professional teaching portfolio ...tesolma.com/uploads/3/4/5/9/34595919/kyunghwayu-portfolio.pdf ·...

Professional Teaching Portfolio

1

PPPProfessionalrofessionalrofessionalrofessional

Teaching portfolioTeaching portfolioTeaching portfolioTeaching portfolio

Kyunghwa YuKyunghwa YuKyunghwa YuKyunghwa Yu

GGGGraduate School of TESOLraduate School of TESOLraduate School of TESOLraduate School of TESOL

Sookmyung WomenSookmyung WomenSookmyung WomenSookmyung Women’’’’s Universitys Universitys Universitys University


2

I. Introduction -------------------------- 3

II. Professional Background

1. Teaching philosophy -------------------------- 5

2. Resume -------------------------- 9

3. Certificates -------------------------- 12

III. Teaching practices

1. Overview of GEP -------------------------- 16

2. GEP teaching -------------------------- 33

A. Week 10 -------------------------- 33

B. Final exam for GEP class ------------------- 61

IV. Action research ------------------------- 74

V. Epilogue ------------------------ 117


3

For two years, I have learned various theories and experienced practical

teaching in Sookmyung Women’s University MA TESOL program. I chose

this Practicum course to improve my teaching based on what I learned

throughout two years.

This portfolio is divided into five parts: introduction, my professional

background, teaching practices, action research and epilogue. It was helpful

in reflecting what I have done. Also, I hope this professional teaching

portfolio shows what I have learned and achieved in this course.

Finally, thank you to all the professors and classmates for being together

with a lot of support.

Yu, Kyunghwa

December, 2012


4

Professional Professional Professional Professional

BackgroundBackgroundBackgroundBackground

� Teaching philosophyTeaching philosophyTeaching philosophyTeaching philosophy

� ResumeResumeResumeResume

� CCCCertificaertificaertificaertificatestestestes


5

I started to learn English in middle school and my English teacher

was great. I tried to study English hard because of her, and I was good at

English in my school days. After I went to college, I went abroad for travel

several times and I was pleased to communicate with foreigners from

various countries. Later, I decided to become a teacher and I chose English

subject because I liked it. However, there were a lot more to do than I

expected as an English teacher and I had to develop myself continually.

Meanwhile my teaching philosophy matured gradually.

When I became a teacher at first, some students told me they didn’t

want to learn English because it was a language of America and they just

wanted that Korean would be a world language. There were some people

who told that they would not go abroad, so they didn’t need to learn

English. At that time, I didn’t have a concept of EIL (English as an

International Language), so I just told them English was important in Korea

for entering a college or getting a job. Later I got the idea of EIL at SMU

TESOL.

English is only spoken by one third the number of native speakers of

Mandarin. But English-speaking people are much more widespread than

Mandarin-speaking people (Mckay, 2003). According to Crystal (1997), no

other language has spread around the globe so extensively, making English

a truly international language. So English is not a language of some

countries but a language of the world (Mckay, 2003). We need to learn

English to communicate with people around the world.


6

I think students learn by themselves and the role of a teacher is a

facilitator. Students construct their own knowledge and teachers should

become their guide instead of transmitting knowledge to them (Beck &

McKeown, 1999). So I try to check their understanding and give students a

chance to do something in class instead of just listening to me. I think

learning is an active and social process. Also, there should be dynamic

interaction among students as well as between a teacher and students. As

for beliefs about learning, sociocultural theory is the important foundation

in my teaching. According to Vygotsky, all learning is socially mediated

(Meskill, 2010). Dialogue, which is meaningful and instructional, is an

important tool of this process in the zone of proximal development. ZPD

refers to the distance or the cognitive gap between what learners can do

unaided and what they can do in collaboration with a more competent

other and learning occurs through assisted performance in ZPD (Gibbons,

2003). In ZPD, learners construct the new language through socially

mediated interaction. Learners are involved in the collaborative

interactions with the teacher and can acquire what they didn’t know from

the assisted scaffolding in the interactions. Learning occurs in the social

context and then it happens in their brain.

I have taught high school students who concentrate on KSAT that

mainly deals with reading comprehension. However, I try to provide a

chance for interaction as much as possible. For example, when I ask a

question, I let students think by themselves and then share their ideas with

their partners. After that, they share their ideas with the whole class. I want

my students to interact with a teacher and each other and learn in the


7

interactions in my class. Peers as well as the teacher can provide effective

scaffolding for learning through dialogues.

According to Mercer (2007), the sociocultural perspective raises the

possibility that educational success may be explained by the quality of

educational dialogue. Teachers’ questions encourage learners to make

explicit their thoughts, reasons and knowledge and share them with others,

‘model’ useful ways of using language and provide opportunities for

learners to express their current state of understanding. So I try to ask ‘why’

questions to let students think themselves and ask them to elaborate their

ideas.

Having worked in academic high schools, I’ve more focused on

reading than other three skills, speaking, listening and writing because the

goal of students was to enter a college and they need to mainly improve

their reading skills. However, the importance of communicative

competence in English is being magnified these days. Especially, NEAT will

be introduced and the days of grammar-and-reading-only instruction will

be gone. To develop communicative competence, teachers need to use

various activities offering appropriate scaffolding to activate their ZPD and

I will try to meet the students’ needs based on my teaching philosophy,

learning and developing myself perpetually.


8

References

Beck, I. L., & McKeown, M. G. (1999, November). Getting the discussion

started. Educational Leadership, 25-28.

Gibbons, P. (2003). Mediating language learning: Teacher interactions with

ESL students in a content-based classroom. TESOL Quarterly, 37, 247-273.

McKay, S.L. (2000). Teaching English as an international language:

Implications for cultural materials in the classroom. TESOL Journal, 9(4), 7-

11.

Mercer, N., & Littleton, K. (2007). Dialogue and the Development of Children’s

Thinking. New York, NY: Routledge.

Meskill, C., & Anthony, N. (2010). Teaching languages online. New York, NY:

Multilingual Matters.


9

SUMMARY OF QUALIFICATIONS

� MA TESOL Sookmyung Women’s University (Expected graduation, Feb, 2013)

� Completion of MATE rater training course, a spoken and written English test developed by Sookmyung Women’s University

� 11 years of teaching experience in public high schools

EDUCATION

� Sookmyung Women’s University

MA in TESOL major Mar. 2011- Expected graduation, Feb. 2012

� Ewha Woman’s University

BA in Educational Technology Mar. 1997 –Feb. 2001

Minor in English education

TEACHING EXPERIENCE

School teacher, four high schools, Gyeonggi province, Korea.

� Bopyung High School, Seongnam city Mar. 2012- Present

Taught English reading class for 3rd graders for one year

� Imae High School, Seongnam city Mar. 2009- Feb. 2012

Taught 1st graders for two years focusing on 4 skills. Taught English reading class for 3rd graders for one year


10

� Hansol High School, Seongnam city Mar. 2003- Feb. 2009

Taught 1st graders for one year, 2nd graders for two years and 3rd graders for three years

� Janggok High School, Ansan city Mar. 2001- Feb. 2003

Taught 1st graders for one year and 2nd graders for one year

RELATED EXPERIENCE

� International Graduate School of English

IGSE English teacher training course Mar. 2010 –Jul. 2010

Improved four skills of speaking, listening, reading and writing and teaching skills in a 5-month teacher training course

� University of Hawaii

The seventieth Workshop for Asian-Pacific Teachers of English

Jul.2010- Aug. 2010

Listened to lectures of eminent professors in English education and experienced cultural differences

� San Diego State University

Teacher training program Jan. 2007- Feb. 2007

Developed 4 skills and learned various teaching methods

CERTIFICATE

� Sookmyung Women’s University, Seoul, Korea

Certificate of MATE Rater Training Workshop (16 hours) Sep. 2012

� International Graduate School of English, Seoul, Korea

Certificate of TESOL Jul. 2010


11

� San Diego State University, California, U.S.

TEFL/TESL Certificate Feb. 2007

� Sookmyung Women’s University, Seoul, Korea

SMU TESOL Certificate May. 2006

� Gyeonggi Provincial office of Education, Suwon, Korea

1ST Degree English Teacher Aug. 2004

� Ewha Woman’s University, Seoul, Korea

2nd Degree English Teacher Feb. 2001

AWARDS

� Gyeonggi Provincial office of Education

1st prize, Contest of teaching class Dec. 2007

� Ministry of Education & Human Resources Development

3rd prize, Contest of teaching class Jan. 2008

SKILLS

� Language

Korean: Mother tongue

English: Proficient in productive and receptive skills

� Computer

Certification for Word processor by the Korea Chamber of Commerce & Industry 2000


12


13


14


15

Teaching practicesTeaching practicesTeaching practicesTeaching practices

� Overview of GEPOverview of GEPOverview of GEPOverview of GEP

1.1.1.1. GEP SyllabusGEP SyllabusGEP SyllabusGEP Syllabus

2.2.2.2. SSSStudents tudents tudents tudents NNNNeeds eeds eeds eeds SSSSurveyurveyurveyurvey

� GEP teachingGEP teachingGEP teachingGEP teaching

1.1.1.1. Week 10Week 10Week 10Week 10

� Lesson planLesson planLesson planLesson plan

� RRRReadingeadingeadingeading AAAAssignmentssignmentssignmentssignment

� PPPPPT PT PT PT MMMMaterialsaterialsaterialsaterials

� ClassClassClassClass PPPPhotoshotoshotoshotos

� Reflections Reflections Reflections Reflections

2.2.2.2. Final exam for GEP classFinal exam for GEP classFinal exam for GEP classFinal exam for GEP class

� Reading Reading Reading Reading EEEExamxamxamxam

� Mock MATE Mock MATE Mock MATE Mock MATE WWWWriting riting riting riting


16

1. GEP Syllabus Stephen van Vlack

Sookmyung Women’s University

Graduate School of TESOL/General English Program

English Writing and Reading (영어쓰기와읽기) Policy - Fall 2012

This a special class conducted together with the Graduate School of TESOL. Read below to find out just how special this class is.

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 reading, writing, and presentation related activities focused on meaning and purpose. These activities, as contained in the handouts and homework assignments provided each week, are generally arranged according to the requirements of the MATE. This class, however, should not be seen merely as a MATE development course, as we will be doing things that go well beyond the scope of the MATE. In general, the course should keep each student busy using English both in and out of the class. 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 students’ English skills. As a result, in this class, each student will be generating large amounts of meaningful, purposeful language which will be closely monitored. Each student will be given help and feedback on a continual basis.

Objectives: The primary objective of the Writing and Reading course is to give the students an opportunity to develop skills and strategies for global writing proficiency in English. This course, in effect, will also focus on developing the skills necessary for attaining an acceptable score on the GMATE Writing Test and will be linking reading with writing skills. All 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 writing and reading, but it should be acknowledged that other skills will necessarily be used in the classroom and as part of the course. Students, therefore, should expect much of the in-class


17

interaction to be based on reading, speaking, and listening skills which will, based on such exposure and practice, 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 which you will be getting during the course and there will be A LOT of handouts. You will need these handouts to review for the exams so make sure you hold onto them. In effect, all the handouts and the homeworks taken together will be our textbook.

Additional Materials: In addition to the handouts the students will also be supplied with additional reading materials each week. These reading materials will be posted up in the homework assignment board of a website specifically designed for this class. Students are expected to go to the website each week to download and printout the reading materials/homework assignments.

Methodology

English Only: Students are very strongly encouraged to conduct all course work in English. We endeavor to create a special environment in the classroom wherein students feel comfortable (despite the photographing and videotaping) to speak and generally use as much English as possible. Please take advantage of the special environment in this class and try to use English as much and as effectively as you can. Students’ L1 (Korean or Chinese, etc.) is a valuable tool for learning, however our focus here is to practice English, Therefore, unnecessary use of Korean 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.


18

Attendance: 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 as far in advance as possible so that the work can be made up.

Web Page: There is a special web page used only for this class. The purpose of the web page is primarily to introduce, explain and allow homework assignments to be given and managed. There are many different features of the web page and students should explore all of them. Students must check the web page on a regular basis to keep up with what is going on in the class and to get and work on the homework assignments. The web page address is: http://www.udveksling.com/practicumgep

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 given a 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. Whenever possible, students will sit with their big siblings in groups and work 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. Have fun with them and let them help you.

Assignments: Each week there will be homework assignments. This semester the assignments will cover both reading and writing. There are three different types of homework assignments in this class: reading, writing, and the writing board. The reading assignments will be given to students one week before the class they are intended to be used. So, for example, the week 3 reading homework assignment will be posted into the homework assignment board the day after we have finished our week 2 class. The purpose of the reading assignment is to prepare students for the class to come. It is a preview of the writing forms, vocabulary, themes, etc. that we will be using in class. The writing homework is a MATE-styled formal writing assignment that follows the goals and objectives (activities) done in class. So, for example, the week 3 writing homework will appear in the homework assignment board the day after the week 3 class is over and will ask student to compose a formal piece of writing based on what was done in class. All formal writing assignments must be typed and handed in to the


19

principal instructor n the day they are due. Additionally, there is a special writing on-line journal writing assignment which is explained below.

On-Line Writing Journal: An important part of the assignments for this class is for students to keep an on-line writing journal. The writing Journal will start after week 2, when students are assigned to groups. Each GEP II student is required to write to her group mates at least three (3) times per week via a special web board which can be accessed through the Practicum/GEP webpage or directly through the following URL (http://www.activeboard.com/forum.spark?forumID=30695&subForumID=55268). These writings should be informal, personal and should focus on basic communication in written form. The writing is expected to be informal and interesting. It is intended to be fun. Share your thoughts, feelings, and aspirations with your fellow students.

Sample Tests: In this class each student will be asked to take a sample MATE Writing Test in class three times. The first sample test (week 2) will be used to establish a base level for the student. Following that sample 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, for the better. Thus, students who enter the course with a higher test score than others will not necessarily get a higher grade in the course.

Grades: Final grades will be based on performance in the following categories.

Class Participation 30%

Assignments 30%

Writing Journal 10%

Midterm Exam 10%

Final Exam 10%

Improvement (MATE) 10%

Instructor - Stephen P. van Vlack

Office - Haengpa Faculty Building 206

Tel. - 2077-7761

E-mail - [email protected]

Webpage - www.udveksling.com

Class page - http://www.udveksling.com/practicumgep


20

<< Grading Policy for GEP Courses >>

Grade on a Curve Percentage:

Student Enrolled 20 & over:

A+, A0, A- : Maximum 35%

B+, B0, B- : Maximum 35%

C+, C0, C- & D+, D0, D- : Maximum 50%

F : As many as are necessary.

