Difference between revisions of "Thinking Exercise 3"

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# Full text of the "lobster" lesson from Unit 1 (link opens a MS Word file): [http://lextutor.ning.com/group/teachertrainers/forum/attachment/download?id=3406989%3AUploadedFi35%3A401]
 
# Full text of the "lobster" lesson from Unit 1 (link opens a MS Word file): [http://lextutor.ning.com/group/teachertrainers/forum/attachment/download?id=3406989%3AUploadedFi35%3A401]
 
# Lesson examples on pages 2 and 3 of Krishnamurthy(2001) [http://www.developingteachers.com/articles_tchtraining/corpora2_ramesh.htm]
 
# Lesson examples on pages 2 and 3 of Krishnamurthy(2001) [http://www.developingteachers.com/articles_tchtraining/corpora2_ramesh.htm]
# Page 2 of  Creating “Authentic” Materials Using Corpus Research by Nigel Caplan(link opens a MS Word file):[https://www.msu.edu/~caplan/Corpus%20workshop.doc]  
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# Page 2 of  Creating “Authentic” Materials Using Corpus Research by Nigel Caplan (link opens a MS Word file):[https://www.msu.edu/~caplan/Corpus%20workshop.doc]  
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*Which of the ideas presented in the above examples do you think would work best with your students?
 
*Which of the ideas presented in the above examples do you think would work best with your students?

Revision as of 21:40, 9 December 2009

Think.png

For this exercise, consider answers to the questions with a view toward creating a lesson for your students. You may post responses to the discussion page.

Look at the following lesson plan resources:

  1. Full text of the "lobster" lesson from Unit 1 (link opens a MS Word file): [1]
  2. Lesson examples on pages 2 and 3 of Krishnamurthy(2001) [2]
  3. Page 2 of Creating “Authentic” Materials Using Corpus Research by Nigel Caplan (link opens a MS Word file):[3]


  • Which of the ideas presented in the above examples do you think would work best with your students?
  • For each of the concordance results listed in the examples (with "lobster" in the first one, "therefore" in the second, and "accident" in the third):
    • Consider what level of learner could benefit the most from this information. How could you prepare it to benefit lower-level learners? more advanced ones?
    • Think of at least one classroom or online learning activity that is not already described in the texts.



Back to Unit 3: Making a Data-Driven Lesson