JI HYUNG PARK

Fall

2015

Practicum

Teaching Portfolio

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TABLE OF CONTENTS

Ⅰ. Introduction

Ⅱ. Professional background

Teaching philosophy

Resume

Certifications

Ⅲ. MA program

MA Courses

Ⅳ. Practicum

Overview of Lessons

Lesson plans

Reflections

Pictures

Ⅴ. Research Area

Action research

Needs Analysis

Diagnostic assessment

Ⅵ. Epilogue

2

This portfolio shows how I have developed my teaching

philosophy and teaching backgrounds based on different

theories I have learnt in the Sookmyung TESOL MA program.

Particularly, through the “English in Action Writing”

class, I could practice different teaching strategies, techniques

and practical teaching skills which I would like to utilize in

my future teaching career. Through the TESOL MA program,

I want to become a professional English teacher in the future.

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Professional Background

Resume

Teaching Philosophy

Certifications

4

Teaching Philosophy

My teaching philosophy is that I would like to support my students to participate in

group discussions and creative activities for their language development. For

effective learning, I want to facilitate group discussions and students can participate

in creative activities more actively.

First, one of my teaching philosophies is language teaching focusing on the

communicative aspects of language learning and teaching. Communicative language

teaching (CLT) is a significant principle to practice effective language learning and

communicative competence. (Richards & Rodgers, 1986). For example, when I use

interactive language games, information sharing activities, or role plays which are

communicative activities in an academy, students practiced real communication

through meaning negotiation and interaction with others. Especially, when I use

drama based activity to develop their communication skills, students collaboratively

participate in the activities.

Second, to make a more positive attitude towards learning, I would like to use

authentic materials which could be maps, newspapers, advertisements, travel

brochures, pop songs, catalogs and magazines. For example, when I use authentic

materials in pair or group work activities, students are very interested in the authentic

materials and they provided opportunities to motivates and stimulate them in

language learning. Furthermore, when I use the authentic materials which are pop

songs or movies, students are involved in an activity and they participate in the

activity positively. Therefore, when students learn a real language in a real context

using authentic materials, students participate in the activity with authenticity

(Berardo, 2006).

Third, according to the affective filter hypothesis (Krashen, 1981), when

students are stressed, self-conscious, or unmotivated, they have difficulty producing

the language. Therefore, I would like to provide a comfortable atmosphere to the

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students for a ‘lowered affective filter’ (Krashen, 1981). To motivate students, I also

want to make different and creative activities by their different language proficiency

levels. For example, there are drama activities, role play, interactive board games,

word recognition games for learning and teaching English as a second language.

Especially, when students learn grammar and memorize vocabulary lists, most of the

students think they are very boring and difficult tasks. Consequently, I want to make

learning of the grammar enjoyable through vocabulary games and different fun

activities.

As a teacher, I need to encourage the students’ interest and motivation by

creative activities, group discussion, different teaching materials and well-structured

lesson plans. Furthermore, using effective teaching strategies, I should make every

classroom learning environment an interesting adventure and produce a challenging

atmosphere. Consequently, teachers have a lot of roles and responsibilities as a

mentor, a learning facilitator and a classroom supporter. I should practice effective

teaching strategies to help my students for their learning development and I also

plan to attend special lectures and conferences in TESOL to become a more

professional teacher.

References

Bernado, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 59-69.

Krashen, S. (1981). Second language acquisition and second language learning.

Oxford: Pergamon.

Richards, J.C. and Rodgers, T. (1986). Approaches and methods in

languageteaching: A description and analysis. Cambridge: Cambridge University Press.

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Resume Ganseogu, Seoul

majesty334@naver.com

Ji Hyung Park

Education March 2014- expected to graduate in February, 2016 Sookmyung Women’s University, Seoul, Korea MA in TESOL March 1999- February 2003 *** University Bachelor of Arts, English Literature

Professional Work Experience Taught English in Action Writing class September 2015- November 2015 Sookmyung Women’s University, Seoul, Korea Private English Tutor March 2013 - Present

Prepared English classes for students focusing on reading comprehension and vocabularies

Samsung English Institute, Jeonju, Korea February 2012 – December 2012

Organized English movie presentation class and presented the movie class Monitored and controlled students in a class Wrote evaluative comments what students have learned in a course and the students’

learning styles, personalities, learning outcomes and achievements Seogang English Institute, Jeonju, Korea March 2011 – November 2011 English teacher for elementary and middle school students

Taught English focusing on vocabulary and reading comprehension Prepared supplementary materials Checked the student’s vocabulary test

Kognbi English Institute, Jeonju, Korea January 2010 – December 2010 English teacher for elementary and middle school students

Taught English focusing on reading comprehension, listening and vocabulary Corrected assignments by providing feedback to each student Counseled parents through phone conversations or directly to explain their children’

achievement and outcome of mid-term and final test Organized curriculum and materials for effective English class

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Certificates Sookmyung Women's University Certificate of TESOL

August, 2013 – December 2013

Computer skills MS OFFICE for word, Excel and Power Point

“The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.” - Kahlil Gibran

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Certifications

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MA Program

MA Courses taken

1st semester

Introduction to Corpus linguistics

Teaching Reading

2nd

Semester

Discourse Analysis

Sociolinguistics for Language Teachers

3rd

Semester

Teaching Writing

Human Learning and Cognition

4rd Semester

Practicum Ⅰ

Practicum Ⅱ

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Practicum

Overview of English in Action Writing

Lesson Plans

Reflections

Pictures

Needs Analysis

11

Stephen van Vlack

Sookmyung Women’s University

Division of English

English in Action Writing

Fall 2015 - Policy

Overview: This is a truly student-centered class which focuses on helping students build

their global English writing competence through a range of different tasks created specifically

for the students. The entire class is planned around having students perform real-world

writing tasks designed and arranged according to the ACTFL Proficiency Guidelines and the

WPT (Writing Proficiency Test). The class employs a flexible-grouping approach throughout

meaning that students will be engaged with their peers and special group leaders throughout

the duration of the class but the groups will also change each week. Tasks are custom

designed for the students in the class on the basis of a detailed needs analysis, so the

students engage in tasks that not only interest them but which they also need to practice to

improve their writing proficiency. For the most part, the class will involve the students in a

variety of tasks focused on meaning and purpose. As a result, in this class the students will

be generating large amounts of language that will be closely monitored so that helpful

feedback can be provided. The basic philosophy underlying the course is that meaningful

practice generated in an environment of facilitative feedback is the most efficient way of

developing communicative competence. This is a special class. There will be several

‘teachers’ in the class, all working to help the students. This is a great opportunity for

students who really want to improve their English writing skills, and who also want to get a

feel for how task-based, student-centered classes can be run.

Objectives: The main objective of this course is to give the students an opportunity to

develop skills and strategies for increasing their global writing proficiency in English. This

goal, in effect, will also provide students with opportunities to build the skills necessary for

attaining an acceptable score on the WPT and the writing portion on a range of standardized

proficiency exams. Both of these goals will be achieved through in and out of class practice

and development. The focus here is primarily on writing, but it should be acknowledged that

in the classroom all four skills will be used and will also develop.

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Texts and Materials

There is no textbook for this class. Students will be given handouts each week for pre-class

preparation and in class work. Do NOT buy any textbook. You must, however, buy a very

good folder to hold all the papers that you will be getting for the class. There will be a lot of

handouts and printouts. Students will be supplied with supplemental reading texts and

homework files each week. The texts will come in the form of files provided on-line one week

in advance of the class and will be given as homework. Students are expected to bring the

files completed as homework to class each week. Students will need to keep these printouts

to review for the exams so make sure you hold onto them. In effect, all the printouts and

handouts taken together will be our textbook.

Methodology

English Only: The working language of this class is English. This means all official aspects of

the course including all assignments, presentations, and in-class discussion will be

conducted in English. As this is a multilingual classroom, students are expected to follow

international standards on language use and sensitivity. Failure to do so will result in a lower

participation grade.

Classroom: In this class we are going to use a task-based, flexible grouping approach. This

means that students need to work together to perform a series of connected tasks during the

course of each class session. Nobody does anything alone and nothing is just over and done

with. Everything we do in class leads into something else. This means that everyone needs

to work with her ever changing group members in order to get the assigned tasks done as

well as possible. Your group members are relying on you, just as you rely on them. Students

in this class need to cooperate with others and work hard. We will not have any lecturing or

teacher-fronted activities in this class. Students in this class learn by doing. Be ready for that.

You should be busy and engaged during the entire class session. Remember students, as

always, the degree of success or failure in the classroom is based on the amount of effort

you put into your work and how much you prepare and are willing to try. So, please come

with lots of energy and a spirit for fun and adventure. Even if this is class is centered on

writing, don’t be scared to talk and make a lot of noise. Use English to achieve your goals!

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Attendance: In this class there is no such thing as an excused absence. Students are

expected to attend all scheduled classes. The nature of this class makes absences

particularly problematic. When one student is missing her whole group suffers. Also,

because in this class students learn by doing it is very hard to make up for missed in-class

work. Two or more absences, therefore, will result in a significantly lowered final grade. Four

absences result in automatic failure. If you are going to be absent and know it beforehand,

make sure you contact the principle instructor (Professor van Vlack) as far in advance as

possible so that the work can be made up.

Web Page: There is a special webpage used for this class. The purpose of the webpage is

primarily to introduce, explain and allow homework assignments to be given and managed.

Students must check the webpage on a regular basis to keep up with what is going on in the

class and to download and work on the assignments. The web page address is:

http://www.udveksling.com/english_in_action.

Big Siblings: This class is very special because we have ‘big siblings’ (big sisters and

sometimes brothers) in the class who will both participate in the class as group leaders and

take turns running the class. Starting in the second week, each student in the class will be

placed into a group led by one big sibling from the TESOL MA Program who will take special

care of her in providing feedback on and encouragement in her creation of English. Under

normal circumstances, students will sit with their big siblings in groups and work together

with them. The big siblings are there to help. We hope that each student will form a special

bond with her big sister or brother as well as her group members. Learning is much more fun

and potentially meaningful when one does it with others.

Assignments: Each week there will be three different types of assignments: reading, formal

writing, and informal writing. 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 WPT-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

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the week 3 classes are 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 principal instructor in class on Tuesdays. Additionally, there is a special writing on-line

journal writing assignment which is explained below.

On-Line Writing Journal: It is 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 student is required to write to her group members at

least three (3) times per week via the special web board which can be accessed through the

English in Action webpage or directly through the following URL

(http://s3.excoboard.com/pracgep/79106). 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 mock WPT 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. We are looking for improvement.

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

Class Participation 30%

Assignments 30%

Improvement 20%

Midterm Exam 10%

Final Exam 10%

Instructor - Stephen van Vlack

Office - Haengpa Faculty Building 206

Tel. - 2077-7761

E-mail - vxvlack@gmail.com

Homepage - http://www.udveksling.com

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Lesson Plans

< Week 3 Lesson Plan > Date: Week 3: Sept. 15

th & 17

th, 2015

Time: Tuesday, Thursday 6:00 – 7:50

Number of students: 15 students

Topic: General Paragraph + Building Sentences

Theme: Travel

Function: Describing a person, items and places

Language form: Nouns, adjectives, and preposition phrases

Objectives:

1. Students will be able to organize a paragraph.

2. Students will be able to describe places, people, and items with proper nouns, adjectives

and prepositional phrases.

3. Students will be able to make a brochure of a city including information of food,

landmarks, and activities of city.

Tuesday Lesson Plan

Time Activity Description Materials

6:00-

6:05

(5 min)

-Greeting

-T talks about the today‟s topic and

overview

PPT:

- Title

- Theme:

6:05-

6:20

(15 min)

[Activity 1]

Describe your favorite

picture.

[Group work]

-T shows pictures of places from

reading HW and tells Ss that each

group picks one which Ss prefer.