Student Enrolled 20 & under:

A+, A0, A- : Maximum 40%

B+, B0, B- : Maximum 50%

C+, C0, C- & D+, D0, D- : Maximum 50%

F : As many as are necessary.


21

Stephen van Vlack Sookmyung Women’s University

Graduate School of TESOL/General English Program

English Writing and Reading (영어쓰기와읽기) Syllabus - Fall 2012

Week 1; September 4 Introduction to the course, persons and materials involved. *Group 1 teaches GEP - ICE BREAKING ACTIVITIES In this the first week of class we are going to try to get to know each other through the medium of English and some basic reading and writing tasks. We are going to focus on the simple functions related to introductions and personal information embedded within the forms of highly formulaic presentations of information. This should allow people to get to know each other as well as introduce the students to the kind of class we will have. Fun is to be had by all.

Homework: Go to the Practicum/GEP website and checkout the site. Do the writing homework for week 1. This is posted on the homework assignment board.

Week 2; September 11 Student survey Sample Writing Test (Preliminary test) Student groups MATE - Task 1 *Group 2 teaches GEP – GROUP BONDING This week we do several important administrative tasks, such as making groups and taking the first mock MATE writing test. Students will also take a survey to determine what topics they like and what their needs might be. Having done all that, we focus on getting the students to make sentences to inform about themselves personally. The level of the writing will focus on meaningful listing and sentence creation. Homework: To be announced. Week 3; September 18 MATE Writing - Task 1 **Group 3 teaches GEP - 1st time- 1st Videotape For this week and the next few weeks we will be working on the basic component of composition - the paragraph. We do this first by working on basic paragraphs and their structure through the here and now. Students will be writing about concrete, here and now, topics of a highly personal nature. That is, they will be writing highly contextualized memos in order to make excuses and/or offer an explanation. Homework: To be announced.


22

Week 4; September 25 MATE Writing - Task 2 *Group 4 teaches GEP – 1st time This week we take a quick look at writing about highly personal and familiar topics for the purpose of informing or giving advice in paragraphs in the form of an email. The level of formality is again, rather low, but the writing is expected to be more carefully structured and somewhat longer than that we did in the previous week. Homework: To be announced. Week 5; October 2 MATE Writing - Task 2 *Group 5 teaches GEP – 1st time – 1st Videotape This week we are going to focus on writing descriptive emails composed of essentially one main paragraph. Descriptive writing can entail descriptions of people, places, objects, or processes and as such form an important mode in many different and varied instances of writing.

Homework: To be announced. Week 6; October 9 MATE Writing - Task 2 **Group 1 teaches GEP – 1st time- 1st Videotape For the next two weeks we will be working on developing skills in writing narrative paragraphs, but with some elements of presentations thrown in. This week we will be working on familiar, personal topics in the narratives we will be writing. It is important to note that while few of us are ever going to be professional storywriters, narratives play an important role in many different types of writing. Homework: To be announced. Week 7; October 16 MATE Writing - Task 2

**Group 2 teaches GEP – 1st time - 1st VIDEOTAPE In the second week of linking essays and presentations through narratives we will try to work with topics that are less familiar and hence much more difficult. The trick here is to accurately describe while retaining comprehensibility and suitable accuracy and much of this is achieved through careful organization and detailing. Homework: Prepare diligently for the Midterm Exam. Week 8; October 23 *Group 3 teaches GEP - MIDTERM EXAM Midterm Exam


23

After the midterm we will take some time after the exam to engage in a little review by doing some fun communicative writing practice. Homework: To be announced. Week 9; October 30 MATE Writing - Task 2 **Group 4 teaches GEP – 2nd time – 1st VIDEOTAPE This week, we turn to the writing of specific types of essays. We will also be moving away from more personal topics to those which are less familiar and personal and more content-based. This week we will focus on formal letter writing. The writing will, therefore, be situational but the situation will not be personal or familiar. Homework: To be announced. Week 10; November 6 MATE Writing - Task 2

**Group 5 teaches GEP – 2nd time – 2nd VIDEOTAPE While much of what we have been doing in this course to date involves dealing with familiar information of some sort, this week we start to work with more formal and abstract types of information. This week is therefore important as a transition to the abstract from the concrete and is also because it is stereotypical of task 2 of the MATE Writing test. We will focus on describing graphs and other kinds of visual representations of complex meaning. Homework: To be announced. Week 11; November 13 MATE Writing - Task 2/3 **Group 1 teaches GEP – 2nd time - 2nd VIDEOTAPE This week we jump into writing opinion essays, one of the most important genres for students taking the MATE. This week we will jump into this by looking at topics that are more personal and familiar. Homework: To be announced. Week 12; November 20 MATE Writing - Task 3/2 **Group 2 teaches GEP – 2nd time – 2nd VIDEOTAPE This week we look at writing effective comparison and/or contrast paragraphs/essays. The most important element here is in the organization of the information to be presented along parallel points and specific ordering practices. Homework: To be announced.


24

Week 13; November 27 MATE Writing - Task 3/2 **Group 3 teaches GEP – 3rd time – 2nd VIDEOTAPE This week we take a look at writing about a well-structured opinion paragraph. The trick here is finding not only enough but the best type of possible support. The support is everything here thus the planning part is very important. This will give us an opportunity to go back and review a lot of what we did in the beginning of the course as relates to planning and gathering ideas. Homework: To be announced. Week 14; December 4 MATE Writing - Task 3 **Group 4 teaches GEP - 3rd time – 2nd VIDEOTAPE This week we are look at persuasive essays. This kind of writing can be a lot of fun but is also tricky. There is a fine line between what is persuasive and what is pushy. Doing this requires both the use of specific grammatical structures on the micro level as well as specific macro level structures. Homework: Study for the final. Week 15; December 11 Final Exam *Group 5 teaches GEP - FINAL EXAM Let’s have a little party or do something fun after the final exam. Week 16; December 18 Make-up day Good bye and have a great winter vacation - You deserve it!


25

2. STUDENT NEEDS SURVEY

Major (전공전공전공전공): Year (학년학년학년학년): Age (나이나이나이나이): ____ 안녕하세요 밴블랙 교수님의 English Writing and Reading 학생여러분! 저희는 보다 효과적이고 만족스러운 수업을 준비하기 위하여, 여러분들의 요구조사를 실시하고자 합니다. 다음의 질문에 솔직하고 성실한 답변을 부탁드립니다. 조사결과는 수업활동과 자료를 구성하는 데에만 참고할 것입니다.

1. Which word below best describes your personality in general? 당신의 성격은 어느쪽에 가깝습니까? 가깝다고 생각하는 번호에 체크해주십시오.

Introverted ��-----1----------------2----------------3----------------4----------------5-------�� Extroverted

(내성적) 매우내성적 내성적인편 중간 외향적인편 매우외향적 (외향적)

2. Briefly describe your English learning experience. 자신의 영어학습 경험을 적어주세요.

In school (학교교육학교교육학교교육학교교육) How long? (기간기간기간기간)

Private tutoring (과외과외과외과외) How long? (기간기간기간기간)

Studying English in a language institute (영어학원경험영어학원경험영어학원경험영어학원경험) How long? (기간기간기간기간)

Living abroad (해외체류경험해외체류경험해외체류경험해외체류경험) Where? (장소장소장소장소) How long ?(기간기간기간기간)

Having foreign friends (외국인친구와의교제외국인친구와의교제외국인친구와의교제외국인친구와의교제) Describe (설명설명설명설명):

Other experience (기타경험기타경험기타경험기타경험):

3. What do you do with English? Where? 영어를 어디서 주로 어떤 용도로 사용합니까?(해당란에 표시하고 설명)

( ) studying where/ what/why

( ) chatting where /how

( ) working (아르바이트) where/how

( ) meeting people where/how

( ) club activity where/what/how


26

Others

4. How many hours do you use English per week? 일주일에 몇 시간 정도 영어를 사용 하십니까?

( ) never ( ) less than 3 hours ( ) 3 - 6 hours ( ) 6 - 9 hours ( ) more than 10 hours

5. Have you ever taken any standardized exams? Indicate which one(s) and the

approximate score received. 정규시험을 보신 적이 있다면, 점수를 적어주세요.

MATE TOEIC TOEFL TEPS IELTS SEPT Other test: ( )

Score: ( ) ( ) ( ) ( ) ( ) ( ) ( )

6. Have you ever studied English? If you have, what kinds of skills have you studied? 영어회화 수업을 받아보신 적이 있습니까?

Listening: Yes No (circle one) If yes what skills did you learn? (Check the box)

□ Acknowledging □ Restating □ Reflecting

□ Interpreting □ Summarizing □ other ___________________

Speaking: Yes No (circle one) If yes what skills did you learn?

□ Turn Taking □ Pronunciation □ Fluency

□ Intonation □ Functions □ other ___________________

Reading: Yes No (circle one) If yes what skills did you learn?

□ Skimming □ Scanning □ Determining Purpose

□ Predicting □ Visualizing □ other ___________________

Writing: Yes No (circle one) If yes what skills did you learn?

□ Brainstorming □ Free Writing □ Peer Editing

□ Planning □ Paragraph Structuring □ other ___________________


27

7. Which of these have you done in English? (Check all that apply) 다음 중 어떤 것을 영어로 해보셨나요? (해당 사항을 모두 체크해 주세요.)

Debating ___ Presentations ___ Role Play ___ Interviews ___ Narration ___

Online chatting ___ Writing Essays____ Writing Email_____

Other: ___________________________

8. What are your plans for the future? What job would you like? 졸업후의 계획은 무엇입니까? 어떤 직업을 갖고 싶습니까?

9. Why are you learning English? Please, list three reasons. 영어를 배우는 이유를 세가지 써주세요.

10. What parts of English do you have the most confidence in? Rank the following in order

(1=most confidence, 8=least confidence) 어떤 영어 영역에 가장 자신이 있습니까? 자신 있는 순서대로 (1=가장 자신 있음, 8=가장 자신 없음).

Vocabulary ( ) Grammar ( ) Reading ( ) Pronunciation ( )

Speaking ( ) Listening ( ) Writing ( ) Test preparation ( )


28

11. What expectations do you have in the GEP class this semester?

이번 학기 GEP 수업에 기대하는 것은 무엇입니까? 구체적으로 생각해서 적어주세요.

_________________________________________________________________________

_________________________________________________________________________

12. What are the things that you would like to do in this GEP class? Number them

according to your preference (e.g. 1 = most preferred)

GEP 수업에서 특별히 했으면 하는 것을 고르세요. 여러 개 골라도 좋습니다.

( ) grammar practice ( ) games/fun activities ( ) pronunciation drills

( ) role play/skits(역할극역할극역할극역할극) ( ) using audio tapes ( ) vocabulary activities

( ) watching videos or movie clips ( ) discussions ( ) using Internet materials

( ) story writing ( ) writing poetry ( ) writing emails

( ) writing essays ( ) writing a resume ( ) writing business

( ) others

13. What kinds of topics are you interested in? (order of importance) 관심 있는 주제를 골라보세요. (좋아하는 순서대로)

language learning ( ), study abroad ( ), jobs & career ( ), campus life ( ), travel ( ),

celebrities ( ), shopping ( ), leisure activities ( ), food(cooking) ( ), fashion ( ), friends ( ),

dating/relationships ( ), family ( ), sports ( ), holidays ( ), social issues ( ), games ( ),

technology ( ), movies ( ), cartoons ( ), art ( ), music ( ), others

14. Is English your friend or enemy? 영어는 당신의 친구입니까, 적입니까?

Friend ��-----1----------------2----------------3----------------4----------------5-------�� Enemy

15. I think I am good at English. 나는 영어를 잘한다고 생각한다.

(1=정말 그렇다, 5=전혀 그렇지 않다.)

1 (strongly agree)---------- 2 ------------- 3 ------------- 4 -----------5 (strongly disagree)


29

16. How would you rate your English reading proficiency? 당신의 영어 독해 능력이 정도라고 생각하시나요? (e.g. rudimentary 하, moderate 중, commanding상)

_____________________________________________________

17. How would you rate your current English speaking proficiency? 당신의 영어 회화 실력이 어느정도라고 생각하시나요? (e.g. rudimentary 하, moderate 중, commanding상)

18. How would you rate your current English writing proficiency? 당신의 영어 쓰기 실력이 어느정도라고 생각하시나요? (e.g. rudimentary 하, moderate 중, commanding 상)

_____________________________________________________

19. Do you have any concerns about this class? 이 수업 담당 선생님께 하고 싶은 말, 수업에 대한 어떤 고민거리가 있으면 적어주세요.


30

RESULT

1. Which word below best describes your personality in general?

Most students think that they are in the middle of introverted and extroverted, or that they are more

extroverted. Only one student answered she/he is introverted and only 2 students answered they are too extroverted.

2. Briefly describe your English learning experience.

Most students have learned English in school as a school subject, and some students also have learning experience in a language institute. Only 4 students answered they have lived abroad and had foreign friends.

3. What do you do with English? Where?

The majority of them (21) use English just for studying either to take a class in school or to get a job. Chatting, meeting people, working (part time job), and club activity are followed.

4. How many hours do you use English per week?

Most students spend less than 3 hours per week on studying English, and seven students answered that they never study English. Only 1 student answered that he/she usually spends more than 10 hours on studying English per week.

5. Have you ever taken? Indicate which one(s) and the approximate score received.

Most of them haven’t taken any standardized exams mentioned above

Only 8 students said they have taken TOEIC test and their scores vary ranging from 425 to 975, and usually around 700.

6. Have you ever studied English? If you have, what kinds of skills have you studied?

Listening: Yes 14 No 10 Speaking: Yes 15 No 9

Reading: Yes 15 No 10 Writing: Yes 10 No 11

7. Which of these have you done in English?

Most Students have done writing emails in English most. (16) 9 students have done writing essays in English. Interviews, online chatting, and presentation in English are the third most frequently done activity. (7)

8. What are your plans for the future? What job would you like?

Working related to the economy, working in multinational enterprise (company), Working in a foreign company, Studying abroad, Working in a publishing company, Working in a private institute, Going to graduate school, English teacher, Entering law school, Interpretation and translation related work,

9. Why are you learning English? Please, list three reasons.


31

Students all know that developing English ability is necessary for various reasons. But, they seem to agree that having a good command of English helps them a lot in many ways such as getting a better job, making foreign friends, communicating with others from all over the world, Experiencing other

cultures, and watching movies. However, some students answered that they just like English.

