Here is the language input.

1
Here is the language input.
Students will gradually become familiar with
these words as they color in the clothes and
faces of the Korean family.
Even if students are not speaking, coloring is
an important activity (which can also be done at
home).
The teacher can help students to learn (and
pronounce) this phrase as they color the letters
in.
2
These words will be used every day. Students
learn that reading helps them to do exciting
things. Today we need to know Sit and circle.
This activity builds on the previous one. We are
performing the same language, in a different
format.

• When students know each others' names, it can be
  good to try another version.
• The person throwing the ball/cushion says the
  name of the person to whom it is being thrown.
• (Throwing the ball) "Hi, Bo-ram. Nice to meet
  you!"

This is all language input.

• Language is cyclic, not linear.
• We dont have to learn ONE thing on One day.
• We can repeat activities any time.
• We can play this game whenever we want to!

3
Now we have a role play. We must be careful to
prepare for this with lots of activities first.
Here is the language input.
We should NOT have reading passages unless they
lead to student-centered activity and discovery.
The role play uses the same language and is on
the same topic. Students should perform this many
times.
The pictures are useful. They illustrate the role
play. They are also culturally appropriate.
Then they should make their own role plays or
mini-dramas.
4
Now we have another game. We are finding lots of
exciting ways to perform and target language
naturally and enjoyably.
Here is the language input. The materials are
simple and clear.
The picture illustrates the game and also gives
an opportunity for more coloring.

• Language is cyclic, not linear.
• We dont have to learn ONE thing on One day.
• We can repeat activities any time.
• We can play this game whenever we want to!

How can we make this more student-centered? How
about letting the students control the music, or
make the rules?
5
Here is the language input.
Now we have a survey. We dont have to play all
the time. Even serious things are meaningful to
young learners.
Students are using the input language to find out
personal information.
Students are reading, speaking, listening, and
writing.
6
Wordsearches are always good ways of introducing
or reviewing vocabulary. They can be done in
pairs, in groups, or at home.
The pictures reinforce the vocabulary.
Here is the language input. It is about the
family and greetings.
7
Here is another wordsearch, which is actually a
vocabulary exercise. This can be done in pairs,
groups, or at home.
Here is the language input.
Is this just a filler, or do we want to
introduce this vocabulary at this point? Perhaps
it is a preparation activity for next class! This
would make sense.
This activity introduces new vocabulary. We need
to make it relevant and meaningful
8
Here is an activity about the new vocabulary.
This vocabulary is meaningful to the students.
Here is the language input.
This activity is simple and enjoyable. It
prepares students for the 20 Questions format.
We are getting students to discover the language
by themselves. They are active and are working
together.
9
They take time to make, but they can be used many
times. Especially if you laminate them.
Here are the flashcards. It is always useful to
have flashcards available.
Students can use them for many purposes.
How about making WORD cards and playing Match?
10
BINGO!
Bingo is a great way to practice (and discover)
vocabulary.
In this version, students write the name of the
animals first (discovery learning, collaboration)
Then they play BINGO in groups one caller per
group.
You can make a large Callers Card, with no names
on it (next slide).
11
The caller can say the animals name (basic level)
Or the caller could describe the animal (more
advanced level).
The point is that the criteria for making
materals for young learners are being followed.
Lets look at those criteria again.
12
Materials Design Criteria
13
Thank you!

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