Vocabulary profiling

http://www.lextutor.ca/vp/

Student ID No. 2011220364   Name: Miso Kim

Vocabulary Profiling (Quantitative Assessment)

Criteria	Writing 1	Writing 2
Total number of words	1641
The number of contents words	495
The number of function words	643
Lexical Density (the number of content words/the total number of words X 100 )	0.61
Lexical variety (the number of different types of words/the total number of words X 100)	560
Lexical sophistication (the number of words out of 1000-2000 levels/the total number of words X 100)	17.42
The average number of words in a sentence

Your findings from the profiling:

I found that my paper is average level for the purpose of academic papers. 

Video Quiz on Disney/Pixar, "Up".

The quiz can be accessed through :


http://www.eslvideo.com/esl_video_quiz.php?id=9300

Activity Suggestions using Web 2.0 tools

All the websites are found from: http://web20guru.wikispaces.com/Web+2.0+Resources


1. Find good web tools for language learners in each condition below: 

a. A group of students in a novice level of proficiency, who are quiet, most of teen girls, who want to improve speaking skill

Animoto (http://animoto.com/)

=> Let them collect their own pictures or drawings from the web and string them together using this website. Record thier voice explaining the pictures and share with their friends.
This activity can be done individually, or in groups.

b. A group of students in an intermediate level, who has diverse educational backgrounds, aged around 20-30, who want to improve listening skill

Lit2go (http://etc.usf.edu/lit2go/)
=> The students first search for the books they want to listen to through the site catalog. And then listen to it with or without the text. They can listen to the audio files on their way go.


c. A student who has low literacy skills (e.g. reading and writing), but loves to read in Korean, aged at 12

Epubbooks - fairy tales (http://www.epubbooks.com/genre/fairy-tales)

Click some fairy tales or folktales the student is already familar with. Then read it in its English version.


d. A student who has low speaking skill but good listening skill, who is shy, aged at 16

Naturalreaders (http://www.naturalreaders.com/index.htm)
=> Type anything the student want to listen. Record the student's own voice saying the same thing the student has typed. Compare them and have fun trying out different sentences.


e. A student in a high intermediate, high literacy skills but low oracy (e.g. listening and speaking) skills, who lives out of town, not local area.

Little bird tales (http://littlebirdtales.com/)
=> Write his/her own story and collect pictures which represent it. String all the pictures together using this website and record their story out loud. Combine them together and publish the story. Share all the stories with classmates. 

My picture using Picnik

This photo was taken about a year ago, near Halloween :)

Powerpoint material

https://docs.google.com/present/edit?id=0AWsgC9WTa1OMZGZqYjdjN3ZfMGNuOTVya3pw&hl=en_US

How to use the tap "extensive reading materials"

-- For Students --

   You may use the tap for choosing what to read based on genre. Click the genre, then you will see three different books in each genre. You can refer to the first and second paragraphs for your reading choice.

   For example, if you want to read something related to Fantasy, click on 'Fantasy' on the right. Then, a document will appear. Scroll down and read first two paragraphs. The paragraphs will give you an idea about what to read. After you make up your mind, find the book in our English-only Library. And enjoy the book you chose, that's all.

-- For Teachers --

   If you are planning some activities based on extensive reading, the tap would help. Decide which genre you want to introduce to your students. Click on the genre, then you will see three different books. First paragraph is a general introduction of the book. Second paragraph gives you an idea what the book is about. Third and fourth paragraphs suggest you a possible activity for target students. However, keep in mind that the activity is designed for first language learners, not in EFL setting. You might have to adjust the level or type of activity for Korean EFL students. The last line of each page is the book information cited in MLA format.

   I believe the extensive reading materials and activities would help you designing reading lessons. Don't forget the fun you will introduce to our students.

Designed by Miso Kim

How to use the self-access reading resources

-- For Students --

1) Choose a category you want to read.
2) Read the titles and activity types(written at the top) of websites in the category carefully.
3) Choose a website based on the section "Choose this website if you...".
4) Read the website as the direction says
5) Choose an activity you want to do. Do the activity as directed.
6) Show your work to your teacher on the announced day. You will get plus points based on your quality of work and the type of activity you have done.

-- For Teachers --

   I designed the self-access reading resources based on students' interests and activity types. Students can choose what they want to read referring to the section at the top. At the same time, the students would activite their schema related to the website unconsciously because the section itself stimulates the students' imagination and expectations of the website.
   After they choose a website, they are supposed to complete one activity among two or three choices provided. There are four different activity types they can try: Diary type, Q & A type, individual project work and treasure hunt type. The activity types are written at the top, so basically they can choose what they want to do.
   The students would get plus points or make-up points on attitude score(태도점수) for their works. According to the difficulty of their work, they will receive differentiated points. For example, a student who completed 'individual project work' would get more point than 'Q & A Type'. Thus the works are basically for out-of-class, with some exception in case that the teacher may want to use them in class.
   Teachers may refer to the targeted reading skills, strategies or types of schema on the top. It would help teachers evaluating students' work, or guiding what to read for individual students. The use of the section is totally up to teachers.
   I tried to avoid stereotyped works which begin from pre-reading questions and end with post-reading questions because I believe that students should be allowed to truly enjoy the authentic reading resources. I did not want our students to struggle with the questions even in out of class for plus points, but to enjoy the intriguing materials and activities I designed.  I expect that this would help stimulating their intrinsic motivation.
   This collection is dedicated to all the teachers in this world who are committed to impact future generations, one heart and mind at a time. I hope this collection is meaningfully used for your teaching.


Gratefully, Miso Kim