10. What parts of English do you have the most confidence in? Rank the following in order

Most students answered that they have confidence in listening, reading and vocabulary. On the contrary, they answered they are poor at speaking and writing. There are some students having confidence in listening and speaking, and they all said that they don’t have confidence in test

preparation, grammar, and reading. Some students answered pronunciation and speaking are the most difficult.

11. What expectations do you have in the GEP class this semester?

Reading various kinds of reading materials, talking in English fluently, Improving writing ability, Having as many chances to use English as possible

12. What are the things that you would like to do in this GEP class? Number them according to your

preference Only top 5 from 1 to 5 were counted

Writing essays 14

Vocabulary activities 11

Games/ fun activities 10

Grammar practice / Writing emails 9

Watching videos or movie clips 8

Writing a resume / writing business documents 7

Discussions 6

Pronunciation drills 5

Story writing 4

Using internet 3

Role play/ skits 2

Others speaking 1

Using audio tapes materials / writing poetry 0

They really want to improve their ability

to write essays in English and

improve vocabulary.

Also they want to do some fun games

and activities, and grammar practice.

Most activities they want to do are

related to writing such as writing emails,

wiring business documents, and writing

a resume.


32

13. What kinds of topics are you interested in? Only top 5 from 1 to 5 were counted.

Travel 15

Language learning 12

Campus life, jobs & career 11

Music 10

Movies 9

Study abroad, friends 6

Dating/relationship, shopping, food(cooking) 5

Fashion, sports, holidays, art 4

Games, technology, family, cartoons, leisure activities 2

Social issues 1

Celebrities 0

14. Is English your friend or enemy?

More than half answered English is their friend to them than the enemy. But, 7 students said the English is their enemy.

15. I think I am good at English.

More than half students said that their English is not good, and only five students said that they are good at English.

16. How would you rate your English reading proficiency? 9-rudimentary.14-moderate. None-commanding.

17. How would you rate your current English speaking proficiency? 9-rudimentary. 8-moderate 1-commanding.

18. How would you rate your current English writing proficiency? 10-rudimentary.11-moderate1-commanding.

19. Do you have any concerns about this class?

They want to graduate from the university, want to improve their English ability, get a good score in this class.


33

1. Week 10

� Lesson plan for week 10

1. Theme: Shopping

2. Function: Describing Visual Aids

3. Objectives: Students will be able to describe visual aids using proper vocabulary and expressions.

Time Activity Interaction Material

7:50-8:00 Checking homework

8:00-8:15

(15min)

#1 Matching

with a graph

1. Students will be given 14 sentence strips and a worksheet which has different kinds of graphs on it. (Appendix 1)

2. Students read the sentence strips and identify which visual aid is the most proper for it.

-there may be more than one answer.

3. If they find proper descriptions, glue them beside the graph.

3. Check with the whole class.

4. The group which finishes early will be prized.

* Big sisters facilitate their little sisters’ work.

Worksheet

Sentence strips

Glue

Prize

8:15-8:35

(20min)

#2 Drawing

a graph

(Jigsaw)

1. Students are divided into A, B, C, and D.

2. Ss move to each group and they are given a strip in the new group. (Appendix 2)

3. Ss remember the main idea of the sentence in the strip and go back to their original group.

Big sisters will facilitate their little sisters’ work.

Sentence strips

Worksheet

Color marker

Graph Sheet


34

4. Ss write down the sentence and share it.

5. Based on the information, they draw a graph.

6. Ss check the order of the description and graph all together.

8:35-9:05

(30min)

#3 Find out

missing

information

(information-

gap)

1. Ss make a pair; A and B / C and D ( if Ss number is odd, group leader will be paired with a S)

2. Ss are going to have worksheet (Appendix 3), and they are supposed not to show their worksheet to their pair.

3. Each student in a pair exchanges their information to complete their missing graph part.

4. After filling in missing parts, they complete the description of their graph together.

5. After writing a description, they change the worksheet with the other pair and do peer-editing.

Big sisters monitor their little sister’s language use.

Worksheet A and B

9:05-9:15 Break (10min)

9:15- 9:45

(30min)

#4 Survey

1. Each group will choose a certain topic about shopping. (time, money, frequency spent on shopping).

2. For 10 minutes, Ss are required to make survey questions according to their survey subject.

Try to make multiple-choice survey questions.

3. Each student will be given a survey worksheet and write their group’s questions on it. (Appendix 4)

Big sisters will participate in their survey work.

Survey at least 25-30 students

Various types of stickers Survey worksheet Color marker


35

4. Group leaders hand in group stickers to each student. (Each group will be given different kind of stickers) After finishing one survey, a surveyor should put her group’s sticker to the person she surveyed.

5. Each student in a group is required to survey at least 5 people, so that they at least have 25-30 students’ survey result.

6. Every student stands up and starts to mingle to survey.

9:45-10:25

(40min)

#5 Making a

survey report

1. Ss are going to analyze their survey information

3. Each group will be given certain type of graph to draw.

4. Draw a graph for their survey information and write a description of it as a paragraph.

( 1. Introduction /2. general statement about the data

3. Detailed statements about the data/ 4. conclusion)

5. Each group present their graph in front of the class

#2>

4. Draw a graph for their survey information using their lap-top computer and write a description of it as a paragraph.

5. Each group present their graph in front of the class.

Bringing group leader’s own lap-top computer is recommended.

A2 size colored paper

Color marker

Visualizer

Compasses

Ruler


36

� Writing homework:

You are a reporter of Sookmyung Magzine, and you did a survey recently to your university undergraduate students about online shopping. You are going to write about it describing the information shown below for a Sookmyung Magazine. You should write at least 150words. (150-200 words)

당신은 “숙명 매거진”의 기자로 활동하고 있으며, 최근에 대학 학부생을 대

상으로 온라인 쇼핑에 관한 설문을 실시하였습니다. 아래 그래프에 나타난

설문조사 결과에 대해 150자 내외로 설명하세요. (paragraph 형식에 맞춰서

쓸 것.)

0 10 20 30 40booksclothestheater ticketsgrocerieselectronicsetc.36291755 8

percentage

Which item haveWhich item haveWhich item haveWhich item have internet users ever purchased online?internet users ever purchased online?internet users ever purchased online?internet users ever purchased online?


37

Appendix 1-a

F G H

C D

E

B


38

Appendix 1-b

A. Customer numbers

fluctuated slightly.

H. Customer numbers soared.

B. Customer numbers erratic. I. Customer numbers

plunged.

C. Profits decreased sharply

then remained steady before

falling further.

J. There was a steady fall in

customer numbers.

D. There were fluctuations in

customer numbers.

K. Customers numbers

rocketed.

E. There were wild

fluctuations in customer

numbers.

L. There was a slight dip in

customer numbers.

F. Customer numbers

plummeted.

M. Customer numbers hit a

peak in the middle of the

year.

G. Profits hit rock bottom

before increasing sharply.

N. There was a downward

trend in customer numbers.


39

Appendix 2

This bar graph shows the result of an observation on how many male and female

students went shopping on weekdays throughout a week. On Friday, a total of ten

students (six females and four males) went shopping, which was the highest number in

the week for both female and male students. On Monday and Thursday, the smallest

number of students went shopping: four students each.

(A) On a closer look, there were differences between males and females. Except on

Thursday, when the number of students was the same between male and female

students, more female students went shopping than male students through the week.

(B) The greatest number of female students went shopping on Friday, followed by

Tuesday, when there were five. On Wednesday, the number decreased to to four and on

Thursday, only two female students went shopping.

(C) On the other hand, on Monday, only one male student went shopping, while the

number increased to two on Tuesday and three on Wednesday.

(D) On Thursday, the number of male students went shopping was reduced to two. The

number was increased again to four on Friday, when the greatest number of students

who went shopping for the week was recorded.

01234567

Monday Tuesday Wednesday Thursday FridayFemaleMale


40

Appendix 3-a

Student A

You only have “A” line graph on your worksheet.

By asking and exchanging information with your partner, complete anther “B” line

graph on your worksheet.

* Don’t show your worksheet to your partner.

-----------------------------------------------------------------------------------------------------------------------

Student B

You only have “B” line graph on your worksheet.

By asking and exchanging information with your partner, complete anther “A” line

graph on your worksheet.

* Don’t show your worksheet to your partner.

$0$10$20$30$40$50$60$70$80$90$1002004 2010The trend of spending money on books and clothes

book

$0$10$20$30$40$50$60$70$80$90$1002006 2008

The trend of spending money on books and clothes

clothes

A

B


41

Appendix 3-b

Complete a paragraph together using detail information of the graph.

* Try to compare below two line graphs as detail as possible *

The graph shows the fluctuation of students’ spending money on

books and clothes for the most recent school year. The money spent on books

85 77 85 7568 85 90 94$0$10$20$30$40$50$60$70$80$90$100

2004 2006 2008 2010

The trend of spending money on books and clothesbookclothes


42

Appendix 4

Group name:Group name:Group name:Group name:

Survey Subject:Survey Subject:Survey Subject:Survey Subject:

Question #1. Question #1. Question #1. Question #1.

① Name:

② Name:

③ Name:

④ Name:

⑤ Name:

Answer SheetAnswer SheetAnswer SheetAnswer Sheet

Student 1Student 1Student 1Student 1 Student 2Student 2Student 2Student 2 Student 3Student 3Student 3Student 3 Student 4Student 4Student 4Student 4 Student 5Student 5Student 5Student 5

NameNameNameName

Q1.Q1.Q1.Q1.

Q2.Q2.Q2.Q2.

Q3.Q3.Q3.Q3.

Q4Q4Q4Q4


43

� Reading Assignment

I. Various visual aids Exercise. Choose the right visual aid using given words in the box.

line chart diagram flow chart

bar chart table pie chart

1. A is a diagram showing the progress of material through the steps of a manufacturing process or the succession of operations in a complex activity.

2. A displays the size of each part as a percentage of a whole.

3. A (vertical or horizontal) is used to compare unlike (different) items.

4. A depicts changes over a period of time, showing data and trends.

5. A is a convenient way to show large amount of data in a small space.

6. A is a drawing showing arrangements and situations, such as networks, distribution or fluctuation.


44

II. Vocabulary Exercise 1. Look up the meanings of the movements and categorize them.

to decrease to surge to go up to sink to rise

to stabilize to grow to fall to decline to drop

to plunge to peak to level out to soar to fluctuate to

remain stable(steady) to boom to climb to dip

to increase to shot up to plummet to rocket to slump

to reduce to plateau to stay constant to go down to reach a bottom

to maintain the same level to reach the highest level

Up Down No movement Etc.

to go up

Exercise 2. Using the adjectives, write the adverbs next to it.

A. Describing the degree of change

Adjectives Meaning Adverbs

dramatic dramatically sharp enormous steep substantial considerable significant marked moderate slight minimal


45

B. Describing the speed of change


rapid rapidly quick swift sudden steady gradual slow

Vocabulary Tips

� Don’t repeat verbs � Before you start to write, make a list of synonyms (words with the same meaning) � See how many ways you can rephrase the title of the graph. Use one in the introduction and

another in the conclusion with the same meaning � Be careful with prepositions. They can make a big difference in meaning. For example, “rose by”

is very different from “rose to.” Learn your verbs with the preposition that goes with them.

Vocabulary of numbers

There are some special words for numbers, fractions and percentages. Look at the following table which shows a number in different years (1990-1995) :

1990 1995

1200 1800

You could describe the above table using numbers, fractions or percentages:

� The number went up by 600, from 1200 to 800. (Number) � The number went up by half, from 1200 to 1800. (Fraction) � The figure went up by 50%, from 1200 to 1800. Percentage) � The figure went up 150%, to 1800. (Percentage)


46

1992 1994 1996 1998

500 1000 3000 12000

Use “trebled,” “-fold,” and “times:”

� The number doubled between 1992 and 1994. � The number trebled between 1994 and 1996. � The figure quadrupled from 1996 to 1998 � There was a twofold increase between 1992 and 1994. � The figure went up sixfold between 1992 and 1996. � The figure in 1996 was three times the 1992 figure. � The figure in 1998 was four times the 1996 figure.

1992 1994 1996 1998

1000 800 400 100

Use Fractions:

� Between 1992 and 1994, the figure fell by one-fifth. � Between 1994 and 1996, the number dropped by a half. � The figure in 1998 was one-tenth the 1992 total.

Exercise 3. Match each sentence below with one of the following graphs.


47

1. � The investment level rose suddenly.

2. � The sales of our products fell slightly in the final quarter.

3. � The Research and Development budget has stabilized over the past few years.

4. � At the end of the first year, sales stood at 50 per cent of the present level.

5. � The price reached a peak before falling a little and then maintaining the same level.

6. � There has been a steady increase in costs over several years.

7. � The sudden collapse in share prices has surprised everyone.

8. � The value of the shares has shown a steady decline.

Exercise 4. Look at the graph below, then complete the sentences with the given

letter.

The x axis of this graph shows the twelve months of the past year while our sales in millions of

dollars appear on the y axis. It may be seen clearly that sales ( r ) steadily in the first half

of the year (from January to May) and reached their ( p ) in June. Then they dropped off in

July and ( l ) out in August. After rising sharply during September, they suffered a

dramatic ( f ) in October but then made a significant recovery in November. However, the

year ended with a ( s ) downturn.

III. How to Write about Graphs

Before you Begin


48

Underline key words. Write related words – turn nouns into verbs, verbs into nouns, adjectives into adverbs, etc. Write opposite words, similar words, synonyms, etc.

Circle and highlight the graph. Use arrows. Make notes. Circle the biggest, the smallest, stable or unchanging parts, sudden increases, etc.

Identify trends. A trend is the overall idea of the graph

� what is happening/what happened � the main change over time � the most noticeable thing about the graph � the pattern over time � the pattern for different places or groups or people.

