ABOUT THE TOUR:

Squid Game, Parasite, and now My Name. Chances are excellent that know about the first two of these, and by the time of the Reel to Real conference rolls around you will probably have heard of the latest hit as well. Korean cinema, on both the large and small screen, has been front and centre on the global stage for the last while.

It’s quite possible that you’ve run into other English-language films by Korean directors and production companies (Bong Joon-ho’s Snowpiercer and Park Chan-wook’s Stoker immediately come to mind). Or perhaps you encountered Korean cinema via one of the many remakes: Spike Lee’s version of Old Boy or the American version of Kim Jee-woon’s absolutely awesome-sauce A Tale of Two Sisters (which gets a different title: The Uninvited).

On the other hand, you might not know any of the above and are just beginning your journey into the world of Korean cinema. If that’s the case — don’t worry!

Whether you’re a newbie to Korean cinema or not, you’re cordially invited to join your host, Michael Free, who will take you on an interactive tour of the last 60 years of Korean cinema. Going decade by decade, and letting attendees ask questions along the way — which very well might take us off course, but in a hopefully delightful and informative manner!) — Michael will show you what Korean cinema has to offer beyond these recent hits. From Kim Ki-young’s The Housemaid (1960) to Park Kim Do-young’s rendering of Choi Nam-joo’s novel Kim Ji-young, Born 1982 (2019), this quick romp through Korean cinema’s history will give those interested places to look for Korean films and suggestions for what to watch according to their tastes and interests.

ABOUT YOUR HOST:

Michael has been teaching English in Korea for over 15 years now, with an extremely wide range of students (public and private, academic and casual, as well teacher training). The courses he has taught are, for the most part, the usual: conversation English, speaking, academic writing and so forth. In addition to those, he has developed content-based courses in film: general film appreciation, the horror film, as well as courses dedicated to the vampire and zombie genres. Living in Korea and teaching mainly Korean students, a natural part of the growth of these courses (and his own knowledge of Korean language and culture) was the not-quite-casual study of Korean films. Recently, this study has become more intensive with his most recent course assignment: teaching international students about Korean language and culture via film and TV dramas.

During the first 20 minutes, participants will gain an introductory understanding of the basic theory behind the current form of TPRS as of its developments this past year, 2020, originally created by Blaine Ray in the late 1980s - early 1990s. Participants will also receive technical explanations of the main ingredients of a TPRS lesson: adding a detail or character, circling, triangling, and "Describe the Situation". The next 40 minutes will be devoted to a student experience of a TPRS German lesson in which participants will gain microfluency in German through interaction with the presenter by answering questions in German and retelling the story in German using their own words, supported and scaffolded every step of the way. The final 15 minutes will include a debriefing period for reflections as well as Q&A to deepen the experience from both the student and teacher perspectives. MYSTERY EASTER EGG

If you’re struggling with online teaching, or thinking about how to improve it, reflective practice is for you! Among the best reflective tools are tasks, particularly observation tasks. However, most of these were designed with the traditional classroom in mind. Can we still use these tasks? How? The purpose of this session is to address these questions.

This workshop will be in two parts. After briefly rehearsing some terminology, the facilitators will present tasks from some of the standard resources categorised according to their applicability to ‘the new normal’: tasks that can be used, those that can’t, and those that require adaptation. The bulk of the time will be spent in the second, highly interactive, section. Participants will work in small groups to create tasks for their own contexts. The takeaways will be tasks participants can either use or adapt as, as well as ideas for self-designed tasks. MYSTERY EASTER EGG

ESL classrooms often follow a one-size-fits-all approach in terms of assessing and grading students. However, this can be quite demoralizing and even unfair to students of lower levels. In order to motivate lower-level students and create a more dynamic classroom, a variety of different assessment techniques can be incorporated. In this course, trainees will learn about different assessment strategies for both the online and offline classroom that go beyond tests and quizzes in order to learn how to truly gauge their students' level, check for understanding, and better their students’ language abilities. Trainees will first work on differentiating assessments for different levels of speakers, then they will work to create their own assessment. Finally, trainees will examine a baseline rubric (adapted from WIDA) and work on adjusting the rubric to fit students of all different levels and their own classroom environment, for both online and offline learning. EASTER EGG 7