Monday, July 8, 2019


Revisiting the TILL Buffet (2019)

Below is a list of items on the TILL Buffet.   Some you might like try again, some you might have no interest in, and others you might not even remember. In any event, please help yourself :)

    Thursday, May 9, 2019

    Visual Thinking Teaching Demonstration

    Name: Ella (Moon Hee-eun)
    Grade Level: Middle School 2nd grade
    Textbook: Dong-A

    Topic : Visual Thinking

    Lesson Title: Lesson 4. The Amazing World of Animals (Reading)

    Source of Inspiration/ Experimental GoalNow, we’re living in the world of image. Before starting the ‘Reading’ part of this lesson, students can figure out the main idea and some key information of the text through visual thinking activity.

    Language Skills: reading, writing, listening and speaking

    Learning Objective: After this class, students will be able to...
    1. visualize the content of the text through simple drawing
    2. guess some key information with the pictures of other groups
    3. complete the text by filling in in the blanks.

    Teaching Development Goals:
    Rather than having students read the text directly without any preparation, I’d rather do some pre-reading activities for making them prepared to read the text in detail. With visual thinking method, which needs collaborating with others, I want my students to get the gist and some key information from the text.

    Textbook, worksheet for practicing visualization(individual), worksheet for visual thinking(group), colored pens, PPT slides

    Detailed Procedure
    (1) Opening & Warm-up Students solve some questions which are helpful for guessing today’s topic(animals) with Kahoot.

    (2) Introducing learning objectives 
    Read Today’s learning objectives together.

    (3) What is visual thinking?
    Teacher shows some pictures and a short video clip which are related to visual thinking. Through this, students can figure out the importance of visual images nowadays.

    (4) Let’s practice visualizing!
    T gives students a worksheet for practicing drawing for visualization. On the worksheet, there are some simplified pictures for practicing visualization.

    (5) Let’s start reading.
    T shows the first part of the text to the students, and students read it aloud. T assigns each animal to each group and explain what they are going to do briefly.

    (6) Visualizing(10 mins)
    Each group reads their part of reading carefully, and visualize the content of the paragraph. For this, they should express as much information as they can. Also, they should not use any English text.

    (7) Guessing and Writing(3 mins for each paragraph)
    With the visualized text of other groups, each group makes a guess the detailed information of the text that they did not read. After that, they fill in the blanks to complete the text.

    (8) Check the answers togetherStudents check the answers together with PPT slides. T gives points for both good guessing and good drawing.

    (9) Wrap up T shows the video clip about monkeys which floss their teeth with human hair.

    1. If it’s possible, it might be good to show the visualized text of each group to everyone.
    2. All of the participants were good at drawing and they became to know what the visual thinking is and its value.
    3. It was good for students to get some points for both good guessing and good drawing.

    Thursday, April 25, 2019

    Teaching Demonstration Lesson Plan #1

    Name:  Hye In                                                      

    Grade Level: freshmen in high school

    Topic/Lesson Title: English Literature Class - What is Real Love?

    Source of Inspiration/ Experimental Goal

    I have never taught English literature. However, in near future, I might have to teach English literature because if some students want to take an English literature course, schools have to open it. I am afraid and cautious of of teaching English Literature because I am not a native speaker of English and I do not know much about it. But, as I took a ‘short stories’ class, I thought I could start with short stories and do some activities that can stimulate their imagination and develop their creativity.

    Language Skills: speaking, writing, reading, listening

    Learning Objective:  (What will learners know or be able to do after your lesson?)

    1. Students will be able to talk about their thoughts and experiences regarding discussion topics.
    2. Students will be able to retell what they heard from their group members.
    3. Students will be able to co- write a cinquain poem.

    Teaching Development Goals: (What do you hope to learn and/or accomplish as an educator?
                                                         Which criteria will you be focusing on improving)

    I hope to lead my literature class to have a vibrant atmosphere. I want to design my class which enables students to think in different ways, share their thoughts freely, and work together with others, using English.

    Materials/Tools: Computer, Projector, PPT,  Worksheets, Whiteboard, Markers

    Detailed Procedure

    ① Review
    Make Ss recall what we read and what we watched
    ② Group Discussion
    Have Ss share their thoughts and experiences regarding discussion topics and retell what they heard from group members
    ③ Poem Understanding
    Make Ss understand the structure of a cinquain poem and how to write one
    ④ Group Poem Writing
    Encourage Ss to co-write a cinquain poem
    ⑤ Group Poem Recital
    - Make Ss recite their group poem
    - Make Ss guess the word in the last line of each poem
    - Let Ss vote for the best one and give the winner group 2019 TTP Award

    - not enough time to retell what students heard from their group members
    - more detailed instruction needed

    Soojin's creative twisted story writing & speaking lesson for high school students

    • Soojin's creative twisted story writing & speaking lesson for high school students 
    • Procedures
    • Pre - writing :
    ◦ Present today’s learning aims and let Ss read them together.