-PPT: pictures

-A4 papers

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- Ss will write a descriptive writing

using adjectives or prepositional

phrase.

- One of the group members will read

the group‟s new paragraph in the

class.

6:20-

6:35

(15 min)

[Activity 2]

Information Gap

(2 rounds)

[Pair work]

- In pairs, S1 describes her picture to

her partner and S2 draws a picture

listening to her partner‟s description.

-When describing and drawing are

done, compare the real picture and

drawing and check what is missing.

-In turns, S2 describes her picture and

the partner draws it, and then

compares their picture and drawing

as before.

-Pictures for

each group

-A4 papers

-Pen

6:35-

6:50

(15 min)

[Activity 3]

Make a paragraph

and picture!

[Group work]

-Each group will have a bunch of

sentences which are mixed in 2 kinds

of paragraphs.

-Ss put the sentences into the right

order to make each paragraphs.

-When Ss finish, Ss will find a picture

on the backside.

-Sentences to

make a

paragraph

-Tapes

[Backup activity]

Re-write

a descriptive

paragraph

(if time is available)

[Group work]

- Ss will choose one picture and will

re-write a descriptive paragraph for

their place using different words

from original one (At least 5

sentences).

- One of the group members will read

the group‟s new paragraph in the

class.

-A4 papers

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6:50-

7:00

Break

7:00-

7:30

(30 min)

[Activity 4]

Mr. Lonely’s

Christmas vacation

story

[Pair work]

-T gives pieces of picture paper of Mr.

Lonely‟s Christmas vacation story at

first.

- Ss look at the picture carefully and

describe the picture.

- After Ss describe the picture, Ss take

notes about each of the pictures

without showing the pictures to each

other.

- Ss try to order the pictures and make

a story.

- Ss write up the story in the form of

an outline.

- T shows the pictures and students

add the details and flesh out the

outline

- Ss revise the story.

- Ss put the stories on the wall.

-Pictures for

each group

-Paper

-Pen

-PPT

-Tapes

7:30-

7:45

(15 min)

[Activity 5]

Matchmaking

Now, it’s time to find your travel

mate!

- First, Ss brainstorm what kind of

person they want to travel with.

- Ss write up the worksheet which

made up with a few categories they

are looking for.

- T randomly gives pictures of

interesting people to each group.

- Ss choose the picture and discuss

what kind of person they want to

- Interesting

pictures

- Worksheet

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travel with.

- Ss describe different appearances and

personalities with vocabulary from

reading assignment.

- Ss write descriptive sentences in

detail and Ss also write the reason.

- Ss describe the person in the picture

and explain to the other group.

7:45-

7:50

(5 min)

Wrap-up & Closing Closing

Thursday Lesson Plan

Time Activity Description Materials

6:00–6:10

(10 min)

Greeting & HW check up Greeting

T talks about the day‟s topic and

overview.

6:10–7:00

(50 min)

[Activity 6]

Make own travel

Brochure!

Ss will create a travel brochure

for a certain city or country

describing the information.

- A4 sized-

paper

-colored

markers

-tapes

-glues

-scissors

07:00-

07:10

(10 min)

Break

19

07:10–7:25

(15 min)

[Activity 7]

Be a judge!

Ss will evaluate travel brochure

to give critical analysis in a nice

way.

-evaluation

sheet

7:25-7:45

(20 min)

[Activity 8]

Be a critical writer!

Ss will revise a paragraph in

brochure based on the

evaluation.

-A4 sized

paper

7:45–7:50

(5 min)

Wrap-up & Closing T introduces writing assignment

to the class.

[Activity 1] Describe your favorite picture.

[Group work]

1. T shows Ss pictures of places from reading HW. T tells Ss that each group picks one which

they prefer.

2. T tells Ss to write a descriptive writing for their picture using the descriptive words under

the box.

3. Ss will discuss, choose one picture and they will write a descriptive writing using

adjectives and prepositional phrases.

4. One of the group members will read the group‟s new paragraph in the class

If you want, use these words to describe your picture.

- Adjectives and prepositional phrases to Describe Places -

plain, quiet, clean, dirty, ancient, modern, industrial, mountainous, flat, tropical,

overcrowded, cosmopolitan, picturesque, agricultural, fertile, low-lying, rough, barren, bleak,

busy, temperate, narrow, polluted, contaminated, humid, dry, lively, monotonous, varied,

cultural, At the top/bottom of the picture, In the middle of the picture, On the left/right of the

picture, next to, in front of, behind, near, on, top of, under

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[Activity 1] Describe your favorite picture.

Maldives Taj Mahal in India

Bangkok in Thailand La Tomatina in Spain

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Moscow in Russia Mont Saint-Michel in France

[Activity 2] Information gap

[Pair works]

1. Ss will choose 1 person in their group as a partner.

2. Bs spreads various kinds of pictures on the desk not showing them.

3. Each S picks one picture then keeps it secretly.

4. In pairs, the first S describes her picture to her partner and the partner draws a picture

listening to her partner‟s description

5. When describing and drawing are done, Ss compare the real picture and drawing then

check what the missing is.

6. Each person can describe a picture in 3 minutes.

7. In turns, the second S describes her picture and the partner draws it, and then compares

each picture and drawing.

8. When 1 round is done, Ss choose other picture and do the activity once more in the same

way.

9. Bs checks out the time in each group.

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[Activity 2] Information gap

[Activity3] Make a paragraph and picture!

[Group work]

1. Bs gives a bunch of sentences to their group.

2. Then, Ss put the sentences into the right order to make a good paragraph.

3. Bs tapes all sentences together as what the group members make.

4. When Ss complete two kinds of paragraphs perfectly, Ss can see the pictures on the back of

the papers.

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[Backup Activity]

5. Ss will choose on picture and will re-write a descriptive paragraph for their place in

different expression from original paragraph (At least 5 sentences)

[Activity3] Make a paragraph and picture!

Moscow in Russia

Moscow is Russia‟s largest city with a population

estimated from 12 – 13 million. It is also Europe‟s

largest city and when you visit Moscow, you can feel

it. The layout and architecture of the city is eclectic,

ranging from crooked, ancient streets and alleyways to

wide, bustling boulevards, from medieval churches to

Stalin skyscrapers and to modern, glass buildings

towering over everything and of course in the center of

it all is the Kremlin and the magnificent Red Square.

On our Moscow tours, you will see this and more.

Moscow is home to a fantastic, efficient and very

beautiful metro system – each station having its own

special design. In fact, express to Russia‟s Moscow

metro tours and excursions are some of our most

popular Moscow tourism attractions that we offer.

Taj Mahal in India

Shah Jahan finished building the Taj Mahal in 1648. He

was a rich and powerful emperor, and he built the Taj

Mahal as memorial for his wife. It was a monument of

love. The word “taj” means crown. “Mahal” was the

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name of his wife. Twenty thousand people worked for

18 years to complete this beautiful domed building. A

thousand elephants carried huge stones and jewels from

all over India and central Asia for the Taj. Shah Jahan

wanted this memorial to be a special palace for Muslim

pilgrims to visit. In addition he wanted it to be a burial

place for himself and his wife. After hundreds of years,

the Taj Mahal remains a lovely and peaceful place. An

inscription at the entrance gate describes the Taj Mahal

as “place of pearls where the pious can live forever.”

This beautiful building is truly a jewel for all people.

La

Tomatina in Spain

Once a year, the town of Bunyol in Spain throws a pig

party. The festival is called “La Tomatina”. To get ready,

townspeople put big plastic sheets over their windows.

By noon on the day of the festival, one enormous crowd

gathers on the central square. People shout, “Tomato!

Tomato!” at the top of their lungs. They‟re dying to see

the tomatoes. Just after 12:00 noon, the tomatoes arrive-

in five big trucks! Some people put on goggles. The

trucks dump the tomatoes, and the party begins. People

become very excited and act widely. They dive into the

tomatoes and begin throwing them everywhere. Before

long, the square is a red juicy pool. “It‟s wonderful to let

loose and throw a big wet tomato at a neighbor‟” says

Minerva Gonzalez of Bunyol. “It‟s crazy. Literally

crazy. But everyone has a great time.”

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[Activity 4] Mr. Lonely’s Christmas vacation story

[Pair works]

1. T gives pieces of picture paper relate to Mr. Lonely‟s Christmas story each table group and

T doesn‟t show the whole picture of Mr. Lonely‟s Christmas story at first.

2. Each student looks at the pieces of picture paper carefully and brainstorms to describe Mr.

Lonely‟s Christmas story using as many adjective or words as possible.

3. Ss describe all that students can see in the picture and Ss write descriptive sentences or a

paragraph to practice the sequence of Mr. Lonely‟s Christmas story.

4. After Ss complete the descriptive sentences of Mr. Lonely‟s Christmas story, Ss match the

pictures with the correct order and make a story using the descriptive sentences.

5. After the making descriptive story, T shows the whole picture to the Ss and Ss add the

details and revise in an appropriate sequence.

6. Ss put the stories on the wall.

[Activity 4] Mr. Lonely’s Christmas vacation story

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[Activity 5] Matchmaking - Now, it’s time to find your travel mate!

<Situation >

Sue is going to travel in USA and she needs to find her travel mate to help her and to share

her precious travel experiences.

[Group work]

1. T explains the situation and the activity.

2. Ss brainstorm first what kind of person they want to travel with.

3. Ss write up a worksheet which made up with a few categories they are looking for travel

mate.

4. T randomly gives pictures of interesting people to each group and each student chooses the

picture.

5. Ss describe different appearances and personalities with vocabulary from reading

assignment.

6. Ss write descriptive sentences what kind of person they want to travel with and students

also write the reason why they want to travel with them in the picture.

7. Ss describe the person in the picture to explain to the other group members to travel with.

[Activity 5] Matchmaking - Now, it’s time to find your travel mate!

Brainstorm Worksheet - What kind of person you want to travel with

Personality Appearance

27

[Activity 5] Matchmaking - Now, it’s time to find your travel mate!

[Activity 6] Make own travel brochure!

1. Divide the class into 5 groups.

2. T shows some samples of city brochures.

3. Each group discusses and picks up a city for brochure. It can be a real city in a foreign

country or in Korea. Also, it can be an imaginary city or country that Ss create.

4. Hand out each group a questionnaire to get some ideas.

5. Ss will make a brochure of a city including information of food, landmark, and activities

and so on to advertise the city and get more tourists.

6. Each S will be responsible for a descriptive paragraph for each section for brochure. Ss

search information about the city using their phones if Ss need.

7. After making brochure, Ss will put their brochure on the wall and Ss will look at them.

* Each group can choose a city/country they are familiar with.

* Format is not fixed but famous place to visit, activities, and food is mandatory.

* Ss can choose pictures that T provides if Ss need. Or Ss can also draw simply.

* Information should be in paragraphs.

* Do not make a list.

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[Activity 6] -Sample Brochures

[Activity 7] Be a judge!

- Each student will evaluate the rest of the brochure with an evaluation sheet. Ss give critical

analysis on the writing in a nice way.

29

[Activity 8] Be critical writer!

1. Each S will pick a paragraph in brochure and revise it with their evaluation sheet.

2. After finishing it, S will talk with the writer of the paragraph about what they revise and

why.

Questionnaire for Travel Brochure

Direction: Imagine that you are working for Action Travel Agency. Your group is assigned to

make a holiday travel brochure for the city you‟ve chosen. A travel brochure includes pictures,

maps and details about things to do in the particular places. The questionnaire given below

will give you an idea what to include in your travel brochure. Discuss with your group

members to fill out the questionnaire.

Questionnaire

1. Where is the city that your group chose located?

2. What is the city famous for? What does it look like? How do people enjoy it?

√Historic sites or landmarks?

√Food?

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√Activities?