While you Write: Layout

Introduction

� First sentence: Describe the graph. You can use some slightly different words or word forms from those on the question paper, but be careful to give the full information. Start “The graph shows/ outlines/represents…“

Paragraph

� Second sentence gives the trend or trends. Start with a sentence with no number. “City size increased sharply over the period.” “The most obvious trend in the graph is that women are having fewer babies.” “Oil production has increased slightly in all the countries in the graph”

� Give a main idea and group information using expressions related to graph description. (refer to the next part)

Main Idea

One of the most important things to do is get the main idea of the graph. First, identify the main features of the graph. What is happening? What are the biggest numbers? If it is a time graph, what are the biggest changes? What are the trends?

Grouping Information

Sometimes there is just too much information in a graph. You may need to group information. Grouping information means putting two or three similar or related things together. This makes it easier for the reader to understand. It is also less work for you,


49

because you can put more than one piece of information in a sentence.

� Don’t have too much information � Don’t analyze or explain everything in the graph � Don’t go from left to right, explaining everything. Instead pick the main ideas. � Use the biggest and next biggest – don’t mention everything in between. � Don’t mention the small or unimportant stuff � Pick an idea and find information that supports it

Examples of circumstances

� Between 1995 and 2000 � From 1995 to 2000 � Over 10 years � Sales fell to 150 in March � During the past ten weeks � Since 2003

Conclusion

� Finish by repeating the main trends, or identify a second trend. Use different vocabulary. � Don’t have any numbers in the conclusion (you could use words like “most”, “the majority”

“a minority”, “a small number”). � Don’t give an opinion. � Expression: In summary we can see that… , To sum up …, In conclusion it can be seen

that…, Overall, the data shows/ indicates/suggests…,Overall, it appears that… �

While You Write: Some Don’ts

� Don’t write about everything on the graph. Pick the biggest, the smallest, the main points, the main trends. Group similar things together

� Don’t write about the line or the bar: “The line went up,” “The bar went down.” Instead, write about the idea. “The number of people going to work by train increased gradually.” “Oil production shot up in 1965”

� Make sure you write about the idea. Don’t use shorthand: “Men went up.” “Women went down.” Instead, write about the real data: “The number of men at university fell dramatically,” “The percentage of female students getting a degree rose suddenly.”


50

Exercise 1. Fill the gaps using words from the following list.

The above pie chart shows the types of housing used by the US population in 1990.

Single-family houses were the most ( ) living arrangement, ( )ing

for 64 percent of the total number of all housing units. The ( ) largest type of

housing used was the category of 5 or more units in a building, which occupied a

( ) higher percentage than the category of 2 to 4 units in a building and the

category of mobile homes combined together. As you see, 28 percent of the US

population lived in buildings with 2 or more units. The percentage of mobile homes was

7 percent, which was the ( ) percentage of all housing types except for the

category of other. One percent of the US population, whose housing type was classified

as ‘other’ in the graph, lived in houseboats, railroad cars, campers, vans, and so forth.

account lowest slightly second common


51

Exercise 2. Put them in right order.

(a) The busiest time of the day is in the morning. There is a sharp increase between 06:00 and 08:00, with 400 people using the station at 8 o’clock.

(b) The graph shows the fluctuation in the number of people at a London underground station over the course of a day.

(c) After this the numbers drop quickly to less than 200 at 10 o’clock.

(d) After 7 pm, numbers fall significantly, with only a slight increase again at 8pm, tailing off after 9 pm.

(e) There is then a rapid rise to a peak of 380 at 6pm.

(f) Overall, the graph shows that the station is most crowded in the early morning and early evening periods.

(g) Between 11 am and 3 pm the number rises, with a plateau of just under 300 people using the station.

(h) In the afternoon, numbers decline, with less than 100 using the station at 4 pm.

Answer: ( )- ( )- ( )- ( )- ( )- ( )- ( )- ( )-


52

Exercise 3. Choose an appropriate word from the box and write it

down for each blank.

A.

The above graph shows the trend estimate of the underutilization rate (combining the

unemployment rate and underemployment rate into a single figure) for males in

Australia between November 2001 and November 2011. ① The underutilization rates

had been declining ( ) since 2001 and showed an ( ) trend starting

in 2008. ② In 2001, the underutilization rate was the ( ) of the years shown

in the graph. ③ In 2008, the underutilization rate was ( ) than in any other

year. ④ There was a sudden ( ) in 2009, rising from about 8 percent in

2008 to about 12 percent, and this was followed by a ( ) in 2010, returning to

the level of 2005. ⑤ The rate fell below 10 percent in 2010 before rising to about 11

percent in 2011.

increase highest steadily drop upward lower


53

Exercise 4. Which statement is NOT true according to the graph?

Underline the part which is wrong and correct it.

The above graph shows the most important writing skills ranked by high school

teachers and college instructors. ① College instructors consider grammar and usage

skills to be the most important English writing skills, while high school teachers

consider them the least important. ② College instructors and high school teachers

agreed on sentence structure and punctuation; the former is ranked second and the

latter fifth. ③ High school teachers consider writing strategies to be the most important

factor, while college instructors consider them the third most important element. ④ As

far as organization skills are concerned, they are ranked third by high school teachers

and fifth by college instructors. ⑤ College instructors and high school teachers show

the second largest gap in the importance of both writing strategies and style.

( -> )


54

IV. Survey & Graph

Survey questions

Q1. Do you go to a high school or a college?

Q2. How do you spend your holidays? Choose one from below.

a. Studying ( ) b. Watching TV ( )

c. Surfing the Internet ( ) d. Taking a rest ( )

e. Meeting friends ( ) f. Enjoying sports ( )

g. Going to movies ( ) h. Taking a trip ( )

i. Religion ( ) j. Others ( )

This graph shows how high school students and college students spend their holidays.

Two groups of students show similar but different ways in how they spend their

holidays. While high school students cite surfing the internet, watching television and

studying as their three favorite holiday activities, their counterparts at college substitute

meeting friends for studying. In both groups, surfing the internet ranked the highest.

0510152025 high school studentscollege students


55

One remarkable difference between the two groups is shown in comparing studying and

meeting friends. Though meeting friends is ranked second by college students, it is

ranked fifth by the high school students. This may explain why going to the movies of

the college students ranked higher than that of high school students. This difference

suggests the different situations faced by the two groups of students.

� PPT Materials


56


57


58

� Class photos


59

� Reflections

This class was about describing visual aids and the theme was shopping. The

objective was that students will be able to describe visual aids using proper vocabulary

and expressions and Soyoung and I led this class. We expected this class to be a difficult

one, so we planned to make it interesting and emphasize that it was very important

class for students.

The first task was” matching with a graph”, in which there are 14 sentence strips

and 8 graphs. Students match a description with a graph and paste them on the

worksheet together. They could refer to their reading homework, so we worried if they

could finish it very early. However, it was not that easy for them, so timing was okay.

Also, it was a good warm task to start a class, through which they could remind the

vocabulary for describing a graph.

The second task was “drawing a graph”, which was a jigsaw activity. Group leaders

assigned little sisters A, B, C, and D. They moved to a new group and they were given a

strip there. It was a part of graph description. They had to remember the main idea and

were not supposed to bring the strip. When they went back to their original group, they

wrote down what they read. They shared it together and pasted them in a right order.

Based on the information, they drew a graph and then we checked the graph together.

This one was a little bit challenging, because they could draw a graph after they

collected all the information exactly. Some students missed information and they

sometimes didn’t look at the first part given which could be a hint. The text itself was

not that easy, so I should have explained more specifically.

The third task was to find out missing information, which was information-gap

activity. Little sisters made a pair and decided A and B. They were given a worksheet

which has a different graph and they were not supposed to share it. For 1 minute, they

were given to think about their graph and took notes. First, A students described their

own graph to their partner and B students drew a graph. Then they took turns and B

described their graph and A drew a graph. After filling in missing part, they wrote a


60

description about the graph. I could see group leaders help their little sisters well and

this task could be done with their help. Finally, they changed their description with the

other pair in their group and did peer-editing. Group leaders read the checklist and little

sisters tried to give a meaningful feedback. Then we took a break.

The next task was to survey. Each group was given a topic and they made survey

questions for 15 minutes. Then they moved around to survey other people for 15

minutes. When they finished a survey, they put their group sticker to the person they

surveyed so that they could survey everyone, not overlapped. Surveying itself was fun

but the difficult part was to make questions. It was difficult to come up with good

multiple-choice questions to make a good graph which was not that simple. Also, there

could be only bar graph, not a line graph or pie chart due to the nature of the survey.

The final task was to analyze the data, draw a graph and describe the graph for

survey report for 40 minutes. They could either use a computer or draw on a big poster

paper. However, there were some groups that couldn’t finish the work because the

result of survey questions was difficult to describe. So two volunteer groups presented

in front of the class. We thought that these final tasks could be tricky, so we tried to

make it doable beforehand, but we couldn’t come up with a better idea.

On the whole, the class was done with ease with the help of group leaders. The class

was conducted from the controlled and easy task to free and challenging task and all of

them seemed to enjoy the class than I expected. However, I felt difficulty in helping the

group leaders because it was hard to see and come up with the ideas especially in the

final task. In addition, it would have been better if I had put the bar graph description

sample for students to refer to even though I put the bar graph exercise. Anyway, I feel

relieved after this last teaching and appreciate all the group leaders’ and students’ hard

working.


61

2. Final exam for GEP class

� Final Exam – Fall 2012

Name: ___________________ Student Number: _________________

1. Read the following paragraphs. From the example box below, choose

the right title for each paragraph and write it

down in the blank. (12 points, 4 points each)

1) ________________________________

You want to learn new vocabulary, but you also want to understand what

you are reading. If you are looking up every word, the reading is too

difficult.

2) __________________________________

You can do this for almost any type of reading. Who is it about? What

happened? Why did it happen? Where did it take place? When did it take

place? This is very useful when you have no comprehension questions to

answer. You can write or speak your answers.

3) _________________________________

Talk about anything and everything. Do it in the privacy of your own home.

If you can’t do this at first, try reading our loud until you feel comfortable

hearing your own voice in English.

Read something every day.

Read at the appropriate level.

Always have an English-English dictionary.


62

Talk to yourself.

Review Who, What, Where, When, Why for each story you read

Learn common idioms.

Make an English friend.

2. Match the right vocabulary for definition from the box. (15 points, 3

points each)

1) to announce the end of a communication : _______________________

2) what the author is trying to prove in the essay : ____________________

3) a word or phrase of greeting used to begin a letter or message :

_____________________

4) 1- page letter to provide additional information on your skills and

experience, especially why you are qualified for the job you are applying

for : ____________________

5) To make changes to something that is written in order to improve it or

make it more suitable for a particular purpose : ____________________

topic sentence thesis statement cover letter

salutation resume signing-off

opposing argument rebuttal revision


63

3. Fill in the blanks with the verbs and verb phrases that can be used

to describe each line graph from the box below. (12 points, 2 points each)

1) rise, increase, __________ 2) fall, decline, ________, __________

3) stay the same, _____________, ___________ 4) peak, ________________

reach the peak, level off , drop, grow, plunge, reach the plateau


64

4. Choose the sentence in each paragraph which is unrelated to the

rest of the sentences.

(12 points, 4 points each)

A) The way students learn differs from East to West. ⓐ For instance,

eastern education is mainly based on textbooks in addition to the old way

of dictating the e courses to students. ⓑ They focus on classics and exams.

ⓒ Students are often given assignments in the format of a report or project

and they have to do their own researches. ⓓ Teachers often have to rush

through the textbooks to meet the deadline of each examination. ⓔ

Therefore, students learn from memorizing without understanding the

courses given.

Answer: _______

B) The difference between direct and indirect communication can play a

big part in misunderstanding. ⓐ With direct communication is meant that

a person speaks out his intention with words. ⓑ People will say exactly

what they mean. ⓒ Direct communication is often used in Western, low

context cultures. ⓓ They show their real intention mostly only through

nonverbal communication. ⓔ Most westerners will speak openly with

honesty and are always to the point.

Answer: _______


65

C) The second and third paragraphs in cover letter outline why you feel you

are qualified for the position by highlighting specific accomplishments and

experiences. ⓐThen they show how those accomplishments/experiences

are relevant to the position. ⓑ In other words, you are not simply

restating the information you have listed on your resume. ⓒ Instead, you

are showing the employer how you the ideal candidate for the position. ⓓ

You do so by citing specific, relevant examples from your background. ⓔ

The goal is to quickly catch the reader’s attention and make him or her

interested enough to read continue reading.

Answer: ________

5. The sentences below are in the wrong order. Put them into the right

order. (15 points, 5 points each)

A. Many people think that exercises and tests aren’t much fun.

_____ One of the best reasons for doing lots of exercises and tests is that

they give you a benchmark to compare your future results with.

______ However, by completing exercises and taking tests you can really

improve your English.

_____ Therefore, start now by doing some of the many exercises and test

on this site, and return in a few days to see what you’ve learned.

_____ Often, it is by comparing your score on a test you took yesterday

with one you took a month or six months age that you realize just

how much you have learned.


66

B. If you want to improve your English skills, listen to native speakers as

much as possible.

_____ However, there are several reasons why many of the best schools

prefer to hire native English speakers.

_____ One of the reasons is that native speakers have a natural flow to

their speech that students of English should try to imitate.

_____ The closer ESL/EFL students can get to this rhythm or flow, the

more convincing and comfortable they will become.

_____ There are some good English teachers that have had to learn English

as a second language before they could teach it.

C. The improvement of output is another crucial factor to communicate

with foreigners.

_____They worry that they won’t say things correctly or that they will look

stupid so they don’t talk at all.

_____The biggest problem most people face in learning a new language is

their own fear, including myself.

_____First thing we have to remember is to speak without fear.

_____As language learners, we should know that practice is the fastest way

to prepare us to succeed.


67

6. Choose the wrong statement among the choices (5 points) and then

correct it (5 point). (10 points)

This graph shows the proportion of people who met England’s physical

activity guidelines in 2006, by gender and age. ①Overall, a consistently

higher proportion of men than women in all age groups met these

guidelines. ②Over one-half of men aged 16 to 24 met these guidelines,

compared with 33 percent of women. ③The proportion of women

achieving the recommended level of physical activity was generally stable

for those aged between 16 and 54, after which it declined with age. ④The

biggest gap between the two genders can be seen in the age group of 16 to

24, while the smallest gap in the age group of 65 to 74. ⑤The proportion of

men meeting the guidelines in the age group of 55 to 64 is four times as

high as that of men meeting the guidelines in the age group of 75 and over.

