title my favorite vacation
Post on 01-Dec-2021
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SMU-TESOL Methods Unit Plan Template
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Title: MY FAVORITE VACATION
Sources
Primary: High School English I (2003). Hyundai Yong-o Sa Publishing.p.137
Additional:
Target Language Content: TWO lists –
1. NEW grammar/vocab items in the primary source that Ss will notice in the Presentation stage AND a T & F they will
practice and produce.Be specific. Choose a function AND task,1 major grammar point, 4-6 related vocabulary items, AND a pronunciation focus (segmental and/or suprasegmental features arising from TLC). 2. RECYCLED language items/ T & FSs have learned in previous lessons that will be practiced again in this lesson.
Examine popular Korean and International English textbooks for the vocab/grammar/functions that frequently precede
your TLC. New TLC Recycled TLC
Function: Describe a traveling experience
Function: Talking about events in the past
Task: Share traveling stories with friends and present
experiences in public
Task: Tell a partner what you were doing at a certain
time in a day before
Grammar: Use of past tenses in questions and
statements
Grammar: Past continuous
Vocabulary: Places (Eiffel Tower, Grand Canyon,…),
foods(Sushi, Curry…), Cultural activities(Sumo game,
Opera…), visited, traveled, went, ate, tried
Vocabulary: famous, trip, beautiful, doing, going,
eating, places
Pronunciation: Question intonation, /f/, /d/, /s/, /v/ Pronunciation: Reduction of grammatical words, /p/,
/ɪŋ /, /s/, /f/
Objectives:
Terminal Write one T.O. based on TLC (Task) in ABCD format telling what Ss do in the PRODUCTION step.
Students should be able to review what they have learned in the previous activity, and use it to share their traveling experiences given a card of key words by using all of the key words without the teacher’s assistance.
_______________________________________________________________________________________________
Enabling: Write the specific learning activities Ss perform in preview, presentation, isolation, and practice to prepare for success in the production stage. Write many, ABCD format not necessary. Students will be able to… PREVIEW: 1. Talk about students’ own vacation experience 2. Share ideas related to Hawaiian music 3. Talk about the activities that they can try in Hawaii
Designed by:Jinna Kim/12S1044,
Jiyeon Kim/12S1039
SMU-TESOL Methods Unit Plan Template
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PRESENTATION: 1. identify key points of the listening, such as time and location of the speaker’s travels 2. order pictures according to the sequence of the listening 3. fill in past tenses of verbs from the listening in a gap-fill exercise ISOLATION: 1. correctly identify question or statement intonation 2. form questions using verbs and use proper question intonation PRACTICE: 1. brainstorm other related verbs to those mentioned earlier in the class 2. ask and answer questions in a survey activity using proper verb forms PRODUCTION:
1. Describe their past traveling experiences by using the key word cards 2. Sharing past experiences with a partner without the teacher’s assistance 3. Present their past traveling experiences in public
FEEDBACK/CLOSURE: 1. give feedback on the Production activity 2. recognize possible areas to work on regarding narration and use of past tense verbs
Materials& Technology: Attachall materials/realia/handouts and whiteboard plans in final finished form. Attach a
label to each item showing when it is to be used, and by whom.List all materials and page numbers here, AND any technology (textbook, laptop, projector, etc.) necessary to perform this lesson.
WB Plans: pages: p. 13
Source transcript: pp. 19-21
Handouts (describe):- -
Technology: picture: pp. 14-17
Cards: p. 18
SMU-TESOL Methods Unit Plan Template
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Student Profile: (separate sheet of paper): a complete S profile that is reasonable for Korea. List the characteristics of the students of this lesson.Include all 6 categories and follow the format of the models in your Practicum book exactly.
Age / Grade: First year of High School Proficiency Level: Speaking: Novice High-Intermediate Low
Listening: Intermediate Low Reading: Intermediate Low Writing: Novice High- Intermediate Low
Number of students: 40, meets every day for 50 minutes. Type of Class: Public High School Motivation: Not all students are interested in learning English. Students are more motivated when they can
play games our do activities in class. Language Experience: Students have been studying English for several years in school. Some students also attend
private classes. Students have had very little opportunity to practice English outside of class.
