Korean Fields — Teaching II
Author: 106501054 Dino 謝銘鴻
I am a NCCU student and now studying Introduction to Language Learning. In this semester, my group and I are going to learn Korean, aiming to be able to have basic conversation with native speakers in the end of this semester. Details and processes of my learning will be recorded in this website, Korean Fields. Welcome!
Today (2020.12.25) is the second day for Korean teaching. In this lecture, our team will review with students what we have taught last week, then move on to the big activity: asking directions.
Purpose
In today’s lesson, our group aims to review the vocabulary and sentence patterns we have taught last week. Based on these Korean knowledge and an information gap task, we will encourage students to complete a map, which contains the Korean words we have learnt, by using the sentence patterns to inquire other students.
Teaching Materials
The teaching material of today’s lesson is based on information gap task. In this kind of teaching method, students would have different information, and they are encouraged to complete the rest of the information by having conversation with other students. In this case, we distribute different handouts to every student, each of whose handout will have information of different locations, while these location are on the same map. In other words, every student’s map is incomplete, and they have to use the oral skills they have learnt to ask for the rest of the unknown locations in order to complete the map.
Teaching Scene
It can be observed that the teaching scene is full of lively atmosphere. Students eager to open their mouths and ask about the locations and places in Korean. Our group members are within the students and would help them if their need instruction of pronunciation or grammar. Fortunately, our teaching material does work; some students do finish the map during the teaching process, which means that our teaching materials are workable.
Students’ Feedback
After the teaching process, some students comment that our teaching materials as long with teaching process are not too heavy to acquire. In other words, the goal of our group is successfully achieved. Students would be able to use Korean to inquire directions or certain places after this series of classes. Also, this experience shows that language teaching should not be over loading; moderate teaching burden should be enough for most of the students. When we designed the first version of our lesson plan, professor had commented that we had put too much information in our lecture, which would make the teaching difficult and unfriendly. After discussion, we decided to cut some of the contents and focus more on certain vocabulary and oral skills. This decision has been proved to work well, fortunately, and I have been deeply impressed by this outcome, for I with much of my friends had gotten used to learning with intense information during our school time. This teaching experience indeed has impressed me, and I believe that I would remember this.