3. What is the weather like in the city?

4. What else can you describe about the city?

[Activity 7]

[Descriptive Writing evaluation sheet]

Checklist for classmate

Name:______________________

Title of the paragraph:_________________________________________

Organization:

1. Is there a topic sentence? Is it clear?

2. Are there proper supportive sentences?

3. Did the writer use the five senses to describe? If you can find them, please list a few.

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4. Did the writer use simile or adjectives in the description? Please list one.

5. Does the conclusion summarize or restate the topic sentence?

Grammar:

1. Are there grammar errors in the writing? Are there sentences you don‟t understand?

Vocabulary:

1. Are there any spelling mistakes? Do you know the words that your classmate doesn‟t know?

General:

1. Which part do you like best? Which idea do you find interesting?

2. What other suggestions do you have?

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< Week 3 Reading Homework >

33

<Week 3 Writing Homework> 당신은 지난 여름, 영국 런던 여행을 다녀왔습니다. 여행 후, 짐을 정리하던 중에 당신의 카메라

를 잃어버린 사실을 알았습니다. 당신의 카메라엔 여행 중의 사진들이 모두 저장되어 있어서 당

신은 카메라를 꼭 찾고 싶습니다. 아래의 사진 속의 장소에서 당신의 카메라를 잃어버린 것 같습

니다. 당신의 카메라를 찾기 위해서 영국 런던의 경찰에 이메일을 보내세요. 경찰이 당신의 카메

라를 잘 찾을 수 있도록 언제, 어디서 잃어버렸는지, 그리고 잃어버린 카메라를 최대한 자세히 묘

사하세요. (One paragraph로 쓰세요.)

You traveled London in England last summer. After your trip, you found that you lost your

camera. In your camera, there are all your pictures that you took during your trip, so you

really want to find your camera. You guess that you lost your camera in that place in the

picture below. E-mail to police officer in London, England to report your lost item. You need

to describe as much as possible not only your lost camera but also when and where you lost

your item. You should write a paragraph.

34

<Week 3 Lesson Reflection>

1. What happened?

Week 3, we enjoyed different activities to practice the way how to describe people,

things and places using descriptive adjectives or vocabularies. For example,

Describe your favorite picture, Information gap, Make a paragraph and picture, make

own travel brochure, etc. Among them, I presented activity 4, Mr. Lonely’s Christmas

and Activity 5 matchmaking. In Mr. Lonely’s Christmas activity, little sisters practiced

the way how to describe Mr. Lonely’s Christmas picture in appropriate sequences. In

activity 5, Matchmaking, little sisters brainstormed what kind of person they want to

with. And then, they described the personality and appearance from reading

assignment vocabularies.

2. What did not and work? Why?

In Activity 4, Mr. Lonely’s Christmas, I should have explained the direction clearly

and I should have described the direction in detail. Unfortunately, little sisters

confused the way how to do the activity and they asked questions how to play the

activity. However, I was very nervous and I didn’t explain how to play the activity

clearly. Besides, when I spoke through a microphone in a classroom, I felt very

awkward the situation and activities were not moving as fast as I hoped. The plan

what I expected and Real world teaching were different. Although I wanted to lead

and control activities comfortably and naturally, it was not easy.

3. What can I do better next time?

I need to rehearsal before Practicum and I should think which activity is more

enjoyable and more interesting for students. Furthermore, I need to practice the way

how to explain the direction clearly and how to guide activities skillfully.

35

< Week 6 Lesson Plan >

Date: Week 5: Oct. 6th

& 8th

, 2015

Time: Tuesday & Thursday 6:00 – 7:50

Number of students: 13 students

Topic: Paragraph length - Persuasion

Theme: Shopping & Advertisement

Function: Persuade others to take some actions

Objectives:

1. Students will be able to organize a paragraph.

2. Students will be able to give and support opinions.

3. Students will be able to persuade others to take some actions.

Tuesday Lesson Plan

Time Activity Description Materials

6:00-

6:05

(5 min)

Greeting

T talks about the today‟s topic and

overview

PPT

6:05-

6:20

(15 min)

[Activity 1]

Shopping Vocabulary

Crossword Puzzle

[Group work]

Ss practice shopping vocabulary with

crossword puzzles. Through crosswords

puzzles, students scaffold shopping

words.

PPT

Crossword

puzzle

worksheets

6:20-

6:50

(30 min)

[Activity 2]

Can you convince me?

[Group work]

According to situational card, each

group writes a persuasive letter to their

mother to convince them to buy the

item.

Ex) Situation card 1: You are a job

applicant. You have a laptop, but you

don‟t use it. So you should buy iPad.

Convince your mom to buy it.

Situational

cards,

Paragraph

worksheet

6:50-

7:00

(10 min)

Break

36

7:00-

7:25

(25 min)

[Activity 3]

I am a critical

Reviewer!

[Group work]

Ss write a critical review of a product.

worksheet,

A4 paper,

name pens,

glues,

scissors

7:25-

7:45

(20 min)

[Activity 4]

Think about your

audience

[Group work]

Ss write ads for a given item. The tone

of their ads should appeal to the two

different designated audiences.

A4 paper,

name pens,

glues,

scissors

7:45-

7:50

(5 min)

Wrap-up & Closing Closing

Thursday Lesson Plan

Time

Activity Description Materials

6:00–

6:05

(5 min)

Greeting & HW check

up

Greeting

T talks about the day‟s topic and

overview.

6:05–

6:20

(20 min)

[Activity 5]

Be a copywriter!

[Group work & pair work]

T tells Ss that each group discusses and

chooses two items to make ads. After Ss

choose two items, Ss in pairs write on

„persuasive communication sheet‟ for

brainstorming.

worksheet,

glue,

scissors

6:20-

6:50

(30 min)

[Activity 6 ]

Make an

advertisement!

[Group work]

Ss will write a persuasive paragraph for

their advertisement on the base of

brainstorming sheet. Ss will make a

poster for their own advertisement.

Big sized

paper,

color markers,

name pens,

glues,

scissors

6:50-

7:00

(10 min)

Break

7:00-

7:30

(30 min)

[Activity 7]

Come to my store!

[Group work]

Ss write a paragraph to advertise the

store that sells their chosen items.

A4 paper,

Name pens

7:30–

7:45

(20 min)

[Activity 8]

Presenting

persuasively

[Group]

Ss present their advertisement and store.

The rest of the Ss choose whether they

buy it/visit the store or not.

tape

37

7:45–

7:50

(5 min)

Wrap-up & Closing T introduces writing assignment to the

class.

[Activity 1 - Crossword Puzzle]

1. T gives shopping vocabulary crossword puzzles to the students.

2. Ss solve the crossword puzzles which have learned from reading assignment.

[Activity 2 - Can you convince me?]

1. Each group divide two teams and T gives two different situational cards to each group.

2. Ss brainstorm how to convince others with peers.

3. Ss write a topic sentence and supporting ideas to persuade others in an outline form.

4. Each team persuades the other team. Ss debate first, and write the persuasive letter to their

mother or daughter based on what they talked.

38

[Activity 2 - Situational card]

Group 1

You are a job applicant. You

have a laptop, but you don’t use

it. So you should buy iPad.

Convince your mom to buy it.

Your daughter wants to buy ipad.

However, you think it is

unnecessary. Convince your

daughter not to buy ipad.

Group 2

You work for an advertisement

company. You need a new

computer to make creative

advertisement. Persuade your

boss to buy a new computer.

Your employee asks you to buy a

new computer. Persuade your

employee not to buy a computer.

Group 3

You work for a design company.

To commute by subway is really

hard between Incheon and

Seoul every day. Persuade your

husband to buy her a car.

Your wife who is a designer

wants to buy a car. Convince her

not to buy a car.

Group 4

You have an important job

interview next week. You should

buy a new suit for a successful

interview. Persuade your

mother to buy it.

Your daughter asks you to buy a

new suit for a job interview.

Convince her not to buy a new

suit.

[Activity 2] Writing a paragraph

Topic Sentence :

Detail 1 :

Detail 2 :

Detail 3 :

39

Conclusion :

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

Dear ___________________,

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Yours sincerely,

[Activity 3 - I am a critical Reviewer!]

1. Ss write a critical review of a given product with their group members.

2. T gives handout to Ss to help them brainstorm.

3. After finishing writing a critical review, groups exchange their review and try to give feedbacks

based on the guidelines.

40

[Given Product Examples]

Critiquing a _____________

My plan for a product review

1. Name of product/item ________________________________________________________________

2. What audience might be especially interested in this kind of product/item?

3. Write an opening sentence to grab the audience’s attention.

4. In one sentence, summarize what the product/item is about.

5. In one or two sentences, tell what other people who have used this product/item mention

about this product/item.

6. What are the main purposes of the product/item?

7. In your opinion, what are the weak points of the product/item?

8. In your opinion, what are the strong points of the product/item?

9. Will you encourage your friends to buy/use this product/item? Tell why or why not.

41

[Activity 3]

Peer Review Guidelines for critical review

Directions: After all group members have read peers’ critical review carefully, the group

will answer the following questions.

1. Identify the intended audience for the critical review. How does the writer address the

needs and interests of that particular audience?

2. What does the author want the audience to do? (This should be the writer’s goal or

purpose.) How does the writer convey this to the audience? What reasons does the

writer use to persuade readers?

3. How does the writer organize the content of the review? Do reasons and examples

seem to be sequenced in a logical order?

4. Identify something the writer does particularly well.

5. Identify something the writer can do to improve the letter.

42

[Activity 4 - Think about your audience]

1. T asks Ss to write an ad for one of the given products.

2. Each group divides two teams. Each team writes an ad for their designated audience.

3. After writing their ad, T gathers them, and gives them to each group randomly.

4. Ss guess who the audience is.

Knitted Beard Hat

Fashion bloggers who

are like fashionista

People who live in a

cold country

Din-Ink Pen Cap Eating Utensils

Restaurant owners

Employees who should

have a meal in 10

minutes

Ostrich Pillow

Celebrities who travel a

lot

Doctors who are

specialized in insomniac

Pizza Scissors

Buffet pizza restaurant

owners

People who have

young children

[Activity 5 – Be a copywriter!]

1. T shows Ss ‘idea products’ on PPT and gives Ss two sheets of paper.

2. T tells Ss that each group discusses and chooses two items to make ads.

3. After Ss choose two items, Ss in pairs write on ‘persuasive communication sheet’ for

brainstorming.

4. Then, Ss in each group synthesize their opinions for their ads.

43

<Work sheet 1 - Idea Products>

44

[Work sheet 2– Brainstorming sheet]

Choose your words wisely

Develop your ideas from the outline by creating a word to support the product.

1. ___________________________________________________

2. ___________________________________________________

3. ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

Persuasive Communication

Write an outline that describes the benefits of the product your team will persuade

consumers to buy. Use the outline below to help you gets started.

I. Product name ____________________________________________________________

II. Actions (What will the product do? What is its purpose?)

a. __________________________________________________________________________

b. __________________________________________________________________________

c. _________________________________________________________________________

III. Target consumer_________________________________________________________

(Who will buy your product)?

IV. Why should the consumer buy the product?

a. __________________________________________________________________________

b. __________________________________________________________________________

c. _________________________________________________________________________

45

[Activity 6 - Make an advertisement.]

1. Ss in each group write two persuasive paragraphs for their advertisements base on the

brainstorming sheet.

2. Ss will make a poster for their own ads.

3. T tells Ss to include stimulating visual imagery, strong verbal cues and bold color.

[Activity 7 – Come to my store!]

1. Ss write a paragraph to advertise the store which sells kinds of items as their items for activity5.

2. T gives Ss a worksheet to help Ss write a paragraph.

[Activity 7 - Sample paragraph]

[Activity 8 - Presenting persuasively]

1. One of each group members present their advertisement and the other students in the class

will choose whether they buy it or not.

Presenting persuasively.

Present your product, using the benefits you outlined in your writing.

Now that you have outlined your ideas about your product, made a list of persuasive words, and

created a plan on how to present the product, you are ready to share your product with the

46

public. Be sure to keep your intended audience in mind while writing the commercial. Answering

the questions below will help give you a clearer picture of your audience.