Answer : ( ): _____________________________ -->

___________________________

7. Complete the answer by filling the gaps with a word or phrase from

the box below. (24 points, 2 points each)


68

In recent years there has been a vast increase in the number of students choosing to

study abroad. This is partly A) ……….... people are more affluent and partly B)............. the

variety of grants and scholarships which are available for overseas students nowadays.

C)............... foreign study is not something which every student would choose, it is an

attractive option for many people.

Studying overseas has a number of advantages. D) ..................., it may give students

access to knowledge and facilities E)........... laboratories and libraries which are not

available in their home country. F).............., by looking abroad students may find a wider

range of courses than those offered in their country’s universities, and G)................ one

which fits more closely to their particular requirements.

H)……………., studying abroad has a number of drawbacks. These may be divided into

personal and professional. I).............. students have to leave their family and friends for a

long period. J)………... studying abroad is almost always more expensive that studying in

one’s local university. K).............., students often have to study in a foreign language,

which may limit their performance and mean they do not attain their true level.

L)...................., however, the disadvantages of studying abroad are usually temporary in

nature. Students who study abroad generally become proficient in the language quite

soon and they are only away from their family and friends for a year or two. What is

more, many of the benefits last students all their lives and make them highly desirable to

prospective employers.

although because finally in my opinion on the other hand

for example moreover secondly therefore due to such as firstly


69

Mock MATE Writing

Name: ____________________ ID Number: ________________

Task 1.

You and your American Friend Michelle had shared a room together, but she went back to America a few weeks ago. You changed the room and Michelle was curious about it. Describe your room to Michelle with as much detail as possible. The picture below is your room. Please write an email to Michelle describing your room. (7 minutes)

당신과 당신의 미국인 친구 Michelle은 룸메이트였습니다. 하지만 몇 주전

Michelle이 미국으로 돌아간 후 당신은 당신의 방 구조를 바꾸었습니다. Michelle

은 어떻게 방이 바뀌었는지 궁금해합니다. 아래 사진을 이용하여 Michelle에게 당신의 방을 자세히 묘사하는 e-mail을 쓰세요.


70

Task 2

You have been in Australia for one year. Your professor asks you to write a

report what those kids are doing as leisure activities in Australia. The graph

below gives information about the preferred leisure activities of Australian

children. Write a report for a professor describing the information in one

paragraph. (10 minutes)

당신은 1 년동안 Australia 에 있었습니다. 당신의 교수님이 당신에게

Australia 에서는 어린아이들이 여가시간에 어떤 종류의 활동을 하는지 보고서를

쓰라고 하였습니다. 아래 그래프는 Australian 어린이들의 선호하는 여가활동에

대한 내용입니다. 아래 그래프를 이용하여 교수님께 내는 보고서를 1

paragraph로 작성하세요.


71


72

Task 3

You are asked to write an article for Modern Times and the topic is about the choice of going to university or getting a job. Many people say that the only way to guarantee getting a good job is to complete a course of university education. They say it can offer a lot more chances for a better job of high prestige. Others claim that it is better to start work after graduating high school and gain experience in the world of work. They say that people can succeed without educational background. How far do you agree or disagree with the above views? State your opinion with supporting details in 3~4 paragraphs.

당신은 Modern times 에 대학을 가야 하는지 아니면 졸업 후 바로 직업을 가져야

하는지에 대한 기사를 실을 예정입니다. 많은 사람들은 대학이 사회적으로 더

좋은 직업을 가질 수 있는 기회를 제공하기 때문에 대학을 졸업해야 한다고

생각합니다. 하지만 어떤 사람들은 성공하는 데 있어서 학력이 중요한 건 아니기

때문에 고등학교를 졸업한 후 현장에서 일하는 경험을 쌓는 것이 더 좋은

방법이라고 말하기도 합니다. 당신은 어느 의견에 동의하는지 3~4 paragraph 로

쓰세요.


73

Action reseAction reseAction reseAction researcharcharcharch

1.1.1.1. Introduction Introduction Introduction Introduction

2.2.2.2. LLLLiterature reviewiterature reviewiterature reviewiterature review

3.3.3.3. MMMMethodologyethodologyethodologyethodology

4.4.4.4. DDDData analysis and Discussionata analysis and Discussionata analysis and Discussionata analysis and Discussion

5.5.5.5. RRRRecommendationsecommendationsecommendationsecommendations


74

The effectiveness of reading homework

in connection with in-class tasks

Ju-Eun Lee, Kyunghwa Yu, Jinhye Park

1. Introduction

This action research on the effectiveness of reading homework in connection with in-

class tasks was conducted by Ju-Eun Lee, Kyunghwa Yu and Jinhye Park, graduate students

in the practicum course at the Sookmyung Women’s University Graduate School of TESOL.

This class was called GEP (General English Program) and it was a writing class. The GEP

students were undergraduate students of Sookmyung Women’s University and there were 26

students of various majors. We teachers-in-training designed the class and facilitated students’

learning in class, playing a role of a class leader and a group leader. As a class leader, we

developed a lesson plan and taught students with the help of other group leaders. Also, as a

group leader, we helped the students complete in-class writing tasks. Students were required

to take the MATE (Media Assisted Test of English) for graduation and they should reach a

certain level according to their major and they can have a lot of chance to practice writing in

this class. The class was on Tuesday, from 7:50~10:30. Each week they were given reading

assignment each week which was related to the next class. Because there was no direct

explanations and the class was based on the TBLT (Task-based Language Teaching), students

had to prepare for the class in advance through the reading material. They could get to know

more about the topic and build their background knowledge for the class while they did their

reading homework. At the beginning of the semester, the reading assignment and the class

tasks were not connected very well. Therefore, we tried to make the reading assignment more

helpful for students to complete the tasks in class.

1.1. Area of Interest

The reading homework in GEP class was designed to make students build their


75

background knowledge and facilitate their learning in class. In GEP class, class leaders were

not supposed to explain grammar, writing format or vocabulary. Instead, reading homework

played a significant role, providing reading comprehension exercises, vocabulary exercises

and background knowledge for the next week. Also, a format of various genres of writing

such as a graph description or an opinion essay was offered as well. However, our action

research group found that students had difficulty in completing the tasks in class, which can

mean the reading assignment was not utilized very well. In addition, the reading assignment

was usually over 10 pages, and students felt difficulty in doing their reading homework over

time. Therefore, we wondered how to make reading homework more meaningful for

completing the tasks in class and we wanted to know how to connect the reading homework

and class tasks effectively. Students should be able to apply what they learned through the

reading homework and refer to their reading material while doing the in-class tasks. In that

sense, we thought up some treatments focused on vocabulary, writing format and content and

devised several treatments for three weeks. We collected data from the group leader survey

and our observation about the treatments.

2. Literature Review

Cooper (1989) defined homework as any task assigned by teachers intended students

to carry out during nonschool hours (Cooper, 2006). According to Epstein and Van Voorhis

(2001), the purpose of homework can be practice, preparation, participation, personal

development, parent-child relations, parent-teacher communications, peer interactions, policy,

public relations and punishment. In this GEP class, the reading homework functions as a

preview and the main purpose can be preparation and participation. The reading homework

helps students build background knowledge about the content of the following lesson and

become familiar with the topic. Also, it can increase students’ involvement in their learning

and in class. In addition, Sullivan and Sequeira (1996) argued that homework provides an

opportunity to integrate and expand schooling learning and reinforces independent work-

study skills and self-discipline. The homework process begins with teachers who choose the

topics and content of homework to help students meet particular learning goals. Therefore,


76

teachers should consider the purposes, formats and other elements of assignments that will

engage students and help them succeed when designing homework (Sullivan & Sequeira,

1996).

Othman and Vanathas (2004) argued that providing the learners with background

knowledge as well as systemic knowledge provides learners with the necessary information

to facilitate comprehension of an unfamiliar topic. In addition, the authors pointed out that

topic familiarity is an important aspect in listening comprehension because the background

knowledge that students bring with them helps them to perform the task more successfully.

Therefore, “this knowledge helps the learners to match new information with what they

already know about the topic” (p. 31). Also, Tuan and Loan (2010) argued that “second

language acquisition becomes easier and quicker in that schema-building stimulates listeners

to use what they already know and integrate the previously achieved knowledge into

acquiring new knowledge” (p. 59). Class leaders attempt to include various types of reading

passages and exercises in the reading homework to activate students’ schema and have

students ready to learn new knowledge.

In addition, the reading homework enables students to equip with vocabulary and/or

grammar that students can utilize while completing in-class tasks. Usually the vocabulary and

grammar sections provide exercises as pre-task for students to complete before the lesson.

According to Khatib and Nourzadeh (2011), the purpose of the pre-task phase is to prepare

learners to go about the process of reading a literary text and literary materials should be

presented to learners in a way that challenges them to go beyond their current proficiency in

the L2 and, at the same time, provide them with scaffolded assistance in understanding and

interpreting the text.

Furthermore, it is important for students to be engaged in class so that they can learn

actively in language learning. Fred Newmann, (as cited by Voke, 2002), in his book, Student

Achievement in American Secondary Schools, states that engaged students make a “….

psychological investment in learning. They try hard to learn what school offers. They take

pride not simply in earning the formal indicators of success, but in understanding the material

and incorporating or internalizing it in their lives” (p.2-3). As Newmann implies, students


77

who are engaged are involved in their own learning. For a genuinely engaged learner, the

pleasure of learning inspires a persistence to accomplish the desired goals even though they

sometime have difficulty (Schlechty, 2001). Engaged students have the skills for working

with others and know how to shift knowledge to solve problems creatively (Jones, Valdez,

Nowakowski, & Rasmussen, 1994). As mentioned, reading assignments help students build

background knowledge about the content of the following lesson in GEP class. Through the

reading assignments, students can be engaged, be ready for the lesson and being motivated at

the same time. According to Wasserstein (1995), when educators equip students with the tools

to become self- motivated, real engagement in learning takes place. Self-motivation is caused

by their background knowledge which comes from the reading assignment as a pre-task. Self-

motivation comes from a desire to do something of interest or from the enjoyment of learning

to achieve aims.

3. Methodology

3.1. Treatments

We devised 3 treatments as the following schedule and each week we observed

students’ awareness of writing format with additional elements to examine the effectiveness

of reading homework in relation to in-class tasks.

Treatments

Descriptions Writing Format

Additional

Element

1

Week 9

October 30

Writing a cover

letter

Golden Bell

Quiz

In week 9, the reading homework was developed to

help students to learn the cover letter writing format.

Also, the information about cover letter writing in

the reading homework was formed as a golden bell

quiz in class to check students’ comprehension.


78

2

Week 10

November 6

Describing

graphs

Vocabulary

In week 10, the reading homework introduced a

paragraph format of describing graphs. Additionally,

vocabulary list was provided in the reading

homework for students to use various words when

describing graphs.

3

Week 11

November 13

Writing an

opinion essay

Writing

Content

In week 11, the reading homework was designed to

introduce a five-paragraph essay writing format. In

addition, the content on the debate and essay writing

topic was provided in the reading homework to

build students’ background knowledge.

3.1.1. Week 9 – Writing format and the golden bell quiz

The language function of week 9 was to write a cover letter. In the reading homework,

the information on how to write a cover letter and its writing format were provided. This

week, we tried to examine how effectively the reading homework helped students to learn the

knowledge and writing format of cover letter.

The first task we focused on was the golden bell quiz which students were asked to

answer 10 questions regarding cover letter writing in order to check students’ comprehension

on the reading homework. During the golden bell quiz, students were allowed to find the

answers from the reading homework however group learners were not allowed to help them.

As the final task, students in pairs were asked to write a cover letter based on the action plan

that was created by the other pair. While writing students were told to refer to the reading

homework for the writing format.

3.1.2. Week 10 – Writing format and vocabulary

In week 10, the function of lesson was to describe graphs, and it was important that

students were equipped with various vocabulary items when writing about graphs. Therefore


79

in the reading homework, the list of vocabulary was provided along with exercises. In

addition, information on how to write about graphs in a paragraph format was included in the

reading homework. This week we wanted to examine how effectively the reading homework

fostered students’ awareness of the writing format as well as vocabulary use during in-class

tasks.

The first task we focused was “matching with a graph”, in which there were 14

sentence strips and 8 graphs. Students in groups matched a description on the strip with a

graph. Vocabulary provided in the reading homework played an important role in this task.

Another task was an information gap, which students worked in pairs and tried to fill the gap

between their information. Students in each pair were given different line graphs with two

blanks on them. By describing their graphs orally, they drew their partner’s graph and filled

the blanks on their graph. After that, they had to write a paragraph that describes the graph.

The final task was to make a survey report, in which students had to analyze data from the

previous survey and then make a graph, and finally write a paragraph that describes the graph.

While writing students were told to refer to the reading homework for vocabulary items as

well as the writing format.

3.1.3. Week 11 – Writing format and the content for essay writing

The function of week 11 was to write a five-paragraph essay. This week the reading

homework covered all the class materials that students were going to do in class. First, this

week was the first week to introduce opinion essay writing, therefore the five-paragraph

essay format was included in the reading homework with detailed descriptions of each

element of the essay and ample examples. Also, students could practice finding thesis

statement, topic sentences, restatement of thesis, and transitions in sample essays. Second, the

content for the debate and essay was provided in the reading homework which was about the

positive and negative aspects of K-pop in order to build students’ background knowledge.

Finally, we provided class materials such as the revision checklist and the singing

performance rubric in the reading homework, which were going to be used during class and

gave them an opportunity to practice beforehand. Although the amount of reading homework


80

was a lot more than usual, we wanted to examine how effectively the reading homework built

students’ background knowledge so that they could be much engaged in in-class tasks.

In class, students in groups had a debate with the same topic as the essay. Each group

of students was divided into two teams and one team argued for K-pop while the other team

argued against K-pop. Students referred to the reading homework for the topic to generate

their arguments for debate. Each group then wrote an essay based on the winning team’s

position from the debate. For essay writing, first students in groups were asked to outline

their essay using key words and key phrases on the essay outline worksheet. Then students in

each group were pair up and assigned paragraphs to write. One pair wrote the introductory,

first body and concluding paragraphs while the other pair wrote the second and third body

paragraphs. While writing, students were told to refer to the reading homework for the

content, essay format as well as useful transitions and expressions.