SMU-TESOL Methods Unit Plan Template
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PREVIEW (FILL IN 3TS PAGE NUMBERS IN THIS BOX) Schema Activated CONTENT, FORMAL LINGUISTIC Previous lesson remembered/referenced on Topic previewed on p Context established on p. Ss motivated/focused/relaxed on pp. 2-3 vocab TLC previewed:
NARRATIVE OF PREVIEW First the teacher greets students by saying hello and asking how they are. Then, the teacher will begin with asking a question related to their previous lesson about past continuous: What were you doing yesterday at 9 o’clock? Through the process of TSST, the teacher will naturally introduce students to the topic of vacation. The teacher will activate students’ schemata by asking a question of where they went during their vacation. The teacher will transfer this conversation to the idea of the beach by TSST. Students will listen to a piece of Hawaiian music and share their background knowledge about Hawaii. At last, students will look at a slide of pictures related to Hawaii and think of the activities they would like to try in Hawaii. Then, they will be prepared to listen to a story about someone’s vacation to Hawaii.
PRESENTATION(FILL IN TASK/STRATEGY, AND PAGE #) Listening/ReadingTasks
TOP DOWN: IDENTIFYING WHO & WHEREpg. _______ TD/BU : PICTURE SEQUENCEpg. _______ BOTTOM-UP: GAP FILL IN pg. _______ EXTRA TASK A: __________________________pg. _______ EXTRA TASK B: __________________________ pg. _______
NARRATIVE OF PRESENTATION The teacher instructs students to listen and identify where the speaker went on holiday and when he went on holiday. After listening, students first compare answers with a partner and then take turns asking each other for the answers. The teacher then instructs students to look at the pictures in Task 2 (airplane, beach, palm tree, fish, hula dancer, mountain) and describe them to a partner. She then asks students to try and guess the sequence. The teacher thenasks students to listen again to the recording in order to put the pictures in the proper sequence.After listening students compare answers with a neighbor. The teacher then asks individual students to put their answers on the whiteboard. Students are then given a transcript and asked to listen a third time and fill in the missing blanks with verbs the teacher has written on the board.
ISOLATION (VERY CONTROLLED)-
The teacher highlights several verbs from the listening text and puts these into questions. The teacher models the intonation of these questions with students repeating chorally and then individually. The students then play a game where they have to identify whether the teacher is reciting a statement or a question.
PRACTICE (LESS CONTROLLED)
The teacher writes select sentences from task 3 of the listening exercise on the board. Students fill the blanks with the correct verbs. Students then brainstorm in groups to substitute other verbs into the blanks. Students then take turns asking the same questions to a partner and choosing an appropriate answer from choices on the whiteboard. In the second task, students are given a survey and ask the same questions to their classmates. Students need to answer using the correct past tense form. The teacher monitors students as they work on the task and makes a note of errors to address with the class later. After students complete the survey, individual students call on each other to share their answers.
PRODUCTION (INDEPENDENT ACTIVITY) Students will start on by the teacher reminding the previous topic and introducing the production activity. The teacher will explain the directions of the game in step by step by using the white board visual and doing comprehension checks. Students will be given one traveling card each, which has key words of the place they have visited. By using the card, students will freely ask and talk to each other to find the person who has been to the same country. With the information they got, students need to find their country group with their partner, and present the best experiences to the class at the end.
FEEDBACK & CLOSURE
The teacher will ask students for feedback on the activity and correct any errors she noticed during the production stage. For homework, students will be asked to survey 3 friends or family members about where they went on holiday and write a paragraph in the past tense summarizing their findings. The teacher informs students that they will be continuing to discuss holidays tomorrow and will have the opportunity to read and write a holiday post card.