1. What is the main message you want your audience to know about the product?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

2. What tone will you use: Funny? Serious? Informative?

________________________________________________________________________________________________________

3. What message(s) will you use to catch the audience’s attention?

________________________________________________________________________________________________________

_________________________________________________________________________________________________________

4. What visuals will you use to communicate your message?

47

< Week 6 Reading Homework >

<Writing Homework>

당신은 한국의 한 패션 잡지의 대학생 기자입니다. 요즘 서울에서 유행하는 must-have-

item대해서 패션잡지의 블로그에 글을 써야 됩니다. 그 패션 아이템이 무엇인지, 그리고 그

아이템을 왜 꼭 구매해야 하는지 합당한 이유와 함께 고객을 설득하는 내용을 한 단락으로

쓰십시오.

You are a student reporter for a fashion magazine in Korea. You should post a

current “must-have-item” in blog of the fashion magazine. Please write one

paragraph to introduce what you believe to be a must-have item and persuade

the readers to get the item with clear reasons.

48

<Week 6 Lesson Reflection>

1. What happened?

On Tuesday, I led shopping vocabulary crossword puzzles as a warming-up activity. I also

led another activity that is how to write persuasive letter. On Thursday, students chose 2

items to make advertisements and then students made a poster for their own advertisements.

2. What worked? Why?

On Tuesday, I taught the way how to persuade someone to take some actions with a point of

view and an opinion with strong reasons in a persuasive writing activity. To persuade

someone, it is important to enough supporting reasons. Consequently, I taught the strategies

how to organize the main idea and supporting reasons for effective persuasive writing. After

students discuss the way how to convince others to change their mind, they wrote a

persuasive letter which includes the topic sentence and supporting details.

3. What did not work?

In a crossword puzzle activity, I thought that students will solve the shopping crossword

puzzle quickly. Unexpectedly, students had difficulty solving the crossword puzzle and it took

them for a long time to solve the crossword puzzles than I expected. In that situation, I

should have controlled time as flexible as possible. Unfortunately, I was embarrassed by the

situation and I gave clues for the activity later. Time management in class is very significant

issue to control different activities. For effective time management, I need to think about the

issue and practice the strategies how to control time more flexible and how to organize pair

work or group work effectively.

4. What can I do better next time?

During different activities, students looked serious. Therefore, I need to make more fun

activities for students. Furthermore, to participate in different activities actively, I also should

think the strategies how to motivate students in a classroom.

49

< Week 10 Lesson Plan >

Date: Week 10: Nov 3rd

& 5th

, 2015

Time: Tuesday & Thursday 6:00 – 7:50

Number of students: 13 students

Theme: Job and Career

Function: Essay length – Formal Letter

Objectives:

1. Students will be able to explore the appropriate language and format associated with a

formal letter.

2. Students will be able to practice writing a formal letter concerning a job and career.

3. Students will be able to identify the strengths and weaknesses of a formal letter through an

evaluation.

Tuesday Lesson Plan

Time Activity Description Materials

6:00-

6:05

(5 min)

Greeting

T talks about the today‟s topic and

overview

PPT

6:05-

6:20

(15

min)

[Activity 1]

What Are the Duties

and Responsibilities

of different jobs?

[Group work]

1. Ss roll their dice and they‟ll

have one job.

2. T gives stripes of sentences

related to the duties and

responsibilities lists of

different jobs.

3. From the stripes of

sentences, Ss find the job

related responsibility and

duty.

4. Ss glue them on the blank

sheet.

Dices

Glues

Name Tags

Stripes of sentences

Worksheets

Prize

50

6:20-

6:35

(15

min)

[Activity 2]

Sentence combining

activity

(Formal Letter

vs Informal Letter)

[Group work]

1. T gives stripes of sentences

to Ss.

2. Ss match the stripes of

sentences to complete letters.

3. Ss match stripes of

sentences in an informal

letter and a formal letter

format

4. 4. Ss tape the edge of stripes

of sentences

PPT

Glues

Stripes of sentences

Worksheets

6:35-

6:55

(20

min)

[Activity 3]

Converting an

informal letter to a

formal letter

[Pair/Group work]

1. T gives a sample of an

informal letter and a formal

letter to Ss.

2. Ss discuss a difference

between an informal letter

and formal letter.

3. T gives an informal letter to

Ss.

4. Ss rewrite from the informal

letter to formal letter.

Sample of

informal letters

and formal letters

Worksheets

6:55-

7:05

(10

min)

Break

7:05-

7:35

(30

min)

[Activity 4]

Job Adverts & Job

Fair

[Group work]

1. Each group has two kinds of

a job.

2. Ss brainstorm first and write

an advertisement on their

chosen job.

3. Ss post in on the wall and

walk around see all different

job advertisements.

4. Ss choose two interesting job

Ss want to apply for as a

group.

PPT

Sample Job ads

A4 paper

Name pens

tapes

7:35-

7:45

(10

min)

[Activity 5]

Giving Feedback

[Group work]

1. Each group chooses two ads

and evaluates the ads with a

checklist.

2. Ss give feedback as a group

in a nice way.

worksheet

7:45-

7:50 Wrap-up & Closing Closing

51

Thursday Lesson Plan

Time

Activity Description Materials

6:00–

6:05

(5 min)

Greeting & HW

check up

Greeting

T talks about the day‟s topic and

overview.

6:05–

6:50

(45 min)

[Activity 6]

Writing a Resume

[Group work]

1. Ss discuss differences between

typical Korean resume and

English resume. (5 min)

2. Ss brainstorm about their own

education background,

experience, etc. for their resume.

(15 min)

3. Ss discuss to make an imaginary

person which is suitable for their

chosen job ad on Tue to write

their resume.

4. Ss discuss and write a resume

together. (30 min)

PPT

Brainstorm

work sheet

A4 paper

Name pens

6:50-

7:00

(10 min)

Break

7:00-

7:20

(20 min)

[Activity 7]

Writing a Cover

Letter

[Group work]

1. T shows samples of cover letter.

2. T tells Ss to write a cover letter

based on the information of their

imaginary person‟s resume.

3. Ss write their imaginary person‟s

cover letter.

PPT

Samples of CL

A4 sized

papers

7:20-

7:35

(15 min)

[Activity 8]

Writing Job Offer

Letter/Job

Acceptance Letter

[Pair/Group work]

1. T shows samples of job offer

letter/job acceptance letter.

2. One of Ss in group writes a job

offer letter and the others write a

job acceptance letter.

Samples of job

offer letter/job

acceptance

letter.

A4 sized

papers

7:35-

7:45

(10 min)

[Activity 8]

Giving Feedback

[Group work]

1. Groups exchange their resume &

cover letter to evaluate.

2. Ss give feedback as a group in a

nice way.

worksheet

7:45–

7:50 Wrap-up & Closing T introduces writing assignment to the

class.

52

[Activity 1 - What Are the Duties and Responsibilities]

Look at the striped sentences related to the Duties and Responsibilities carefully and then

glue them on the blank sheet. .

Job Title __________________________

<Responsibilities and Duties of different Jobs>

☞ Organizes work by reading and routing correspondence; collecting information; initiating

telecommunications

☞ Coordinate pre-arranged accommodation and transport and make sure that tour members

are comfortable

☞ financial and managerial administration

☞ Ensure that adequate supplies of refreshments and emergency equipment are on board

☞ Attend preflight briefings on details of the flight

☞ Give learners timely, constructive, and accurate feedback and opportunities for

remediation, and submit grades and evaluations within 4 weeks of the end of a course or

clerkship

☞ Ensure that all passengers fasten their seatbelts

☞ Provide learners with current material and information and appropriate education

activities

☞ Take care of passengers‟ needs

☞ Be prepared and on time for all activities

☞ Keep up to date with current promotions and hotel pricing, to provide information to

guests, on request, while maximizing bedroom sales opportunities

☞ Manage and maintain the administration of all reservations, cancellations and no-shows,

in line with company policy

☞ Building contacts to maintain a flow of news, for example, police and emergency

services, local council, community groups, health trusts, press officers from a variety of

organizations, the general public, etc.

☞ Propose and implement effective marketing strategies to maximize room occupancy

levels

☞ Ensure that all bedrooms/conference rooms and areas under your responsibility are

checked thoroughly at the end of every shift, confirming that they meet our standards

☞ Manage and maintain effective and efficient use of all reception equipment and hotel

53

systems, in line with company policy

☞ Post-event activities, such as producing press releases, distributing further documents to

delegates, and analyzing feedback from speakers and delegates.

☞ Translate patient materials and informational brochures issued by hospitals and medical

facilities into another language.

☞ Provide tourists with assistance in obtaining permits and documents such as visas,

passports, and health certificates, and in converting currency.

☞ producing concise and accurate copy according to the newspaper's house style and to

strict deadlines - daily newspapers may have several each day

☞ Maintains customer confidence and protects operations by keeping information

confidential.

☞ Convert written materials from one language into another, such as books, publications, or

web pages.

☞ Demonstrate the use of emergency equipment

☞ Reassure passengers during flight, such as when the aircraft hits turbulence

☞ Treat learners fairly, respectfully, and without bias relate to their the age, race, gender,

disability, religion, or national origin

☞ Treat learners fairly, respectfully, and without bias relate to their the age, race, gender,

disability, religion, or national origin

☞ Lead tour groups, drive coaches or limousines, advise tour members of local interest

points, and prepare and present tour commentaries

☞ Meet members of a tour on arrival and make introductions

☞ Attend to operational problems such as booking errors and amendments, lost luggage or

illness

☞ Use dictionaries and glossaries for reference.

☞ Marketing and selling conferences to potential delegates

☞ Undertaking appropriate research

☞ Identifying new business

☞ Attend conferences and meetings and act as official translator to mediate discussion

☞ Create a new text in the target language that reproduces the content and style of the

original.

☞ Writing short 'fillers' to entertain, and researching and writing longer feature articles,

sometimes for subsidiary publications and supplements

54

☞ Creating and uploading news content for the newspaper website

☞ Produces information by transcribing, formatting, inputting, editing, retrieving, copying,

and transmitting text, data, and graphics.

☞ Maintains department schedule by maintaining calendars for department personnel;

arranging meetings, conferences, teleconferences, and travel.

☞ Completes requests by greeting customers, in person or on the telephone; answering or

referring inquiries.

☞ Maintains customer confidence and protects operations by keeping information

confidential.

[Activity 1- Answers]

<English teacher>

Give learners timely, constructive, and accurate feedback and opportunities for

remediation, and submit grades and evaluations within 4 weeks of the end of a course

Be prepared and on time for all activities

Provide learners with current material and information and appropriate education

activities

Be prepared and on time for all activities

Treat learners fairly, respectfully, and without bias relate to their the age, race,

gender, disability, religion, or national origin

55

<Flight Attendant>

Attend preflight briefings on details of the flight

Ensure that all passengers fasten their seatbelts

Take care of passengers‟ needs

Demonstrate the use of emergency equipment

Reassure passengers during flight, such as when the aircraft hits turbulence

Ensure that adequate supplies of refreshments and emergency equipment are on

board

<Newspaper Journalist>

Producing concise and accurate copy according to the newspaper's house style and to

strict deadlines - daily newspapers may have several each day

Creating and uploading news content for the newspaper website

Writing short 'fillers' to entertain, and researching and writing longer feature articles,

sometimes for subsidiary publications and supplements

Building contacts to maintain a flow of new, for example, policy and emergency

services. Local council, community groups, health trusts.