3.2. Data Collection

The data for this action research was collected systematically over a period of 3

weeks during the semester in 2012. Each week, the group leader survey has been conducted

among all of the group leaders in the GEP class, which consist of 12 group leaders. The data

was included both group leaders’ survey and teacher observations from the online reflective

journals. Furthermore, our observation during the lessons would be added apart from the

group leaders’ survey results. The survey questions asked for general opinions about reading

assignment such as students’ completion of the reading homework and the effectiveness of

the homework during the lessons. Especially the questions were focused on specific tasks for

the treatment each week.

The first treatment was mainly focused on the Golden Bell Quiz as well as writing a

cover letter (see Appendix A). Those allowed students to remind basic knowledge of a cover

letter format and its components from the reading assignment. We collected group leaders’

survey and referred to their online reflections which were closely related to the designated

tasks for the treatment. In fact, all of the survey questions were similar to some degree;


81

however, there were some different questions for being focused on the different aspects of the

reading homework. When it comes to the similarities of the questions, each survey started

asking whether the students completed their reading homework or not, which was the most

basic question. Also, students’ awareness of a cover letter format, engagement, students’

background knowledge by doing their reading homework in advance. On the other hand, for

the second treatment, the survey questions were focused on not only graph description

writing format but also useful vocabulary for describing graphs (see Appendix B).

Furthermore, both the debate and essay contents added on the list of the survey questions for

the third treatment (see Appendix C). All of the answers and sources would be found in the

reading homework and the students’ background knowledge could come from the reading

homework.

4. Data Analysis and Discussion

4.1. Data Analysis

We analyzed data for each question from the survey and compared the three weeks. For the

yes/no questions, number of yes and no answers were counted and expressed as a percentage.

The questions with a 4-point likert scale were ranged from lowest (1) to highest (4) and the

answers from group leaders were averaged for each week and compared.

Q1. Did the student do their reading homework?

<Chart 1>

9 (75%) 9 (75%) 12 (100%)3 (25%) 3 (25%) 0024

681012

Week 9 Week 10 Week 11Number of Group Leaders YesNo


82

In both week 9 and 10, 9 group leaders (75%) answered that the students completed the

reading homework, whereas all of them (100%) answered that the students completed the

reading homework in week 11.

Q2. How much did the students refer to the reading homework?

Never Not Much Pretty Much Very Much

Point 1 2 3 4

<Chart 2>

The average point was 3.0 in week 9 and then slighly dropped to 2.50 in week 10. Finally it

increased to 3.08 in week 11.

Q3. Week 10 – Are the students aware of vocabulary?

Week 11 – Was the debate/essay content in the reading homework helpful for

students to generate ideas?

3.0 2.50 3.080.01.02.03.04.0

Week 9 Week 10 Week 11Average


83

<Chart 3>

In week 10, 9 group leaders (75%) answered that the students were aware of vocabulary for

describing graphs, while all of them (100%) answered that the students were aware of content

for opinion essay writing.

Q4. Are the students aware of the writing format?

<Chart 4>

In week 9, 8 group leaders (66.7%) answered that the students were aware of the writing

format and then it dropped to 50% in week 10. Finally, all of the group leaders (100%)

answered that the students were aware of the writing format.

9 (75%) 12 (100%)3 (25%) 0024

681012

Week 10 (Vocabulary) Week 11 (Content)Number of Grup Leaders YesNo

8 (66.7 %) 6 (50%) 12 (100%)4 (33.3%) 6 (50%) 0024681012Week 9 (Cover Letter) Week 10 (DecribingGraph) Week 11 (OpinionEssay)Number ot G

roup LeadersWriting Format

YesNo


84

Q5. How helpful was the reading homework in terms of task completion?

Not at All Somewhat Helpful Fairly Helpful Very Helpful

Point 1 2 3 4

<Chart 5>

The average point was 3.17 in week 9, and then dropped to 2.58 in week 10. Finally it sharply

increased to 3.42 in week 11.

Q6. Do you think the reading homework helped the students build their background

knowledge?

3.17 2.58 3.4201234


9 (75%) 10 (83.3%) 12 (100%)3 (25%) 2 (16.7%) 0024

681012

Week 9 Week 10 Week 11Number of Group Leaders YesNo


85

<Chart 6>

Chart 6 shows a gradual improvement in relation between the reading homework and

building students’ background knowledge. In week 9, 9 group leaders (75%) answered that

the reading homework helped the students build their background knowledge, and then it

increased to 83.3% in week 10. Finally, it reached 100% in week 11.

Q7. If so, how much were the students engaged during the task?


Point 1 2 3 4

<Chart 7>

Chart 7 shows a gradual improvement in student engagement during the task. The average

point started with 3.10 in week 9 and increased to 3.25 in week 10. Finally it reached 3.42 in

week 11, which was the highest average point among three weeks.

Q8. Please write your comments. (e.g. strengths, weaknesses, or suggestions)

We collected the comments from group leaders and categorize into negative comments and

positive comments.

3.10 3.25 3.420.001.002.003.004.00



86

<Table 1> Negative Comments

Week Comments

W.9 “They did not do their reading homework and they told they felt difficulty because they didn’t do

their homework.”

W.9 “The reading homework was a little difficult. I think they didn’t read it carefully.”

W.9 “Some of the students didn’t do their homework even though writing resume was essential to

write a cover letter (resume was a part of the writing homework).”

W.10 “It would have been better if there had been more writing samples for various graphs.”

W.10 “Just one time homework doesn’t seem to affect their performance in class.”

<Table 2> Positive Comments

Week Comments

W.9 “The reading homework provides good information on what to write for each section Overall, it

was well developed.”

W.10 “Reading homework provided various language components that are really helpful for

describing graphs.”

W.11 “Form of opinion essay writing. Especially lower level students were engaged by referring to the

reading homework as well as vocabulary.”

W.11 “The examples in the reading homework gave students a lot of help in completing their tasks.

They did not copy the things directly, rather they could build their ideas on that more easily.”

W.11 “Thinking about the positive and negative aspects of K-pop was not an easy topic for students

but the reading homework assignments gave them opportunities to come up with useful ideas

and very helpful to lead the class.”

4.2. Discussion

Chart 1 shows how many students do their reading homework. In week 9, students

didn’t do their homework much after the midterm exam. In week 10, they had some difficulty

in doing their homework because it was a little bit difficult (graph description). However,

during those two weeks, students felt the necessity of doing reading homework for in-class

activities and all students did their homework in week 11. Generally, the result of all the


87

questions was higher than the other two weeks in week 11, which shows the importance of

doing the reading homework.

In chart 2, we can see how much students referred to their reading homework during

class. We gave each one a point such as 1 for never, 2 for not much, 3 for pretty much and 4

for very much. The average was o, 3.0, 2.5 and 3.08, respectively. In week 9, students referred

to their reading homework pretty much. However, it became lower in week 10, so we thought

about the reason. In week 9, students wrote a cover letter, so they referred to a sample cover

letter in the homework much. However, in week 10, students did a vocabulary matching

game, in which was not allowed to take a look at the reading homework. Also, in the task 3,

students had to describe their own graph and draw the partner’s graph. In the survey task, the

final one, they were busy in doing survey, analyzing the result and making a graph. They

didn’t have much time to refer to the homework in both activities. On the other hand, in week

11, students had a debate about the K-Pop and wrote an essay. They referred to useful

transitions, essay format, essay sample, and the essay content much.

Chart 3 indicates the percentage of the awareness the vocabulary and content. In

week 9, we didn’t deal with the vocabulary, so we put the vocabulary in week 10 and in week

11, we added content as well. In week 10, there were some vocabulary exercises. Students

had to categorize the verbs, adjectives and adverbs and fill in the blanks for the graph

description. In week 11, the content of positive and negative aspects of K-Pop was offered.

Most students were aware of the vocabulary and the content.

We asked a question related to a writing format in common all through the weeks and

chart 4 shows the result. In week 9, most students were aware of the writing format, but it

dropped to 50% in week 10. Finally, the students were aware of the writing format in week 11.

In week 9, there was a sample cover letter to refer to, however, in week 10, there was no

sample paragraph to recognize at a glance even though there were several exercise questions

and the explanation of how to describe a graph. When we put several exercise questions,

there was an intention to expose students to various kinds of graph descriptions, but it was

done covertly, so students weren’t aware of it much.


88

In chart 5, we can see how helpful the reading homework was in terms of task

completion. The average point was 3.17 in week 9, and then dropped to 2.58 in week 10.

Finally it sharply increased to 3.42 in week 11. Students felt that the reading homework was

helpful in completing the task if the reading homework was closely linked to the task in class.

For example, in week 9, students could do well in Golden bell quiz if they had done their

homework well. Also, students wrote a cover letter as a final task. They were directly given

a sample from the reading homework. On the other hand, in week 10, the reading homework

was good for building students’ background knowledge but it was not directly related to the

in-class task. Students had to apply what they learned, but it takes time for them to sink in. In

week 11, all the components such as vocabulary, writing format, essay content were involved

and it made students complete the tasks successfully.

Chart 6 shows if the reading homework helped students to build their background

knowledge. It shows a gradual improvement from week 9 to 11. The reading homework plays

a role of preview and students can prepare for the class and participate in class with the help

of homework. Without the reading homework, it would be hard for students to follow the

class. Week by week, it was getting better in designing the homework and helping students to

build their background knowledge.

In chart 7, we can see how much students were engaged during the task and the

average increased steadily. As mentioned above, students can be easily engaged when the

homework was closely related to the in-class tasks and it was getting better from week 9 to 11.

It also can be related to question number 1, if students did their reading homework. When all

the students did their homework in week 11, students’ engagement ranked the highest.

5. Recommendations

This action research has been focused on the effectiveness of reading homework in

relation to in-class tasks. There were two main parts that this action research remarked;

engagement and background knowledge in relation to the reading homework. As mentioned

above, it was seen that all of these parts showed improvement over the three weeks. This


89

means by encouraging students do their reading homework in advance as pre-assignment,

they could be engaged more by using their background knowledge. Here, the most

remarkable part was that the rate of the reading homework completion in week 11 which was

closely related to the other two parts, engagement and background knowledge. It means that

asking students the homework completion was the most basic question to get to know the

effectiveness of homework in-class tasks.

Before this action research started, the students tended to separate their reading

homework and in-class tasks. Even though they finished their reading homework, it was

hardly seen that they refer to it in the classroom. However, they started to notice the

importance of the reading homework as well as the close relationship between their reading

homework and in-class tasks. When it comes to the rate of the reading homework completion,

it was increased from week 9 to week 11 and it also influenced their engagement, building

and using their background knowledge when doing tasks in class. However, although the

number of students, who completed the reading homework, was increased, the degree of the

engagement and building and using their background knowledge showed all differently.

There can be two main factors which caused the differences; the type of the reading

homework, and target linguistic components.

When it comes to the type of the reading homework, the students tended to refer to

their reading homework often when there were specific examples provided in their reading

homework. By looking at the examples such as outline of writing a cover letter or contents

boxes which were including some useful expressions or words in it, students were easily refer

to them while completing tasks in the class. Since the lesson is ongoing situation, so students

do not have enough time for checking their homework carefully again, however, when there

were specific examples that they needed to find some particular information, they tended to

refer to it, finding information easily at the same time. For example, when comparing the

reading homework in week 9 and 10, even though there were enough useful words that they

needed to describe graphs, the students referred to the reading homework less in week 10

without examples in the homework. Instead of checking the reading homework, they tended

to use the same words that they already knew or referred to the ppt slides which showed some


90

steps to describe graphs. Also, they asked help their group leaders’ help rather than referring

to the homework. Moreover, when it comes to the homework in week 11, students even more

actively referred to their homework for getting some ideas or writing an opinion essay. It was

because in week 11, there were enough examples so that the students could easily find the

information that they needed and wanted to. That is to say, when designing homework, it is

important to include new information sufficiently to build students’ background knowledge

by referring to their homework. However the more important thing seems that providing

enough examples for helping their better understanding as well as using the information from

the homework in the actual situations when it is needed.

Another possible factor is that focusing on the linguistic components. Language

learning is not separated, which means that vocabulary and grammar, for example, are not

separated from each other, but they are all linked. That is why teachers should put those

different components together when designing homework. Since this course was opened as a

writing class, providing proper writing outlines was mainly focused. However, to make

students produce output, interaction occurred all the time in the class. The students had to

interact with others to complete the tasks and reading homework provided them with the

guideline in advance what they were going to learn and do in the upcoming class. For

instance, in week 11, the students did debating based on the information provided in their

reading homework. There were enough examples, useful expressions, some ideas about the

main topic, mentioning that they were going to use them. Apart from writing, the students

could prepare for the debate by previewing the information in their reading homework. As a

result, in week 11, the students were engaged well with in-class tasks, referring to the reading

homework as well as used their background knowledge fairly well compared to the rest of the

weeks. It was common to regard homework as a tool to develop students’ writing skills by

doing vocabulary and sentence practices, however, speaking and listening can be developed

by using well-designed homework, just like language learning. When the homework is well

designed, containing all target linguistic components combined such as vocabulary, grammar,

contents as well as writing format, students can be engaged well in the class, use the built

background knowledge from the homework and also develop their speaking, listening,

reading and writing skills equally.


91

References

Harris Cooper, Jorgianne C. Robinson, & Erika A. Patall. (2006). Does homework improve

academic achievement? A synthesis of research, 1987-2003. Review of Educational

Research, 76(1), 1-62.

Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). Designing learning and

technology for educational reform. Oak Brook, IL: North Central Regional

Educational Laboratory. Retrieved October 22, 2012, from

http://www.ncrel.org/sdrs/engaged.htm

Joyce, L. Epstein, & Frances L. Van Voorhis. (2001). More than minutes: Teachers’ roles in

designing homework. Educational Psychology, 36(3), 181-193.

Khatib, M., & Nourzadeh, S. (2011). Some recommendations for integrating literature into

EFL/ESL classrooms. International Journal of English Linguistics, 1(2), 258-263.

Mary H. Sullivan, & Paul V. Sequeira. (1996). The impact of purposeful homework on

learning. The Clearing House, 69(6), 346-348.

Othman, J., & Vanathas, C. (2006). Topic familiarity and its influence on listening

comprehension. The English Teacher Journal, 34, 19-32.