    -1. We can make a twisted story of ‘The Backward Fall.’ with the It~That emphasis.
    -2. We can present group story as a storyteller.
    ◦ Distribute the worksheet#1 and let Ss do ‘Reading aloud’.
    ◦ Explain key expressions of lesson in the text.
    ◦ Give Ss an instruction about the task.

    • How To Do
      1. Twist a time.
      2. Twist a place.
      3. Twist/Add a character.
      4. Write at least 10 sentences.
      5. Use the it that emphasis at least once in your story.
    • While - writing :
      ◦ Have Ss share some ideas for twisted story using the brainstorming.  
      ◦ Guide Ss rewrite their own story in a group.
      ◦ Let Ss discuss the main contents of the story by using both in English and Korean.
    ◦ Have Ss give their feedback to the other group’s story to do peer-editing.
    • Post - writing :
      ◦ Give T’s instant feedback to Ss’ stories.
      ◦ Have Ss make some corrections on their stories based on the feedback .
      ◦ Guide Ss to practice telling their group story as a storyteller.
      ◦ Invite volunteer group to tell others a brief explanation of their story first and read the story.
      ◦ Give feedback to group stories in terms of creativity and the use of it that emphasis.
    • Materials
    PPT(Google Drive), Worksheets and Cell phone

    • Summary of feedback 
          ◦ more language-focused item needed
    ◦ more effective time management

    Teaching Demo (Bella) / To describe and recommend food to others

    1. Procedures(45')
    1) Greetings and small talks(1')
    2) Warm-up : zoomed in pictures(3')
    3) Introducing lesson goals and flow chart(1')
    4) Reviewing words briefly(2')
    5) Hot Seat Game with taboo words(10')
    6) Whisper Relay(10')
    7) O.R.E.O (group writing, presentation, voting)(15')
    8) Quick review(3')
    9) Informing the next class(1')

    2. Materials
    1) Teacher : PPT, boards & markers, handouts, smartphones, Plicker cards
    2) Students : pencils, textbook, file, notebook

    1) Having students take a guess is one of the great ways to motivate and interest students. This method was used a lot throughout this lesson.
    2) There are many ways to adjust activities to suit students achievement levels like giving taboo words in hot seat game and so on.
    3) Giving students authentic and real life related goals is also helpful to have students engaged in the activities. Here, I made a short video clip using powtoon and natural readers.

    4. Grade Level: 1st Graders of Middle School (Advanced)

    5. Textbook/Chapter   
    Topic/Lesson Title: To describe and recommend food to others
    Source of Inspiration/ Experimental Goal:
    • To experiment newly learned technologies to class activities (powtoon, natural readers, plickers, etc.)
    • To use speaking activities done in TTP classes (taboo words, scavenger activities)
    Language Skills: speaking, listening, writing
    Learning Objective:  (What will learners know or be able to do after your lesson?)
      Students will be able to
    • describe food to others.
    • recommend a good restaurant.
    Teaching Development Goals: (What do you hope to learn and/or accomplish as an educator?
                                                         Which criteria will you be focusing on improving)
    • Students-centered learning, teachers only playing a role as a coach or a facilitator
    • Motivating students to speak English by giving them some interesting and specific goals
    • PPT, boards, markers, handouts, Smartphone

    Detailed Procedure
    TEE Language Used
    • Greetings and small talks
    • Warm-up : Zoomed-in pictures
    • Introducing lesson goals and flow chart
    • Reviewing words briefly
    How are you guys today?
    I’m also a little bit tired, but we will go home after this class, right? So, let’s get started.
    I’ll show you some zoomed-in pictures. You need guess what the object is. Alright?
    So, can you guess today’s topic? Right, it’s food.
    This is today’s lesson goals.
    Let’s read it together one, two, three!
    Good job! To achieve these goals we will going to three activities.
    First, Hot-seat, then Whisper Relay, and OREO activity.
    Before we move on, let’s review some vocabularies we learned last time. These are words to describe tastes, textures, and temperatures of food. Choose the word to describe bubblegum.
    Activity 1(10’)
    <Hot Seat Game with taboo words>