Interviewing people in a range of different circumstances

<Tour Guide>

Lead tour groups, drive coaches or limousines, advise tour members of local interest

points, and prepare and present tour commentaries

Meet members of a tour on arrival and make introductions

Attend to operational problems such as booking errors and amendments, lost luggage

or illness

Coordinate pre-arranged accommodation and transport and make sure that tour

members are comfortable

Monitor visitors‟ activities in order to ensure compliance with establishment or tour

regulations and safety practices

<Hotel Manager>

Keep up to date with current promotions and hotel pricing, to provide information to

guests, on request, while maximizing bedroom sales opportunities

Propose and implement effective marketing strategies to maximize room occupancy

levels

Ensure that all bedrooms/conference rooms and areas under your responsibility are

checked thoroughly at the end of every shift, confirming that they meet our standards

56

Manage and maintain effective and efficient use of all reception equipment and hotel

systems, in line with company policy

Manage and maintain the administration of all reservations, cancellations and no-

shows, in line with company policy

<Conference organizer>

Maintains department schedule by maintaining calendars for department personnel;

arranging meetings, conferences, teleconferences, and travel.

Marketing and selling conferences to potential delegates

Produces information by transcribing, formatting, inputting, editing, retrieving,

copying, and transmitting text, data, and graphics.

Financial and managerial administration

Making bookings for catering, accommodation, transport and excursions

“Thought flows in terms of stories – stories about events, stories about

people, and stories about intentions and achievements. The best teachers

are the best story tellers. We learn in the form of stories.” - Frank Smith

57

[Activity 2 – Sentence combing activity〕

<Sample Informal New Job Congratulations Letter>

To,

Michael Ford

CEO, Spike Pvt. Ltd.

A-54, Kings Lane,

London

27 October, 2015

Subject: New Job Congratulations Letter

Hi, Michael,

Congratulations! I heard that you got a job as a CEO at the renowned company. I was so

glad to hear that. It wasn’t a surprise to me because I always think you’re the right person of

intelligence and enough capability to handle any a high-profile job.

I know aware about your experience and skills. I bet the new organization and colleagues

will soon get to know that. First of all, let me mention about your outgoing nature. You’re

always positive, which made us to get easily close to you. And your enthusiasm to work hard

will also give you a splendid future soon. Just keep going on and follow your heart.

It was a great time of my life to get along with you here. I bet I’ll always miss you.

Let me give you best wishes for you and your new position. Always continue to going on

your successful career. Your new position, I’m sure, will giving you enough rewards and

satisfaction. And also you’ll be one of the great contributors to help your organization grow

healthy day by day. Let me give you a whole lot more congratulation again. I hope to see

you soon.

Warm hearts,

Alexander Parker

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[Activity 2 - Sample Formal New Job Congratulations Letter〕

To,

Michael Ford

CEO, Spike Pvt. Ltd.

A-54, Kings Lane

London

27 October, 2015

Subject: New Job Congratulations Letter

Dear Sir,

Congratulations to you on your new job! It was great to hear that you have being

chosen for the post of a CEO in such a reputed company. Your selection however

has not come as a surprise to me because a person with such intelligence and

capability deserves to be in this role.

Being aware about your experience and skills, I am sure that you will prove to be a

valuable asset for the organization. Your interpersonal skills especially, will make it

easier for you to get along with the current staff of the organization. The enthusiasm

in you has always paid you well. It is the key to your success. Just keep on working

with such energy and achieve great heights.

It was a great pleasure to be associated with you in the same organization. I had a

great time working with you. Will miss your presence here.

All the best to you for your new job and a future career. May you keep on achieving

success in your life. I hope your new job will be rewarding and satisfactory. I am sure

you will contribute something substantial to the healthy growth of the organization.

Once again lots of congratulations for your new job.

Your faithfully,

Alexander Parker

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[Activity 3 - Converting an informal letter to a formal letter]

<Informal Letter>

Mr. A. Employee 1, My House

Any Street This Town PO57 3DE

1st September 2014

Dear Mrs. A. Manager

Let me apply for the Travel Consultant position. I saw your opening in the website,

www.peoplenjob.co.kr today. Please find the attached my resume.

Travel is one of my love things. I’m well prepared and highly motivated person. I have been

traveled so frequently during my life. To be sure, with hot deals such as economical air fares

and accommodations, I try to have enjoyed vacations. I always did my best to make my

travel satisfied by paying affordable price.

Please let me mention my customer relationship skills. I have been communicated joyfully

with various people. I love to give my hands to people anytime when they need any

information about trips. Also my major was Geography. I have the background on it. And that

is one of my strong points. If someone needs information on various countries and nice

places, I’m the right person to recommend them. With my strong IT skill, I’m fast learner. I

easily adopt new systems and procedures.

If you have further questions to me on my skills and experiences, please feel free to call me

or email me. I’m ready to response anytime.

Thank you for sharing your time to review my resume. I would be happy if you reply me with

any news.

With best wishes

60

<Formal Letter>

Mr. A. Employee

1, My House

Any Street

This Town

PO57 3DE

1st September 2014

Mrs. A. Manager

The Company

Employment Street

That Town

PO57 3DE

Dear Sir/Madam,

I would like to apply for the role of Travel Consultant which I have seen advertised in the

website, www.peoplenjob.co.kr and have enclosed my up to date CV for you to look at.

I have always had a keen interest in travel and feel that I am an organized and thorough

individual who has spent many hours in my personal life looking for holidays and booking

them with the best deals, travel arrangements etc so ensure a successful and enjoyable trip.

I feel that I have excellent customer service skills and feel confident communicating with all

levels of people. I enjoy helping people and making sure they have the support and advice

needed to make an important travel decision.

I feel that I have a good background in Geography and a good idea of most countries and

places which I feel would help me immensely in this role. I have excellent IT skills and can

pick up new systems and procedures quickly. If you would be interested in my skills, please

do not hesitate to contact me and I will be happy to answer any questions that you may have

related to my experiences.

Thank you for taking the time to read my letter and CV and I look forward to hearing from

you.

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Yours sincerely

NAME SURNAME

“I have come to believe that a great teacher is a great artist and that there

are as few as there are any other great artists. Teaching might even be the

greatest of the arts since the medium is the human mind and spirit.“ -John

Steinbeck

“Ideal teachers are those who use themselves as bridges over which they

invite their students to cross, then having facilitated their crossing, joyfully

collapse, encouraging them to create bridges of their own.” - Nikos

Kazantzaki

62

[Activity 4 - Job Advertisement]

English Teacher Editor Secretary Copywriter

Interpreter Translator Tour Guide Reporter

Flight Attendant International Aid

Worker

Curriculum

Developer Announcer

[Activity 4 - Job Advertisement Examples]

- Brainstorming Worksheet

1. Job title

2. Summary

3. Job Duties

4. Qualifications

63

Curriculum Developer

64

[Activity 5 - Giving Feedback]

General Comments

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

65

[Activity 6-Writing Resume]

My Resume Idea : Getting Started

Directions: Brainstorm content you can include in your resume. Be sure to include dates.

1. Education:

2. Work experience:

3. Volunteer experience:

4. Academic honors (honor roll, awards, etc.):

5. Extracurricular activities (band, sports, yearbook, newspaper, etc.):

6. Special skills (working with computers, speaking different languages, etc.):

7. Objective (what kind of jobs/internships/scholarships might you apply for?):

8. Which type of resume do you think will be better for you? Why?

66

[Activity 7- Writing a Cover Letter]

Template of Standard Business Format

(Cover Letter)

Your street or box number

City, State, Zip

Contact‟s Name

Contact‟s Title

Organization Name

Street Address

City, State, Zip

Dear Mr. OR Ms. (person‟s last name only):

Paragraph 1:

Say what position you are interested in, and how you found out about it. If you found out

about the job through a friend or family member who works for the company, include that

also. In one or two sentences, say why you are interested in the position.

Paragraph 2:

Explain what skills and experiences you have that would make you successful in this job.

You can include examples from classes you have taken, previous jobs, or other activities.

Explain how these experiences would make you good at this job. Do not just repeat your

resume, but highlight interesting things about you that will show the employer that you will

be good at this job.

Paragraph 3:

Show that you know something about the company you are applying to. It looks very

unprofessional to appear clueless about what kind of a place you might work for.

Paragraph 4:

State that you would like a personal interview to further discuss this opportunity. If there is

something unusual about your resume, explain it here. Tell the employer how you should get

in touch with one another; for example, say that if you do not hear from them in two or three

weeks, you will call them to follow up on your application. Conclude by thanking them for

their time and attention, and express the wish to meet them in the near future.

Sincerely,

Your signature (leave 4 blank spaces for this)

Your name in print

67

[Activity 8- Writing Job Offer Letter/Job Acceptance Letter]

[Sample of Job Offer Letter]

Name and Address Date Dear Mr./Miss/Mrs./Ms. (Name): Congratulations! We are pleased to confirm you have been selected to work for (Company/Division/Department). We are delighted to make you the following job offer. The position we are offering is that of (Job Title) at a salary/wage of (salary/hourly rate) per (year/month/week/hour). This position reports to (Title and name of Supervisor). Your working hours will be from (state working hours) and/or (normal workdays). This is a (permanent/seasonal/contract/casual) position. (If this is a contract position state expected length of term). Benefits Information if relevant to the position:

Vacation - ______ weeks per annum Probation (or Provisional) Period - from (dd/mm/yy) to (dd/mm/yy) Employee Benefits Include: - Group Insurance

- Short/Long Term Disability - Dental Care - Health care

We would like you to start work on (state desired date) at (state start time). Please report to (name of person to see on start date), for documentation and orientation. If this date is not acceptable, please contact me immediately. Please sign the enclosed copy of this letter and return it to me by (specify date) to indicate your acceptance of this offer. We are confident you will be able to make a significant contribution to the success of our (Company/Division/Department) and look forward to working with you. Sincerely, (Name of person authorized to make job offer) (Position) (Company) ____________________________________________________________________________ I accept the offer as outlined above. (Name)__________________________ (Date) ________________________________

68

[Sample of Job Acceptance Letter]

Here's a sample you can tailor to your situation:

(Date)

(Mr./Ms. Name)

(Title)

(Employer Name)

(Address)

(City, ST ZIP)

Dear (Mr./Ms. Name):

It is with great pleasure that I accept your offer to join (Employer Name) as a (position title)

under (Supervisor Name). The goals you outlined for the position are well-matched to my

abilities, and I consider it a privilege to join your team.

As we discussed, my annual salary will be (salary), and medical benefits will commence after

30 days of employment.

(Mr./Ms. Name), thank you for making the interview process enjoyable. I look forward to

working with you and the (Employer Name) team. I will report to work on (Date). In the

meantime, feel free to call me at (555) 555-5555.

Sincerely,

(Your Name)

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[Activity 8 – Giving Feedback Worksheet for Resume]

[Example] There are 6 error codes. Use the error codes to give feedback.

Error

Codes

Meaning Incorrect Correct

P Punctuation I live(P) work, and go to school in

Walnut.

I live, work, and go to school.

T Tense I never work(T) as a cashier until I

got a job there.

I never worked as a cashier until

I got the job there.

SV Subject-verb

agreement

The manager work (SV) hard. The manager works hard.

WW Wrong Word This food is delicious. Besides

(WW), the restaurant is always

crowded.

The food is delicious. Therefore,

the restaurant is always

crowded.

A Articles Most of (A) students enjoyed the

class.

Most of the students enjoyed

the class.

Sp Spelling I desert (Sp) I ate last night was

delicious.

The dessert I ate last night was

delicious.

There are 6 error codes. Use the error codes to give feedback.

Error

Codes

Meaning Incorrect Correct

P Punctuation

T Tense

SV Subject-verb

agreement

WW Wrong Word

A Articles

Sp Spelling

70

[Activity 9 – Giving Feedback Worksheet for Cover Letter]

[Feedback sheet for Cover Letter]

Read your partner group’s cover letter and answer the questions. Write as many

comments as you feel are necessary. The more comments you give the better.

Remember! You are trying to help your partner.

1. What belongs in the heading of a cover letter?

2. How did your partner group write the salutation?

3. What did your partner group include in the first paragraph of the cover letter?

4. True or False? If you have a lot of details that you want to include in the second

paragraph, you can separate it into two paragraphs so that the total number of

paragraphs would be four.