Schlechty, P. C. (2001). Shaking up the schoolhouse. San Francisco: Jossey-Bass.

Tuan, L. T., & Loan, B. T. (2010). Schema-building and listening. Studies in Literature and

Language, 1(5), 53-64.

Voke, H. (2002, February). Motivating students to learn. ASCD Infobrief, 2(28). Retrieved

October 22, 2012, from

http://www.ascd.org/readingroom/infobrief/200202_issue28.html

Wasserstein, P. (1995). What middle schoolers say about their schoolwork. Educational

Leadership, 53, 41-43.


92

Appendix A – Week 9 Group Leader Survey

Treatment #1: Writing a Cover letter

Date: Oct. 30th

, 2012

1. Did the students do their reading homework? Y / N

2. How much did the students refer to the reading homework?


3. Are the students aware of the (a cover letter) writing format? Y / N

4. How helpful was the reading homework in terms of task completion?


5. Do you think the reading homework helped the students build their background knowledge? Y / N

6. If so, how much were the students engaged during the task?


7. Please write your comments. (e.g., strengths, weaknesses, or suggestions)


93

Appendix B – Week 10 Group Leader Survey

Treatment #2: Describing a Graph (Matching description with the graph, writing a paragraph about a graph)

Date: Nov. 6th

, 2012




3. Are the students aware of the vocabulary? Y / N

4. Are the students aware of the (graph description) writing format? Y / N








94

Appendix C – Week 11 Group Leader Survey

Treatment #3: Writing an opinion essay

Date: Nov. 13th

, 2012




3. Was the debate/essay content (the positive and negative aspects of K-POP) in the reading homework helpful

for students to generate ideas? Y / N

4. Are the students aware of the (opinion essay) writing format? Y / N








95

Appendix D – Week 9 Reading assignment

Tips on How to Write a Cover Letter

What is a cover letter? A cover letter is 1-page letter sent with your resume to provide additional

information on your skills and experience. A cover letter typically provides detailed information

on why you are qualified for the job you are applying for. Effective cover letters explain the

reasons for your interest in the specific organization and identify your most relevant skills or

experiences. A cover letter typically accompanies each resume you send out. It helps readers

know why and what you are applying for. Thus a cover letter should be written to get the

employer’s attention before checking your resume. Cover letters can be the deciding factor

between getting called for an interview or being passed up for another candidate who submitted

something better. To make sure your cover letter helps you land the interview, keep these do's

and don’ts in mind when you're writing:

• Do create a customized cover letter for every company and position so it specifically

relates your skills to the job you are applying for.

• Do take the time to find out the hiring manager's name, and open the letter with a

proper greeting.

• Do identify the position you're applying for, including the job code or reference number

(if there is one).

• Do maintain a confident, enthusiastic tone.

• Do proofread repeatedly (typos and grammatical mistakes are a huge turn-off)!

• Do ask someone you trust to critique and proofread your cover letter.

• Do indicate how you will follow-up, typically with a phone call or an email.

• Don't go beyond one page. In most cases, three or four paragraphs are enough to tell

your story.

• Don't try to be humorous. Humor is subjective; it can make you seem unprofessional

rather than personable.

• Don't resort to cliches, exaggerations, or false flattery.

• Don’t assume spell-check will catch all errors!

• Don't simply repeat claims you made in your resume. Instead, highlight the most

impressive accomplishments from your resume and describe the story behind them.


96

More specifically, there are some cover letter basics. A cover letter should answer the

question – “Why should I hire you?” To do so, your cover letter (1) states your intent to

apply to a position or organization; (2) highlights why you are interested in the

position/organization; and (3) explains why you feel you are qualified based on your

experience. Here is some information to include in your cover letter.

Your Contact Information Name Address City, State, Zip Code Phone Number Email Address

Date

Employer Contact Information (if you have it) Name Title Company Address City, State, Zip Code

Salutation

Dear Mr./Ms. _______: (you should always try to address your letter to a specific person rather

than “To Whom It May Concern:”)

Body of Application Letter

The body of your application letter lets the employer know what position you are applying for,

why the employer should select you for an interview, and how you will follow-up.

First Paragraph

The first paragraph states why you are writing and to which position you are applying. In this

first paragraph, you should also include a general statement of why you are interested in the

position. This statement can range from past experience in the field, a desire to gain experience,

or how you feel your education or past experience will benefit the organization. The goal is to

quickly catch the reader’s attention and make him or her interested enough to continue reading.

Although many cover letters you see will begin with phrases like, “I am extremely interested…”

or “I am writing to express interest in…” that is oftentimes not the best approach. Instead, try to


97

be creative and think of another way to start your cover letter.

Middle Paragraph(s) - Second/Third Paragraph:

The second and third paragraphs outline why you feel you are qualified for the position by

highlighting specific accomplishments and experiences and then showing how those

accomplishments/experiences are relevant to the position. In other words, you are not simply

restating the information you have listed on your resume. Instead, you are showing the

employer how you are the ideal candidate for the position – you do so by citing specific, relevant

examples from your background. Remember, these examples can be drawn from classes,

community service, activities and interests - along with your work experience.

Suggestions before you begin writing this part of your cover letter:

• Read through the job description and create a list of the specific skills or characteristics the

employer emphasizes. The employer may be looking for an applicant with strong computer

skills, research ability, analytical skills, leadership, initiative, dedication, or specific experiences.

Take the time to write down those skills so you have them in front of you as you begin to write.

• Next, look at your resume and write down 1-3 examples from your background that highlight

those skills you’ve just listed. These examples may be from your work/intern experience, but

can also include coursework, honors/achievements or extracurricular or community service

activities.

• By doing this small task before you begin writing, you ensure two things: One, that you

highlight those skills for which the employer is looking; and two, that you use the best examples

possible to illustrate how you are the ideal candidate for this position.

Final Paragraph + Complimentary Close

The last paragraph basically states: Enclosed is my resume (and any other requested

information).Conclude your application letter by thanking the employer for considering you for

the position. Include information on how you will follow-up.(e.g., I look forward to meeting with

you to discuss the position; Please contact me if you require further information; and Thank you

for your time and consideration.)

Sincerely,

Signature

A. Based on the given information, write ‘should’ or ‘shouldn’t’ in the blanks.

1. You ________________write a perfect cover letter so that you can use it over and over.

2. You _______________identify all of the skills and experiences, even if they are not relevant.


98

3. You ________________state where you learned of the position and the title of the position you are applying

for.

4. You ________________ explain the reasons for your interest to let the receivers know why you are interested

in the company.

5. You _______________ use some trite phrases and expressions to make your cover letter easy to read.

6. You ________________ indicate how you will follow-up, typically with a phone call or an email.

7. You _______________ include detailed information just like your resume.

B. Put the right order to complete this given cover letter based on the given format above.

I firmly believe that I will be a good fit in The ABC Consulting Group's collaborative, entrepreneurial, and intellectual culture. I am excited at the prospect of working for The ABC Consulting Group upon graduation and have enclosed my resume for your review. Thank you for your time and consideration.

Ian Cole 36 Dudnely Road, Mission Bay Auckland, New Zealand, 2022 64-123-4567 64-27-123-4567 [email protected]

1

I am a second-year Smith Business School student interested in interviewing for a full-time Consultant position with The ABC Consulting Group. I believe that The ABC Consulting Group has the ideal culture in which to pursue my goal of becoming a strategic business leader and thinker.

Mr. Johnson Full time consultant position The ABC Consulting Group 123, Remuera Road, New Market Auckland, New Zealand, 2022

Dear Mr. Johnson,

Ian Cole

My professional experience and Smith Business School education prepare me to be successful at The ABC Consulting Group. Leading a high-level project to develop a China entry and growth strategy in the "new media" industry for Television Networks Asia gave me invaluable global strategy experience. Furthermore, interviewing senior executives and entrepreneurs of top media and technology companies gave me the unique opportunity to engage in high level business discussions with leaders of industry. While at DEF Consulting as a consultant, managing


99

global information security projects gave me experience in the consultative and client service approach. As a joint-degree student (MBA/MA International Studies), I have the flexibility in both language and culture to operate successfully in many different contexts. Finally, as a musician and producer of my own record, I have developed the capacity to think creatively and entrepreneurially.

October 30th, 2012

Sincerely,

Ian Cole


100

Appendix E – Week 10 Reading assignment

I. Vocabulary

Exercise 1. Look up the meanings of the movements and categorize them.

to decrease to surge to go up to sink to rise

to stabilize to grow to fall to decline to drop

to plunge to peak to level out to soar to fluctuate to

remain stable(steady) to boom to climb to dip

to increase to shot up to plummet to rocket to slump

to reduce to plateau to stay constant to go down to reach a bottom

to maintain the same level to reach the highest level

Up Down No movement Etc.

to go up

Exercise 2. Using the adjectives, write the adverbs next to it.

A. Describing the degree of change


dramatic dramatically sharp enormous steep substantial considerable significant marked moderate


101

slight minimal

B. Describing the speed of change


rapid rapidly quick swift sudden steady gradual slow

Exercise 3. Match each sentence below with one of the following graphs.

1. � The investment level rose suddenly.

2. � The sales of our products fell slightly in the final quarter.

3. � The Research and Development budget has stabilized over the past few years.

4. � At the end of the first year, sales stood at 50 per cent of the present level.

5. � The price reached a peak before falling a little and then maintaining the same level.

6. � There has been a steady increase in costs over several years.

7. � The sudden collapse in share prices has surprised everyone.

8. � The value of the shares has shown a steady decline.


102

II. How to Write about Graphs

Before you Begin

Underline key words. Write related words – turn nouns into verbs, verbs into nouns, adjectives into adverbs, etc. Write opposite words, similar words, synonyms, etc.

Circle and highlight the graph. Use arrows. Make notes. Circle the biggest, the smallest, stable or unchanging parts, sudden increases, etc.

Identify trends. A trend is the overall idea of the graph

� what is happening/what happened � the main change over time � the most noticeable thing about the graph � the pattern over time � the pattern for different places or groups or people.

While you Write: Layout

Introduction

� First sentence: Describe the graph. You can use some slightly different words or word forms from those on the question paper, but be careful to give the full information. Start “The graph shows/ outlines/represents…“

Paragraph

� Second sentence gives the trend or trends. Start with a sentence with no number. “City size increased sharply over the period.” “The most obvious trend in the graph is that women are having fewer babies.” “Oil production has increased slightly in all the countries in the graph”

� Give a main idea and group information using expressions related to graph description. (refer to the next part)

Main Idea

One of the most important things to do is get the main idea of the graph. First, identify the main features of the graph. What is happening? What are the biggest numbers? If it is a


103

time graph, what are the biggest changes? What are the trends?

Grouping Information

Sometimes there is just too much information in a graph. You may need to group information. Grouping information means putting two or three similar or related things together. This makes it easier for the reader to understand. It is also less work for you, because you can put more than one piece of information in a sentence.

� Don’t have too much information � Don’t analyze or explain everything in the graph � Don’t go from left to right, explaining everything. Instead pick the main ideas. � Use the biggest and next biggest – don’t mention everything in between. � Don’t mention the small or unimportant stuff � Pick an idea and find information that supports it

Examples of circumstances

� Between 1995 and 2000 � From 1995 to 2000 � Over 10 years � Sales fell to 150 in March � During the past ten weeks � Since 2003

Conclusion

� Finish by repeating the main trends, or identify a second trend. Use different vocabulary. � Don’t have any numbers in the conclusion (you could use words like “most”, “the majority”

“a minority”, “a small number”). � Don’t give an opinion. � Expression: In summary we can see that… , To sum up …, In conclusion it can be seen that…,

Overall, the data shows/ indicates/suggests…,Overall, it appears that…

While You Write: Some Don’ts

� Don’t write about everything on the graph. Pick the biggest, the smallest, the main points, the main trends. Group similar things together


104

� Don’t write about the line or the bar: “The line went up,” “The bar went down.” Instead, write about the idea. “The number of people going to work by train increased gradually.” “Oil production shot up in 1965”

� Make sure you write about the idea. Don’t use shorthand: “Men went up.” “Women went down.” Instead, write about the real data: “The number of men at university fell dramatically,” “The percentage of female students getting a degree rose suddenly.”

Exercise 1. Fill the gaps using words from the following list.

The above pie chart shows the types of housing used by the US population in 1990. Single-family

houses were the most ( ) living arrangement, ( )ing for 64 percent of the

total number of all housing units. The ( ) largest type of housing used was the category

of 5 or more units in a building, which occupied a ( ) higher percentage than the

category of 2 to 4 units in a building and the category of mobile homes combined together. As

you see, 28 percent of the US population lived in buildings with 2 or more units. The percentage

of mobile homes was 7 percent, which was the ( ) percentage of all housing types

except for the category of other. One percent of the US population, whose housing type was

classified as ‘other’ in the graph, lived in houseboats, railroad cars, campers, vans, and so forth.

account lowest slightly second common


105

Exercise 2. Put them in right order.

(a) The busiest time of the day is in the morning. There is a sharp increase between 06:00 and 08:00, with 400 people using the station at 8 o’clock.

(b) The graph shows the fluctuation in the number of people at a London underground station over the course of a day.

(c) After this the numbers drop quickly to less than 200 at 10 o’clock.

(d) After 7 pm, numbers fall significantly, with only a slight increase again at 8pm, tailing off after 9 pm.

(e) There is then a rapid rise to a peak of 380 at 6pm.

(f) Overall, the graph shows that the station is most crowded in the early morning and early evening periods.

(g) Between 11 am and 3 pm the number rises, with a plateau of just under 300 people using the station.

(h) In the afternoon, numbers decline, with less than 100 using the station at 4 pm.

Answer: ( )- ( )- ( )- ( )- ( )- ( )- ( )- ( )-


106

Exercise 3. Which statement is NOT true according to the graph? Underline the part

which is wrong and correct it.

The above graph shows the most important writing skills ranked by high school teachers and

college instructors. ① College instructors consider grammar and usage skills to be the most

important English writing skills, while high school teachers consider them the least important.

② College instructors and high school teachers agreed on sentence structure and punctuation;

the former is ranked second and the latter fifth. ③ High school teachers consider writing

strategies to be the most important factor, while college instructors consider them the third

most important element. ④ As far as organization skills are concerned, they are ranked third by

high school teachers and fifth by college instructors. ⑤ College instructors and high school

teachers show the second largest gap in the importance of both writing strategies and style.