    • Explaining the rules
    • Making groups of 4
    • Each team takes turns
    So, now let’s play Hot Seat Game. We are going to make groups of 4, and one person will come to the front and sit here. Other group members have to explain the word and this person should guess it. But there are some rules. There are 5 words in a round and I will give to 2 minutes. Each word counts 2 points.
    Activity 2(10’)
    <Whisper Relay>
    • Explaining the rules
    • Making teams of 4
    • Play the game
    Let’s move on to the next activity, which is Whisper Relay. What is “whisper”? I’ll explain how to do this activity.
    Activity 3(15’)
    • Informing students meanings of OREO
    • (opinion,reasons,examples,opinion)
    • Showing students a video clip
    • giving them a goal of writing
    • Making groups of 4
    • Giving roles to members in a group
    • (Leader,Searcher,Writer,Presenter)
    • Having students write their
    • arguments on handouts
    • Group presentations and voting
    Now, let’s do the O.R.E.O. activity.
    Please vote for the best team using plickers. The answer should face the upper side.
    Think about how well they supported their idea with reasons or examples, and how well they deliver their idea with clear and confident voice.
    Now, let’s see the result. Who won?
    • Quick reviews
    • Inform students of the next class
    Well done guys. Everyone participated in the class well, so everyone will get the stamp for today. The winning team will get oreo cookies.  Next class, we will learn how to order food. Let’s call it a day.

    Teaching Demonstration #1

    Learning Objective:
    - Students can review vocabularies.
    - Students can dictate with each other using alternate sentences.
    - Students can do a Jeopardy game as a post reading activity.

    Teaching Development Goals: 
    - To make students build up confidence in speaking and writing English
    - More comfortable mood to make students more motivated to participate in English class, using more games and Quizlet

    - computer / smartphone, worksheet for group/peer activities, textbook

    Detailed Procedure
    - Handshaking Q&A / 3min. (Checking attendance)
    • Ask students about what they learned in the previous class, encouraging them to do a review.
    - The Categories Game / 5min.
    • Students make a copy of the lay out that teacher showed on the presentation.
    • They think of a word that fits each category and which begins with the given alphabet.
    - Quizlet to take a test for vocabulary / 5min.
    • Ask students to connect to the Quizlet site and to take a test individually.
    • Check their preview of the vocabulary given in the previous lesson
    - Dictation with alternate sentences / 2min.
    • In pair work, students dictate the missing sentences to their partner, and vice versa.
    - Jeopardy game / 10min.
    • Students do a jeopardy game as a post reading group activity

    Wednesday, April 24, 2019

    Karen 1st teaching demo

    Name:  Karen                                                       Grade Level: 2nd grade in middle school

    Textbook/Chapter  : Chunjae Textbook

    Topic/Lesson Title: Lesson 5 Understanding Others

    Source of Inspiration/ Experimental Goal : Checking Their Flipped Learning by Plikers, Expressing and Collecting Their Opinions by Mentimeter

    Language Skills: Reading Comprehension
    Learning Objective:  (What will learners know or be able to do after your lesson?)

    We will be able to read a story and understand its main idea and details. We will be able to express your opinions about the story.

    Teaching Development Goals: (What do you hope to learn and/or accomplish as an educator?
                                                         Which criteria will you be focusing on improving)

    1. I hope that my students read their textbook before. I know whether they read the textbook or not by posing some questions through plickers. The results are recorded and could be a part of performance test so I am sure that they read their textbook before my class.
    2. By reading the text aloud and listening to what others speaking, they could improve their speaking and hearing ability.
    3. They understand the text in detail and in a fun way by hidden message activity.
    4. They exchange their questions that they made. They solve friends’ questions. By this Havruta activity they comprehend the text thoroughly.
    5. They predict the next story and express their thoughts about it by Mentimeter. I don’t have to use Post-it. Also I can save what they write, so I can use it as a student record.

    Handout, plikers card, ppt, cellphone

    Detailed Procedure
    TEE Language Used
    1 min

    10 min

    5 min


    read aloud the text
    Hello, everyone. How are you today?
    Last class we learned new words. Also I told you to read the text. Did you read it? Each person has a plickers card. I will ask you some questions by plickers.
    Each students has different worksheet. No.1 student has No1. worksheet. No.2 student has No2. worksheet.
    (group work)
    10 min

    Hidden message activity
    Read the text and answer the questions.  If you answer all the questions, I will tell you some alphabets. You should make a sentence with these alphabets.
    Talking opinion
    Now we  are going to talk about your feeling about this story
    5 min
    Making questions
    Make your own questions. Exchange the questions in your group members.
    4 min
    Wrap up