative game activates the

student’s receptive vocabulary so that they can use it actively in the following tasks during

the lesson. Based on this, it can be inferred that a game-like warn up activity can be very

65%

70%

75%

80%

Score

Ther Result of Pre and

After-Quiz

Pre-Quiz

After-Quiz

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effective to draw students’ attention and to encourage the students to activate their

dormant vocabulary items into active use of them. The reason why it could be successful

was related to the task types. The language function of describing visual aids requires

students to use specific vocabulary items rather than a specific language patterns.

The sandwich board contained target language items for expressing giving opinions

and reasons. We observed many students seemed not to look at the target expressions on

the sandwich board. We thought it might be because the target expressions for giving

opinions and reasons were too easy for university students who might have learned English

more than 6 years in school. They probably have lots of passive vocabulary. They may all

think the target language was easy. We thought that the sandwich board was effective

when doing Task #2 which was directly linked to the target expressions on the board. The

students should choose one of the provided expressions and give their opinions during the

task. Other than Task #2 which was a controlled one, most of the students used only one

expression, ‘I think that… because’ during the entire class. We thought it might be because

we should have designed more controlled tasks for the students to have opportunities to

practice using various expressions in different contexts.

Mind map proved to be useful and effective to scaffold students’ vocabulary use

doing the given tasks in class to the certain extent. The mind map contained linking words

that students studied with their reading material and they could take a look at the map

whenever they wanted during a class. We observed that students seemed not to use the

mind map very often as we expected. They focused on the tasks so much and there was no

specific setting in the given task to use the linking words. Big sisters seemed to keep asking

students to make use of the mind map, but it didn’t happen a lot until the last presentation

task. Maybe students knew the words in the mind map and didn’t have to take a look at that.

Also, they seemed not to have the exact usage of words because there were few students

who answered wrong ones for the survey. All the speaking activities given to them during

a class, didn’t mention that they had to use the linking words. Instead, leading teachers and

big sisters kept asking students to use the words from the mind map. Students might have

tried more to use the linking words on the map if they were asked clearly in the activities.

The Vocabulary Quiz was based on the job titles and its definitions. According to

the student survey result, the Vocabulary Quiz was useful in scaffolding vocabulary to

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students. However, even though this treatment might have set students to be aware of the

target language items, and more than half of the student said that it was helpful, there were

students who disliked this treatment because it was a quiz, which students do not enjoy too

much. Moreover, in overall, the result of both pre- and after- quiz was not too great, but as

students received bit higher overall score on the after-quiz. Therefore, it can be suggested

that combination of exposure of target language items through both the reading homework

and usage during in-class tasks enhance student’s grab of words.

8. Recommendations

In general, in addition to introducing the target language items of each lesson in the

homework, a close relationship between in-class tasks and target language items provides

more effective vocabulary scaffolding to the students.

First of all, conducting a pre-task of target language items in the beginning of the

class was an effective way to review and remind students of the target language items of the

lesson. It seem to be helpful to guide and let students be aware of the focus of the lesson

from the start. Among the four pre-task treatments, students seem to show most

enthusiastic attitude toward the Golden Bell Quiz that is well-known game to students. In

other words, fun and engaging game-like activity seem to show great effective in reviewing

the target language items from the homework and also lower the students’ affective filter,

which make them ready to participate.

Secondly, method of reminding target language items throughout the class through

visuals led students to be aware and refer to them more often during the class. However, it

would be more effective if task itself had closer relationship with the target language items

like through the more controlled tasks for the students to have opportunities to practice

using various expressions in different contexts. Even though a use of target language items

were imbedded in all in-class tasks, we thought at least of one of more controlled task would

enhanced student’s learning.

Finally, there can be many different ways to conduct a pre-task and in-class reminder

of the target language items. It would be more effective for teachers to plan such activities

according to the student’s learning style, and also according to the types of target language

items. In some lessons, a chunk or phrase can be a target language items, whereas other

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lessons’ have vocabulary as their target language items. Therefore, different approaches in

planning such a scaffolding activity could be required. Teachers should carefully plan

activities based on the types and usage of the target language items.

9. Conclusion

The result of this action research is somewhat different and same from what was expected

before actualizing method. Students worked pretty well with their words when they did

the pre-task for the vocabulary from their reading materials as we expected. They

responded Golden bell quiz the most as the effective way for scaffolding which was different

from our expectation. It is because there were some factored that affected the finding.

Students needed more controlled activity than we expected. The method itself needed

more attention about the type of words. If the method for scaffolding vocabulary contains

more controlled activity to foster students to use target language more, and the activity is

matched with the target words, more effective scaffolding would be expected.

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