( -> )


107

Appendix F – Week 11 Reading assignment

Section A – Opinion Essay Writing

Opinion essay is a formal piece of essay writing which presents the author’s point of view on

a particular subject supported by reasons and examples. The opposing viewpoint is also suggested, it

goes with arguments that show that it is unconvincing.

In the lesson, you will be asked to write a five-paragraph essay expressing your opinion on a

given topic. In this essay you need to develop your ideas and support them with clear examples or

other proof. To be successful, follow the practices of good writing which involves applying the

following three major strategies:

• Unity – how each paragraph/sentence is related to the next

• Coherence – how each idea progresses smoothly and logically

• Emphasis/Expression – how clearly each idea stands out Following are five steps to help you express your opinion clearly and coherently, with confidence.

1. Before Writing: Read the topic question over twice – do not begin to write as soon as you have read the question. Instead, brainstorm your ideas first, and then sort them into categories.

You will then need to draft your opinion into a five-paragraph essay format, consisting of an

introductory paragraph, three body paragraphs, and a concluding paragraph.

2. Introductory Paragraph: Present your opinion (controlling idea/thesis) clearly in an

introductory paragraph. Do not start explaining your proof in the introduction, but indicate

how you will be supporting your opinion.

3. Body Paragraphs (3): Use a clear topic sentence for each body paragraph – make sure that it

connects directly with the controlling idea (your opinion). Each paragraph should deal with

only one aspect of your opinion. Develop your ideas in a logical progression (order of

importance, chronology/sequence, process, etc.). Support your opinion clearly with evidence,

proof or an example, and then finish each paragraph with a summarizing statement.

4. Concluding Paragraph: The concluding paragraph must relate back to the introduction – it

forms a mirror image of the introductory paragraph and should give a sense of completion.

5. Expression: Use a formal tone for your essay – avoid slang, casual language, jargon or vague

comments. Improve the coherence and unity of your essay through using transitional

(connecting) words and phrases between sentences and between paragraphs, or through

using pronouns and connectives (prepositions, conjunctions). And finally, remember to use a

consistent verb tense.


108

Comprehension Check

1. What is an opinion essay?

___________________________________________________________________________

2. How many paragraphs does an opinion essay usually consist of? _____________

paragraphs

3. What are the names of paragraphs in an opinion essay?

�__________________ paragraph / three __________ paragraphs / _________________

paragraph

Section B – Opinions, how to give them Below are some phrases that you can use to help express opinions. Some of these phrases are more appropriate for written English such as giving your opinion in an essay whereas some can also be used in spoken English. Personal Point of View

We use these words and phrases to express a

personal point of view:

• In my experience…

• As far as I'm concerned…

• Speaking for myself…

• In my opinion…

• Personally, I think…

• I'd say that…

• I'd suggest that…

• I'd like to point out that…

• I believe that…

• What I mean is…

General Point of View

We use these words and phrases to express a

point of view that is generally thought by people:

• It is thought that...

• Some people say that...

• It is considered...

• It is generally accepted that...

Agreeing with an opinion

We use these words and phrases to agree with

someone else's point of view:

• Of course.

• You're absolutely right.

• Yes, I agree.

• I think so too.

• That's a good point.

• Exactly.

• I don't think so either.

Disagreeing with an opinion

We use these words and phrases to disagree with

someone else's point of view:

• That's different.

• I don't agree with you.

• However…

• That's not entirely true.

• On the contrary…

• I'm sorry to disagree with you, but…

• Yes, but don't you think…


109

• So do I.

• I'd go along with that.

• That's true.

• Neither do I.

• I agree with you entirely.

• That's just what I was thinking.

• I couldn't agree more.

• That's not the same thing at all.

• I'm afraid I have to disagree.

• I'm not so sure about that.

• I must take issue with you on that.

• It's unjustifiable to say that...

Section C – Useful Transitions and Expressions

Introducing the topic:

• To begin with

• As an introduction

• To start with

e.g., To begin with/As an introduction/To start with,

music plays an essential role in our everyday life.

Giving your opinion:

• (Personally) I think

• I believe

• In my opinion

• From my point of view,

• As I see it

• As far as I’m concerned

• It is clear that

e.g., I think/I believe/In my opinion/From my point of

view/As I see it/As far as I’m concerned/It is clear that

music is the best way to release our feelings.

Introducing the main arguments:

• Firstly

• Secondly

• Finally

e.g., Firstly/Secondly/Finally, music often helps people to

cheer up.

Adding extra points to the arguments:

• In addition,

• Besides,

• Moreover,

• Furthermore,

• What is more,

• Also,

e.g., In addition/Besides/Moreover/Furthermore/What is

more/Also, music is an essential element in different

ceremonies.

Contrasting ideas:

• Whereas

• However

• Actually

• On the other hand

• In fact

e.g.1, However/Actually/On the other hand/In fact,

music is used to treat non-verbal patients.

e.g.2, Whereas music is usually used to entertain people,

it is sometimes used to treat non-verbal patients.

Expressing consequence:

• ,so

• Therefore

e.g., Therefore/As a consequence/As a result/That is why

music is important to humankind.


110

• As a consequence

• As a result

• That is why

Giving examples:

• For example,

• For instance,

• , such as

• , like

e.g.1, For example/For instance, personalized music via

iPods is used to combat Alzheimer’s disease, which is

characterized as the inability to communicate how they

feel.

e.g.2, Recent technology such as (or like) iPods is used to

personalize music in treatment of Alzheimer’s.

Expressing conclusion:

• In conclusion,

• To sum up,

• To finish,

e.g., In conclusion/To sum up/To finish, music is a unique

language, which is understood by everyone all around

the world. Section D – Essay Format

A successful opinion essay usually consists of 5 paragraphs with following elements:

1) Introductory Paragraph �� Hook, Thesis Statement

2) First Body Paragraph �� Topic Sentence, Supporting Details

3) Second Body Paragraph (* for each body paragraph)

4) Third Body Paragraph

5) Concluding Paragraph �� Restatement of Thesis, Final Thought

Elements of an essay

- Please read this part carefully. You will write a five-paragraph essay in class based on the format

below.

Introductory Paragraph

Hook

What is a Hook?

• A sentence you write in the beginning of the introductory paragraph to add interest to the

readers.

What to write?

• You can include background information, a fact or a quote.

Example: "A dog is man's best friend." That common saying may contain some truth, but dogs are not the only

animal friends whose companionship people enjoy. For many people, a cat is their best friend.

Thesis Statement

What is a Thesis Statement?

• A sentence that answers the topic question.

• It helps you to organize your thoughts before writing the essay.


111

• It makes your essay clearer to the readers.

• It also includes a predictor. (A Predictor is a list of Topic Sentences.)

Example: Despite what dog lovers may believe, cats make excellent house pets as they are good companions,

they Thesis Statement

are civilized members of the household, and they are easy to care for.

Predictor

3 Body Paragraphs

Topic Sentence

What is a Topic Sentence?

• Shows the main idea of each body paragraph.

• Use Transitions to start Topic Sentences.

• Transitions show the relationship between ideas, and keep the ideas clear and organized.

Example:

Last, one of the most attractive features of cats as house pets is their ease of

care. Cats do not have

Transition Topic Sentence

to be walked. They get plenty of exercise in the house as they play, and they do their business in the

litter box. Cleaning a litter box is a quick, painless procedure. Cats also take care of their own

grooming. Bathing a cat is almost never necessary because under ordinary circumstances cats clean

themselves. Cats are more particular about personal cleanliness than people are. In addition, cats

can be left home alone for a few hours without fear. Unlike some pets, most cats will not destroy the

furnishings when left alone. They are content to go about their usual activities until their owners

return.

Supporting details

What are Supporting Details?

• Consists of major and minor details.

• The major detail supports the Topic Sentence.

• The minor detail supports the major detail.

• The supporting details should be equally developed as follows:

Topic Sentence > Major Detail > Minor Details > Major Detail > Minor

Detail

Example:

Last, one of the most attractive features of cats as house pets is their ease of

care. Cats do not have to be walked. They get plenty of exercise in the house as they play, and they

do their business in the litter box. Cleaning a litter box is a quick, painless procedure. Cats also take

care of their own grooming. Bathing a cat is almost never necessary because under ordinary

circumstances cats clean themselves. Cats are more particular about personal cleanliness than

people are. In addition, cats can be left home alone for a few hours without fear. Unlike some pets,


112

most cats will not destroy the furnishings when left alone. They are content to go about their usual

activities until their owners return.

Concluding Paragraph

Restatement of the thesis statement

What a Restatement of Thesis?

• Summarizes the Topic Sentences of the essay

• Paraphrase the Thesis Statement from the Introductory Paragraph

• To remind readers of the main points for the last time

Common Transitions for Concluding paragraph

• In conclusion, To sum up, To conclude,

• On the whole, To summarize, In summary,

Example:

In conclusion, cats are great house pets as they are low maintenance, civilized companions.

Transition Restatement of Thesis

Final thought

What are Final Thoughts?

• A Final Thought at the end of your essay to leave a lasting impression

• To connect the topic with more general issues

• A Final Thought can be rhetorical or thought-provoking question, opinion, prediction or

suggestion.

Example:

People who have small living quarters or less time for pet care should appreciate these

characteristics of cats. However, many people who have plenty of space and time still opt to have a

cat because they love the cat personality. In many ways, cats are the ideal house pets.

Comprehension Check

Practice) Read the following essay and answer the questions.

The Right to Die

A difficult problem that is facing society is euthanasia, another word for mercy killing.

Thousands of young people are mortally ill because of incurable disease. They are all kept alive in

artificial ways. They have no chance to recover completely, but most of the legal systems do not

allow doctors to end their lives. However, fatally ill patients should be allowed to die for several

reasons.

First, medical costs are very high. The cost of a hospital room can be as much as a hundred

dollars per day and even more. The costs of medicines and medical tests are also high. The family of

the patient is responsible for these expenses. Consequently, they would be a terrible financial


113

burden for them for a long time.

Second, the family suffers. The nurses can only give the terminally ill patient minimum care.

The family must spend time to care for the special needs of their loved one. They should talk, touch,

and hold the patient even though he or she may be in a coma. For example, Karen Quinlan’s parents

visited her every day even though she was unable to speak or to see. Also, it is very difficult to watch

a loved one in a coma because his or her condition does not improve.

Last, the patients have no chance of recovery. They can never lead normal lives and must be

kept alive by life – support machines. They may need a machine to breathe and a feeding tube to

take in food. They are more dead than alive and will never get better. For example, in 1975, Karen

Quinlan became unconscious after the she swallowed some drugs and drank alcohol. She was kept

alive by machines. Her parents knew that her body and brain would never be normal. Therefore,

they asked the court to allow their daughter to die. The judge agreed, and Karen’s breathing machine

was turned off. She was able to breathe on her own, but she died nine years later in June of 1985.

In conclusion, because terminally ill patients have no chance to live normal lives, they should

be allowed to die with dignity. Therefore, the family should have the right to ask to turn off the life-

support machines or to stop further medical treatment.

Answer the following questions.

1. Underline the thesis statement.

2. Underline the topic sentences that give reasons.

3. Underline the restatement of thesis.

4. Circle the transitions.

5. Which sentence expresses the writer’s opinion about the right to die?


114

Section E – Debate / Essay Content (Positive and Negative aspects of K-POP)

- We are going to have a debate on the following topic and will later write an essay about it.

Therefore, please read the both sides of opinions carefully and try to think about positive and

negative aspects of K-POP.

� Recognition of Korea; promote Korean Culture K-POP is a valuable ambassador for Korean culture and helps to educate the rest of the World about life on the peninsula. While the singers are young their lyrics embody traditional values of family, friendship, and romantic love.

� Focus Placed on Personal Appearance With plastic surgeries on the rise, Korea has become a ridiculously image-conscious culture, and K-pop idols have helped to drive this trend. Image is the most essential quality of a performer while talent, music and creativity play only secondary roles.

� Stimulates Korean Economy According to BBC the K-POP industry contributes 3.4 billion dollars annually to the Korean Economy. Additionally, K-POP concerts in China are already very lucrative and no other country is in a better position to sell recorded music in China, an enormous market.

� Exploitation of Teenagers (Sexually) K-pop music videos have created fantasy worlds that lack morality. They contain sexually suggestive content, nightclub scenes, sexually charged choreography (usually among girl groups). It is known that K-pop sells images of the young, innocent, yet sexually charged girl archetype and a sexy beast-like man’s body.

� Development of Korean Music Industry � Misrepresents Korean Culture

Points For Points Against


115

To those that would argue that K-POP is not real music, why are concerts selling out world-wide in minutes. It may seem like a fad but it’s grow has come via social media outlets like you-tube and shows no signs of slowing down. An industry this lucrative has enormous potential to fuel other genres of music as well.

How Korean is K-pop? K-pop industry has introduced young Koreans who grew up in New York, LA, and other Western cities. They are introduced by 3 most powerful music management companies (SM, YG, JYP) and trained to represent their companies. � Initiates New Korean Fashion Trends As much as K-POP is about the catchy lyrics, dancing moves and hip hop sound, another equally important component is the fashion. From JY Park to G-Dragon K-POP singers have had a huge impact on fashion and a very increasing impact on the youth market.

� Stifles Korean Music Creativity and Diversity K-pop idols are trained to represent their companies (SM, YG, JYP). K-pop artists don’t write their own music. It is known that it costs 2.5 US dollars to train an idol until his/her debut. S/he is trained to how to sing, dance, act, speak foreign languages, and carry themselves in interviews.


116

EEEEpiloguepiloguepiloguepilogue

Looking back,


117

Looking back, I have learned a lot in this MA course. I could back up my

teaching with theories and lay the groundwork through this course.

Especially, I had a lot of chance to teach and learn in practicum. Every week

we teachers-in–training shared ideas to design a lesson plan and ran

classes, taking turns. We collaborated all together and it was a great

experience. In GEP class, we tried to make language learning student-

centered and meaningful. Also, we got to know the importance of

homework through the action research.

I could see how effective TBLT was in person and I decided to apply it in my

teaching context. In addition, I will reflect on my teaching ever afterward.

Now I feel I have grown up professionally and will develop my teaching

career with this valuable experience.

professional teaching portfolio ...tesolma.com/uploads/3/4/5/9/34595919/kyunghwayu-portfolio.pdf ·...

Documents