5. What did your partner group include in second paragraph of the cover letter?

6. What did your partner group write in the last of the cover letter?

71

[Activity 9 – Giving Feedback Worksheet for Cover Letter: Answers]

[Feedback sheet for Cover Letter- Answers]

Read your partner group’s cover letter and answer the questions. Write as many

comments as you feel are necessary. The more comments you give the better.

Remember! You are trying to help your partner.

1. What belongs in the heading of a cover letter?

- The heading includes address and the date of the letter

2. How did your partner write the salutation?

Dear……

3. What did your partner group include in the first paragraph of cover letter?

They should explain why they are writing and that they want to apply for a

job.

4. What did your partner group include in second paragraph of your cover letter?

They should describe their skills, experiences or education- anything that

would highlight their imaginary person would show that the person is a

great choice for the job.

5. True or False? If you have a lot of details that you want to include in the second

paragraph, you can separate it into two paragraphs so that the total number of

paragraphs would be four.

True.

6. What did your partner group write in the last of the cover letter?

The closing should include a closing line like Sincerely, Sincere yours and

your full name is a key below the closing line with enough blank space for

to sign your letter.

72

<Week 10 Reading Homework>

73

<Week 10 Writing Homework> 본인이 지원 할 혹은 지원하고 싶은 직업이나 분야의 구인 광고를 웹사이트에서 찾고, 거기에 맞

는 본인의 이력서와 커버 레터를 제출하세요. 즉, 실제 웹사이트에 올라온 구인 광고, 이력서, 커

버레터, 총 3 가지를 제출해야 합니다.

Search for the job ad you are interested in from any job-find website (in

English). Then, write your own resume and cover letter for the job. Please,

submit the job ad, your resume and cover letter on Tuesday.

74

75

76

77

Action Research

“Enhancing vocabulary to improve writing”

Researchers: Mi Ja Lee, Junglim Lee, Jihyung Park

1. Context

The English in Action Writing class is a student-centered class that focuses on encouraging

students to build their global English writing competence through creative and different tasks.

The class is planned to provide students with real-world writing tasks so that they can use

them in real situations.

This class consists of 13 students who are between sophomore and senior in

Sookmyung Women‟s University with different background and experiences. Our job in this

class is facilitating the students to do their task successfully in the English in Action Writing

class by leading the class, joining the activity and providing more tasks and information.

During the class we encourage them to participate in the task more actively such as when

they need help while brainstorming, organizing and revising their writing and checking their

grammar and vocabulary. Also, we provide reading and writing homework to encourage them

to make improvements in their writing by making connection between those skills, reading

and writing. Every Tuesday and Thursday we have English in Action Writing class for one

and a half hours and there are 5 groups in the class. Each group is composed of 2-3 university

students with 1-2 big sisters.

78

Most of the students in this course major in TESL and English majors and two

students major in German and Computer Science. In the beginning of this semester we

conducted a survey of the students taking this class and we found they had learned English

through various ways. One third of them experienced living in English speaking countries

including New Zealand and U.S.A. Additionally, 64 % of the students in this class studied

English in English institutes and through tutoring aside from learning English in school.

Half of those students who took tutoring and English classes in institutes studied for more

than three years. Besides, about 50 % of the students in this class have foreign friends so they

learn English while they get along with their foreign friends. This data shows that majority of

the students were exposed to learning English before entering the university.

Regarding their English level, more than 60 percent of the students have high level of

English based on the results of various standardized tests that they have taken. According to

the survey, more than 60 percent of the students took standardized English test and seven out

of nine students showed high score on TOEIC (Test of English for International

Communication), TOEFL (Test of English as a Foreign language), MATE (Multimedia

Assisted Test of English) and OPIC (Oral Proficiency Interview-Computer) test. Those

students‟ TOEIC scores are from 870 up to 965 out of 990, their TOEFL scores are between

92 and 103 out of 120, their MATE scores are moderate and commanding and OPIC score is

advanced low. As those result of those students‟ test score indicates more than three fifths of

the students‟ in this class have higher than intermediate level of English skills. They also took

an English writing test in the beginning of this semester, the American Council on the Testing

of Foreign Languages Writing Proficiency Test (ACTFL WPT) which is designed to assess

their writing proficiency for real-life writing purposes. Every student in this class received

79

higher than intermediate and five of them got advanced level.

Most students show confidence about their English proficiency in their speaking,

writing and reading area. In speaking area, the majority of students believe they have more

than intermediate level. Regarding their writing and reading proficiency, 85% of the students

think they are at intermediate level. Also, in their self-assessment, more than 50% of them

marked their writing level was in advanced level. So they had certain attitude toward their

English proficiency.

2. Issue and Rationale

We found improving vocabulary was their need in English in Action Writing class through

their needs analysis and our observation. According to the surveys, vocabulary accounts for

only 8 % of their most confident areas in English. Besides, some students wrote they wanted

to increase their vocabulary as an answer about the question what their expectation for this

class. Also, since we started to join this class we wrote our reflections on the board in a

website such as what we did, what worked, what did not work and what can we do next.

Through our observations and the reflection board, the need for enhancing vocabulary was

repeatedly mentioned as those students used only some words habitually and had difficulty

when they were asked to write more in detail.

One of the big sisters‟ reflected that:

How can we improve their vocabulary? That is one of my questions. Maybe next

time, I can do this. They already got reading homework and they were bunch of

80

vocabulary so I can ask them to take that paper out and use some vocabulary from

the reading homework I guess. (Junglim‟s Reflections, 2015)

Another reflection reflected that:

We really need to think of some interesting ways to help them develop their

vocabulary. Thorough reading homework and also I think in class, somehow…

(Krystal‟s Reflections, 2015)

There will be a close relationship between the vocabulary knowledge sizes of students as

influenced in their writing development. When students have a lot of vocabulary knowledge,

this can be influence the quality of their writing. Engber (1993) and Linnarud (1986)

investigated the connection between different vocabulary knowledge richness and writing

quality. These correlations were significant in that vocabulary knowledge richness was found

to influence the quality of their writing. Engber's (1993) research proposed that it is beneficial

to help and stimulate students to bring their vocabulary knowledge into positive use in

composition. Laufer (1991) indicated that vocabulary background richness and size influence

on composition development. The research also indicated that we can considerably expect

students‟ vocabulary size as investigated by a vocabulary test to be showed in the students‟

use of the language.

3. Action Research Question

The Action Research question is “How can we enhance the vocabulary knowledge of

Sookmyung University students to improve their writing?”

According to Folse (2004), the most common habit the second language learners have

81

is using the same words in a paragraph. This is caused by the lack of lexical knowledge,

which affects the score of students' writing. Folse (2004) also indicates that the level of

vocabulary in students' writing plays an important role in the reader's overall perception of

the quality of writing. With respect to the low score of writing, my students are poor at

varying the words due to the reason they are not accustomed to paraphrasing. My students

need to have the lexical competence to have good scores and good quality of writing.

Based on these concerns, we will intervene three vocabulary tasks; making lists of the

new words little sisters learn in each lesson, writing a paragraph using more than five words

which are listed in the first task, and making Mnemonics for the long retention of the

vocabulary.

Mnemonic is a technique from ancient Greek that helps your brain to memorize and recall the

information better by associating new information with an image, a sentence, or a word.

Also, when it comes to the effectiveness of using the words in making sentences it helps

making connections with new information and already existing information and through this

process, students are able to retain the new words longer.

To make it more effective to intervene we made a notebook that is called Vocaholic

that consists of three different interventions.

To begin with, our students will have the vocabulary lists which they use in their

writing based on the reading homework exercises. The vocabulary lists will be given on the

reading homework site, where our students access the new vocabulary with synonyms. In

addition, they have their own vocabulary notebooks on which they write the new words to

know. Besides, students write a paragraph with five words they choose on the word lists,

82

which helps them use the new words in the authentic context. The last intervention is that

students make Mnemonics to memorize the difficult words effectively. Through these tasks,

they will build up the vocabulary competence which makes their writing more successful.

4. Evaluation

Students will be evaluated by three criteria. First of all, students will have weekly self-

assessment word list which they learn from the reading homework. In addition to the self -

assessment word list, we will check the official writing score they will have in the final

writing test.

Finally, we will make a survey to ask students about the overall effectiveness of the

vocabulary task they have a weekly basis.

5. Findings

To see the outcomes, we analyzed five parts: vocabulary note, students‟ self-assessment,

reflections, weekly writing and final survey.

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Vocabulary note (Vocaholic Whiz Evaluation)

0

1

2

3

4

5

6

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13

Vocabulary Zone

students' average score (Weeks 7-12)

0

1

2

3

4

5

6

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13

Writing Zone

students' average score (Weeks 7-12)

84

The biggest issue of Week 7 is that little sisters were not informed clearly about the

due day of vocabulary notebook. This issue gave us an important idea that we should inform

little sisters about the way to use the vocabulary. After the midterm exam, little sisters did not

seem to practice the vocabulary notebook activities. Most of them did not bring their

vocabulary notebooks. We made it sure that they do not forget to bring the notebooks next

time. Some of the little sisters made a lot of effort on doing vocabulary activities. Especially,

for the writing zone and Mnemonics, they did a good job because they tried to use the words

they learned in the writing class. Students are consistent in doing the vocabulary notebook

activities. We are happy to see they complete the whole parts of the vocabulary activity. The

concern is that some students do not do their best in doing the work. We should try to

encourage them to complete the work.

Through practices of vocaholic whiz notebook, students overall developed their

vocabulary knowledge and writing ability. When they wrote different essay writing genres

0

1

2

3

4

5

6

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13

Mnemonics

students' average score (Weeks 7-12)

85

which are descriptive essays, information-based essays, narrative essays and persuasive

essays during classes, we discovered the development of vocabulary knowledge and they

understood meanings of different words. They began to build their vocabulary knowledge

more intensively. As students became to have vocabulary knowledge using vocabulary

notebook, they wrote the different genres essays more successfully. Through the outcomes of

vocabulary notebooks and observation of classes, we discovered the relationships between

vocabulary and writing quality.

First, students tried to use different meanings of vocabularies they have practiced in

the vocabulary notebook. Particularly, students understood the meaning and function of

difficult vocabularies using Mnemonics in the vocabulary notebook. To practice Mnemonics

is one of the effective and fun ways to build vocabulary knowledge. Among three sections

which are vocabulary zone, writing zone and Mnemonics, Mnemonics was one of the

enjoyable parts to build their vocabulary knowledge.

Second, we found that the development of vocabulary knowledge through different

vocabularies list in vocabulary zone. Most of students finished the vocabulary zone and they

practiced the different vocabularies. For example, when they write descriptive essays, they

used different vocabularies to describe the places, things and people more vividly. We found

that the vocabulary knowledge of essay writing enhanced the quality of writing when they

write the different genres essays. When students have vocabulary knowledge, they wrote

more successful essays and their essay lengths also more developed than before. Therefore,

we discovered that vocabulary knowledge plays a very important role to enhance writing

quality. We also found that vocabulary knowledge enhances the writing quality of essay.

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Vocabulary self-assessment

From week 7 to week 12 we added some vocabulary exercises to reading homework to see if

those exercises including context clues, match the words with meanings, match the words

with synonyms, write the meaning in Korean increased students‟ vocabulary knowledge.

After every week‟s lesson we gave each student vocabulary self-assessment sheet with words

from their reading homework and let them check if they know the words on the sheet or not.

Also, we gave the self-assessment sheet every Tuesday. For example, we gave the vocabulary

self-assessment for week 7 on Tuesday in week 8 so we could see students‟ work and the

improvement of their vocabulary knowledge after each week‟s lesson.

To see how the result has been changed clearly we made an average of how many

words each student remembered after each week lesson. Then we made another graph

indicating the students‟ average score in the self-assessment and added it below.

90 90

60

82 85

65

0

20

40

60

80

100

week 6 week7 week 9 week 10 week 11 week12

students' score average in self-

assessment

average

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In this graph, the horizontal axis shows weeks including before intervention period (week 6)

and during the intervention period (weeks 7-12). The vertical axis shows numbers indicating

the students‟ score average in self- assessment.

As the graph above shows, before intervention, on week 6, most students know the

new words after the lesson more than 15 words except two students. Also, 30 % of the

students knew 19 words and one student knew 20 words. On week 7, there were no students

who know less than 15 words which means all of them know more than 15 words this time.

However, the average in the number of the words the students remember is 90 % which is the

still the same as the previous week. On week 9, the average went down to 12 words which is

60 %. Most of students except one student knew less than 15 words and 3 students knew less

than 10 words. This result indicated that students did not spend enough time to do their

reading homework in week 9, right after their mid-term. So we have to check and observe if

this result is associate with how to intervene or students‟ effort on their reading homework

from week 10 closely. On week 10, students‟ average score increased by 20 % and only one

student got score under 10 points. From week 10, the students remembered 82 % of the new

words in the list in average. One student knew those 20 words after the intervention and 4

students remembered 18 out of 20 words. Most of them remembered more than 15 new words

except 2 students. Except two students, they all did not know the word “refurbished” after the

week 10 lesson and reading homework and intervention. On week 11, there was a rise in the

students‟ average score. It was increased from 83 % to 85 %. Besides, no one got a score

under 10 points. Only one student got under 15 points. However, on week 12 there was fall of

20 % compared to week 11. Furthermore, there were 3 students who got a score of under 10

points.

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The reflections on the writing output

For the reflection data, we went through the reflection from Week 3 to Week 12. One of the

reflections in Week 3 stated that students need to improve their vocabulary knowledge.

Even though this reflection was written before the vocabulary improvement intervention, one

of the big sisters already had the concern of the lack of vocabulary of the little sisters‟. In

Week 7, the starting week of intervention, the big sister who had the concern about students‟

lack of vocabulary expressed her determined facilitating of the vocabulary notebook.

“Today I texted students in my group to bring their note except one student. I should

ask the one's phone number. Hope they all bring their note tomorrow.

After the invention of the vocabulary was preceded, big sisters emphasized the usage of

proper vocabulary.

“I am thinking of giving each student a job in their group. Maybe one student is

responsible of vocabulary so the students can gather information from other students

and change some simple words into complex ones. Then, another student is responsible

of introduction and conclusion part so the students write down the parts while

encouraging other students to give their opinion. ”

In Week 10, the reflection emphasized the improvement of the vocabulary enhancement

activity.

“With respect to the pre-stage of the lesson, the activity 1 which made students get

accustomed to the vocabulary about vocational terms was effective to build up students'

background knowledge.”

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Based on the reflection of big sisters‟, students‟ writing improved more and more after the

intervention of the vocabulary tasks in reading homework and classroom activities.

The weekly writing

Speaking of the results of students‟ writing during the class activities, the activities of week 7

had the most frequency of the vocabulary which was presented in reading homework

compared to other activities of week 9 and week 11. The significant reason why little sisters

used the most vocabulary they were exposed to in the reading homework is that in week 7,

the activity was more specific and repetitive, in other words, little sisters read the content

which had the same topic in classroom activities.

On the other hand, the activities of week 9 and week 11 demanded creativity, therefore, they

had less frequency of the vocabulary of reading homework.

0

2

4

6

8

10

12

14

vocabulary mnemonics increase improve

The Frequency of the use of the

vocabulary in week 7 classroom activity

The Frequency of the use of

the vocabulary in week 7

classroom activity

90

With regard to week 10 writing homework which little sisters wrote, little sisters used

the key words which were presented in the reading homework. Because the writing

homework was genre focused (writing cover letter), little sisters used the necessary words for

cover letters such as cover letter, experience, interview, and qualified. Furthermore, little

sisters chose the word chunks which were exemplified in the reading homework. For instance,

for the first paragraph of the cover letter, six out of ten students used „in regard to‟, which

sheds light on the vocabulary teaching. Students have the tendency to use the words which

are given in certain format writing like cover letter and resume.

0

1

2

3

4

5

6

7

8

cover letter in regard to qualified resume career

The Frequency of the use of the words in

week 10 writing Homework

The Frequency of the use of

the words in week 10Writing

homework

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Final survey

After 5 weeks intervention we did final survey if the intervention was effective, if students

think vocabulary is important for the improvement of their writing, how much the strategies

were effective for the improvement of vocabulary skill, which was the most effective strategy

to improve the vocabulary skill in their writing, if students actually used the words they

learned from reading homework in their writing homework, how difficult it was to complete

the vocabulary note and what difficulties did they encounter.

We asked about whether vocabulary is important for their writing improvement and students

gave 1 point if they think the vocabulary is the most important and they got 5 points if they

think the vocabulary is never important for their writing improvement. According to survey, 6

6

5

1 1

0

1(Very much) 2 3 4 Never

# of students

Do you think vocabulary is important for your writing

improvement?

(1: Very much)

Voca Importance

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of 13 students marked “1” that vocabulary is important for their writing improvement. Five

students marked “2” that vocabulary is important for their writing development. 11 students

of all 13 students thought vocabulary is important for their writing development and 84.6 %

thought the vocabulary is important for their writing improvement.

How much helpful were these strategies for the improvement of vocabulary skills?

(4: Very helpful)

Context clues Context clues

Meanings Match the words with the meanings

Synonyms Match the words with the synonyms

Meaning in Korean Write the meaning in Korean

Write new vocabulary Write new vocabulary you learned

S/T using new words Make sentences using the new words

Mnemonics Mnemonics

0

0.5

1

1.5

2

2.5

3

3.5

Context

clues

Meanings Synomyms Meaning in

Korean

Write new

vocabulary

S/T using

new words

menmonics

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According the survey, “Write new vocabulary they learned” is the most beneficial strategies

for the improvement of vocabulary skills. The strategy got over 3 points from average points

and “Match the words with the synonyms” and “Make sentences using the new words”

strategies got point equally.

*Table 1. Which is the most effective strategy to improve vocabulary skill in your

writing? (* Rank 1: the most effective)

Intervention Rank

Reading

Homework

Context clues 4

Match the words with the meanings 4

Match the words with synonyms 6

Write the meaning in Korean 3

Vocaholic Whiz

(the notebook)

Write new vocabulary you learned 2

Make sentences using the new words 1

Mnemonics 7

We asked about which strategy is the most effective strategy to improve vocabulary skill in

their writing. According to outcome of the survey, “Make sentence using the new words” was

the most helpful strategy for the improvement of vocabulary skills. Mnemonics was the least

helpful strategy for the improvement of vocabulary skills.

94

The graph above shows how effective the strategies were on students‟ writing competence.

The left graph shows how effective the strategy in their reading homework and right one

shows how effective the strategies on using vocabulary note. Each color shows different

strategies. Those numbers show how effective each strategy on students‟ writing. So the

highest number in each graph shows the most effective strategy that students think. Related to

reading homework, the most effective one is matching the word with the synonyms and

related to vocabulary note the most effective one is “make sentences using the new words”.

23%

24% 32%

21%

The effectiveness of reading homework

context clues

match the wordswith the meanings

match the wordswith the synonyms

write the meaningin Korean

37%

39%

24%

The effectiveness of using vocabulary note

write newvocabulary youlearned

make sentencesusing the newwords

mnemonics

95

We also asked the question if they have used the words they learned from reading homework

in their writing homework. The graph above shows the result with the reason. The green one

shows students used the words in their writing because it was useful and effective improving

both vocabulary and writing. The blue one shows students used the vocabulary to practice

and use the vocabulary in their writing. Regarding this question, 12 out of 13 students used

vocabulary they learned in their writing and only one student did not use vocabulary in her

writing.

Also, we asked how difficult it was to complete the vocabulary note with the scale. The

highest score is 4 that mean it was very difficult and the lowest was 1 that means it was not

difficult at all. The average is 2.9 so it was kind of difficult for students to complete the

vocabulary note.

58%

42%

Why students used vocabulary they learnd on their writing

useful and effective inimproving writing

practicing and using thevocabulary through writing

96

So we asked students what difficulties they encountered while they were doing their

vocabulary note. The graph above showing the result and the 46 % of students that means 6

students wrote they did not have enough time to do the note. Also, students encountered that

it was hard to find the meaning and synonyms of each word so it takes 23 %. One student

wrote it was difficult to write meaning in Korean.

6. Discussion

The enhancement of vocabulary knowledge through the reading homework and

vocabulary notebook tasks made the students write their essay more clearly based on the

theme for the function and the purpose of writing.

To begin with, based on the data of the week 7 writing activity, the students used

words related to the way to improve vocabulary effectively because they were sufficiently

23%

8%

46%

23%

Difficulties students encoutered while doing the vocabulary note

Hard to find the meaning andsynonyms of each word

writing the meaning in Korean wasdifficult

not enough time to do

making sentences using the newwords

97

exposed to the lexical items while they were doing the reading homework. The reading

homework material which focused on the vocabulary development helped the students

prepare for the classroom activities. Furthermore, the classroom activity which had the

specific topic about the way to improve vocabulary made the students write about the topic

more quickly with abundant lexical background. The more exposure the students had to the

vocabulary with intensive vocabulary activities in the reading homework, the better the

students accomplished the writing activity during the class. However, we could find positive

outcomes and negative outcomes as well.

First of all, we found positive outcomes from the weekly writing the most. With

respect to the writing homework, the students tried to use the vocabulary they learned in the

reading homework. Especially, for the format focused writing, students used the words in the

reading homework most. Students showed the tendency to be more dependent on the reading

homework vocabulary resource when they wrote a specific genre of writing such as cover

letter. Students used the lexical unit such as „in regard to‟ most in their writing homework,

which sheds the light on the vocabulary teaching. As a foreign language teacher, we should

take it into consideration that students need to learn some vocabulary in chunks. As the

research shows, foreign language teachers should instruct their students clearly with chunks

related to the genre of writing when they teach format focused writing style.

Secondly, using vocabulary note book shows positive effect on students‟ confidence

on their writing. As the reflections shows it was observed that as time goes by students wrote

their writing faster without any hesitation. Their attitude dealing the given tasks in class has

changed and showed more confidence when they wrote. Also, based on vocaholic whiz

notebook, according to the observation of vocabulary note book, students began to have

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vocabulary background knowledge and they began to have confident the use of different

vocabularies than before. As the weeks progressed, students improved their vocabulary

knowledge and skills when they write descriptive, narrative and evaluative paragraph and

essay.

One of big sister‟s reflected that:

This week was about argument and topic sentence writing. There were lots of writing

activities on Tuesday and Thursday. On Tuesday, there were lots of vocabulary

exercises and also practiced topic and controlling ideas to make students learn and have

an idea what topic sentence they should write. Also Mija teacher gave them a

vocabulary book which makes students learn and study lots of vocabulary they are not

familiar with. Students seem happy to have a vocabulary book. (Kuamah‟ s Reflections,

2015)

Thirdly, we found that students learnt how to practice the new words in their writing

effectively and they learned that the strategy of applying new words in their writing was

useful for the improvement of their writing. According to the survey given after the

intervention, the most effective strategy was “Write the vocabulary they learned” and “Make

sentence using new words”. Students answered that “Write new vocabulary they learned” and

“Make sentences using the new words” in vocaholic whiz notebook were the most helpful

strategies for the improvement of vocabulary skills. So even though they encountered some

difficulties, they agreed that they learned new vocabulary and through using the vocabulary

notebook, they could make actual sentences and paragraphs. For example, the writing zone in

the vocabulary notebook, some students created a paragraph which was very coherent with

99

some words they chose, which had the most positive results.

However, there are few negative outcomes.

First, we could not find any improvement from students‟ self-assessment.

According the result of self-assessment, there was no difference between before the

intervention started and after the intervention. One of the reasons that there was drop in week

9 was that it was right after the midterms. Students were tired after the midterms so they did

not do the Vocaholic properly which engaged the self-assessment. If students do the tasks in

Vocaholic they could learn the new vocabulary and then they could remember more. This

negative outcome is related the second negative outcome. Another reason that we could not

find any improvement from students‟ self-assessment is that we missed the time to give the

week 12 self-assessment so we gave it a week later. Students did not remember week 12

vocabulary after a week later so the average score went down in week 12.

Secondly, some students encountered difficulties completing the vocabulary notebook

(vocaholic) every week. Though students needed to be informed how to do those tasks in the

vocabulary note book, the researchers did not have enough time to talk about the evaluation

procedures, which caused the difficulty of making data of the vocabulary tasks because we

had different ideas about the evaluation types in the beginning. However, after enough

explanation, it was still difficult for students to complete the note as they did not have enough

time to do it.

7. Conclusion

In conclusion, using Vocaholic Whiz had some effect on improving students‟ vocabulary as

well as their writing. As they tried to use the new vocabulary from the reading homework in

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their writing they remembered more vocabulary and their improvement of vocabulary was

seen in their weekly writing. Also, as their confidence toward vocabulary increased, their

confidence in writing increased. Thus, listing new vocabulary, using new vocabulary in

writing and making connections between new vocabulary and pre-existing information were

effective in enhancing vocabulary knowledge to improve writing.

8. Future Plan

As for the future plan, we need to present more sophisticated and difficult words for the

writing homework because students tend to use the words they are familiar with. Based on

the positive result of the survey about the efficacy of making sentences using the given words,

we will present the words students should use for their writing. Through this writing

homework activity, the variety and the quality of words students use will be improved.

Additionally, the amount of vocabulary notebook activity will be reduced due to the reason

that the completion of the vocabulary notebook became burdensome to some of the little

sisters. In order for the vocabulary notebook to be effective, the vocabulary tasks should be

easier than the present ones.

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Appendix A: Need Analysis Questionnaire

STUDENT SURVEY

Major (전공): Year (학년): Age (나이): ___ 안녕하세요 밴블랙 교수님의 English in Action Writing 학생 여러분! 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 (학교교육) How long? (기간)

Private tutoring (과외) How long? (기간)

Studying English in a language institute (영어학원경험) How long?(기간)

Living abroad (해외체류경험) Where? (장소) How long ?(기간)

Having foreign friends (외국인친구와의교제) Describe (설명):

Other experience (기타경험):

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 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. 영어공인인증시험을 보신 적이 있다면, 점수를

적어주세요.

MATE TOEIC TOEFL TEPS IELTS SEPT Other test: ( ) Score: ( ) ( ) ( ) ( ) ( ) ( ) ( )

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

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영어를 배우는 이유를 세가지 써주세요. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 7. 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 자신있음,

8=가장 자신없음).

Vocabulary ( ) Grammar ( ) Reading ( ) Pronunciation ( ) Speaking ( ) Listening ( ) Writing ( ) Test taking ( ) 8. What expectations do you have for the class this semester?

이번 학기 이 수업에 기대하는 것은 무엇입니까? 구체적으로 생각해서 적어주세요. ________________________________________________________________________ _________________________________________________________________________ 9. What are the things that you would like to do in this class? Number them according to your preference (e.g. 1 = most preferred)

English in Action Writing 수업에서 특별히 했으면 하는 것을 고르세요. 여러 개

골라도 좋습니다. ( ) grammar practice ( ) group activities ( ) peer evaluation

( ) role play/skits(역할극) ( ) brainstorming ( ) vocabulary activities ( ) watching videos or movie clips ( ) discussions ( ) using Internet materials ( ) story writing ( ) writing poetry ( ) writing emails ( ) writing essays ( ) writing a resume ( ) writing business documents ( ) others 10. What kinds of topics are you interested in? (Rank the topics in order of your

preference) 어떤 종류의 주제에 관심이 있나요? (좋아하는 순서대로 번호를 써

넣으세요, 예) 1-가장 관심있는 주제) language learning ( ), study abroad ( ), jobs & career ( ), campus life ( ), travel ( ), celebrities ( ), shopping ( ), leisure activities ( ), food(cooking) ( ), fashion ( ), friends ( ), dating/relationships ( ), family ( ), sports ( ), holidays ( ), hot issues ( ), games ( ), technology ( ), movies ( ), TV programs ( ), art ( ), music ( ), others

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

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

12. How would you rate your English reading proficiency? 당신의 영어 독해 능력이

정도라고 생각하시나요? (e.g. novice 하, intermediate 중, advanced 상)

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_____________________________________________________

13. How would you rate your current English speaking proficiency? 당신의 영어

회화 실력이 어느정도라고 생각하시나요? (e.g. novice 하, intermediate 중,

advanced 상)

14. How would you rate your current English writing proficiency? 당신의 영어 쓰기

실력이 어느정도라고 생각하시나요? (e.g. novice 하, intermediate 중, advanced 상)

_____________________________________________________ 15. Self-Assessment - Your response to this self-assessment will be used to generate materials and testing instruments for you in this class. Please read the 5 level descriptions and then choose the level description that best describes you. ____ I can write only a few words in English. This includes basic objects, colors, days of the

week, foods, clothing items, numbers, etc. I cannot always make a complete sentence or write simple questions. My writing is understood with some difficulty even by sympathetic readers accustomed to the writing of those with highly limited proficiency.

나는 몇 단어만 사용하여 영어로 쓸 수 있다. 예를 들자면, 기본적인 사물과 색,

요일, 음식, 의류, 그리고 숫자들이다. 나는 늘 완성된 문장을 만들거나,

간단한 질문 만들기를 하지 못한다. 나의 글은 글을 읽는 사람들이 매우

제한적인 영어구사능력을 가진 사람들의 글에 익숙하고, 그것에 대해

호의적이라고 해도 나의 글을 이해하는데 약간의 어려움이 있을 수 있다. ____ I can compose simple sentences to communicate limited responses on familiar topics. I

can meet practical writing needs and requests for information. I can compose primarily in the present time frame. I produce many sentences. My writing is generally understood by readers used to the language produced by less proficient writers, but there are many distractive elements.

나는 익숙한 주제에 대해 간단한 문장을 작문할 수 있는데, 의사소통 면에서

답변이 제한적 일 수 있다. 나는 실용적 글쓰기를 할 때 필요와 정보에 대한

요구를 충족시킬 수 있다. 나는 주로 현재형으로 작문할 수 있다. 나는 많은

문장을 만든다. 나의 글쓰기는 일반적으로 능숙하지 않은 작가들이 쓴 글에

익숙한 독자들이 이해 할 수 있다. 그러나 나의 글에는 여전히 많은 산만한

요소들이 있다.

____ I can meet basic work and/or academic writing needs. I can relate events or describe

people and places related to my life and work. I can write summaries and compositions and handle routine work or school related correspondences. I can write several connected sentences of a paragraph in length. Most readers can understand my writing with little difficulty and with few distractions.

나는 기본적이고 학문적인 글쓰기의 필요를 충족시킬 수 있다. 나는 사건(일)들을

이야기 하거나 나의 생활과 일에 관련 된 사람들과 장소를 묘사할 수 있다.

104

나는 요약하기나 짧은 에세이를 쓸 수 있고 일과나 학교 서신에 관련 된

일을 다룰 수 있다. 나는 여러 문장들이 연결된 문단으로 쓸 수 있다.

대부분의 독자들은 나의 글쓰기를 이해하기 조금 어려울 수 있고, 글이 조금

산만하다고 느낄것이다.

____ I can meet a range of work and/or academic writing needs. I can organize ideas and

write narrations, summaries and descriptions of both familiar topic and current events. I can easily produce writing of several paragraphs. My writing is universally easily understood and with only minor sporadic distractions.

나는 다양하고 학문적인 글쓰기의 필요를 충족시킬 만큼의 글쓰기를 할 수 있다.

나는 생각들을 체계화 하고, 익숙한 주제와 최근의 사건에 관해 서술적,

요약적, 그리고 묘사적으로 기술할 수 있다. 나는 여러 문단의 글쓰기를 쉽게

할 수 있다. 나의 글쓰기는 보편적으로 쉽게 이해되지만 여전히 아주 적지만

산만한 요소들이 있다.

____ I can produce most formal and informal correspondences, complex summaries, reports,

and research papers on a variety of practical, academic and professional topics. Through my writing, I am able to explain complex matters, provide detailed narratives in all time frames, and present and support my opinion. My writing is characterized by its flow and coherence and accordingly provides no distractions.

나는 대부분의 공식적이고 비공식적인 서신, 복잡한 요약, 보고서, 그리고 다양한

실용적, 학문적, 전문적 주제의 연구자료를 작성할 수 있다. 나의 글쓰기를

통해, 나는 복잡한 문제를 설명하고 자세한 묘사를 할 수 있는데, 모든

시제를 사용하여 쓸 수 있고, 나의 의견을 제시 및 뒷받침 할 수 있다. 나의

글쓰기는 흐름과 일관성을 가지고 있다. 16. Do you have any concerns about this class?

이 수업 담당 선생님께 하고 싶은 말, 수업에 대한 어떤 고민거리가 있으면

적어주세요.

_________________________________________________________________________

105

Appendix B: Vocaholic Whiz (Vocabulary Note)

106

Vocaholic Whiz (Vocabulary Note)

107

Appendix C: Weekly writing examples

108

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Appendix D: Final Survey

1. Do you think vocabulary is important for your writing improvement?

1 (very much) …….…….2………..……..…3……….….….….…4…………..……..5 (never)

2. The following chart shows the strategies that we introduced in the last five

weeks to improve vocabulary skill in your writing. Rank those strategies. (1 is

the most most effective. 7 is least effective.)-순위를 매겨주세요. 가장

효과적이었다고 생각되는 것이 1 입니다. )

Intervention Rank

Reading homework Context clues

Match the words with the meanings

Match the words with synonyms

Write the meaning in Korean

Vocabholic Whiz (the

note)

write new vocabulary you learned

Make sentences using the new words

mnemonics

3. How much helpful were these strategies for the improvement of vocabulary skills?

Strategies Score

Reading

homework

Context clues 4 (very helpful)……3…….2…….1(not helpful at all)

Match the words with the

meanings

4 (very helpful)……3…….2…….1(not helpful at all)

Match the words with

synonyms

4 (very helpful)……3…….2…….1(not helpful at all)

Write the meaning in Korean 4 (very helpful)……3…….2…….1(not helpful at all)

Vocabholic

Whiz (the

note)

write new vocabulary you

learned

4 (very helpful)……3…….2…….1(not helpful at all)

Make sentences using the

new words

4 (very helpful)……3…….2…….1(not helpful at all)

mnemonics 4 (very helpful)……3…….2…….1(not helpful at all)

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4. How effective were these strategies on your writing competence?

strategies Check

Reading

homework

Context clues 4 (very effective)……3…….2…….1(not effective at all)

Match the words with the

meanings

4 (very effective)……3…….2…….1(not effective at all)

Match the words with

synonyms

4 (very effective)……3…….2…….1(not effective at all)

Write the meaning in

Korean

4 (very effective)……3…….2…….1(not effective at all)

Vocabholic

Whiz (the

note)

write new vocabulary you

learned

4 (very effective)……3…….2…….1(not effective at all)

Make sentences using the

new words

4 (very effective)……3…….2…….1(not effective at all)

mnemonics 4 (very effective)……3…….2…….1(not effective at all)

5. Have you used the words you learned from reading homework in your writing

homework? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Any other comment? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. 6-a) How difficult was it to complete the vocabulary note? (check below)

4 (very effective)……3…….2…….1(not effective at all)

6-b) What difficulties did you encounter? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

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It was a very impressive experience to teach the “English in Action Writing” class since it provided opportunities to practice effective teaching techniques and strategies.