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MULTIPLE INTELLIGENCES
Intelligence developed pg. # (3 Ts)
Bodily-Kinesthetic 11,12
Visual-Spatial 9,10
Musical 12
Mathematical-Logical
Verbal-Linguistic 10, 12
Intrapersonal
Interpersonal 10,11,12
CLT PRINCIPLE
Underlying principle pg. # (3 Ts)
Communicate in authentic context
Develop learning styles/strategies
Construct meaning through interaction
Accuracy = tool for constructing Meaning
Fluency is more important than accuracy 12
Communicative competence is the goal 11
MAKING INPUT COMPREHENSIBLE
MIC Technique (specific) pg. # (3 Ts)
Repeat slowly
clearly
chunking/ w/ emphasis Rephrase chunking different words 12 Preview visually 10 activating schema what happens next 9,10,11,12 Visually: non-verbal facial body/gesture 9,10,11 written (wb), computer 9,11,12 handouts pictorially (wb), computer 9 handouts
CLASSROOM INTERACTIONS
Specific Interaction Type pg. # (3 Ts)
TSST Repetition Choral Solo 11,12 Comp. Check Paraphrase Summarize CD question 9,10,11,12 Assistance S asks S for help S asks T for help T cues S Error Correction Direct Reflective
Self Peer Personalize OR/CR Q & A Complete Sentences Ss speak from model S asks a Q 10,11,12 PW 12 GW 11 Ssteachback/write on WB Appropriate Question Type CD 9,10,11,12
OD 9 OR CR Model (voice, WB) 9,10,11 OTHER:
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Teacher’s talk Target Response Technique
“Hello, everyone. How are you? Fine? “Yes.” CLT: Authentic Context
“Great. Last class, we talked about traveling. So today,
we are going to have some time to share your traveling
experience. S1, what are we going to share today?”
“We are going to share our traveling
experiences.”
CLT: Auth. Context.
MI : Interpersanal
Verbal-Linguistic
CIs : Comprehension Check
“Yes. Today you are going to share your traveling
experience in a group game called Traveling Partner. S2,
how are you going to share your traveling experience?”
“I am going to share my traveling
experience by a game, Traveling
Partner.”
MI : Interpersanal
Verbal-Linguistic
Bodily-Kinesthetic
CIs : Comprehension Check
“Good. You are going to share your traveling experience
by a game, but I will tell you what traveling story you
should share. S3, who will tell you the traveling story
you should share?”
“You will tell us what story to
share.” CIs : Comprehension Check
“That’s right. I will tell you what story to share by
giving you this card (shows the cards). Now let’s see
what is on the card (points to the board.)”
MIC: Visually-written on WB
Visually-guesture
MI: Visual-Spatial
SMU-TESOL Methods Unit Plan Template
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Teacher’s talk Target Response Technique
“There are some keywords of the place, food, and
activity you have done in your trip. S4, can you ask S5:
What things are on the card?”
“S5, what things are on the card?”
“There are keywords of the place,
food, and activity.”
CIs: S asks a Q
Model(voice)
Asking and anwering a question
Question type: CD, OD
“Good. Let’s see what place I went. S6, from this card,
can you tell me where I have visited?”
“You have visited Kyongbok
Palace.”
MIC: Visually-written on WB
MI: Visual-Spatial
“Great. S7, what food did I eat?” “You ate Galbi.” CIs: Asking and anwering a question
Question type : OD
“Very good. Then S8, what activity have I done?” “You watched Samulnori.” CIs: Asking and anwering a question
Question type : OD
“Right. From these keywords, can you guess the country
I have visited? Where is it?” “Korea.”
CLT: Learning strategis – guessing
MI: Mathematical-Logical
Intrapersonal
“That’s right. Then, let’s look at another card. S9, if this
was your card, how would you tell me your traveling
experience?”
“Um…”
MIC: Preview-what happens next
CIs: Asking and answering question
Personalize OR
Question type : OR
“First, you should start as I visited…(points to the
board).” “I visited N Seoul Tower. And…”
CIs : T cues S
MIC: Visually-guesture
MI: Visual-Spatial
SMU-TESOL Methods Unit Plan Template
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Teacher’s talk Target Response Technique
“I ate…(points to the board).” “I ate Bibimbap. I did Yutnori.”
CIs : T cues S
MIC: Visually-gesture
MI: Visual-Spatial
“Good. You visited N Seoul Tower and ate Bibimbap.
Also, you tried playing Yutnori. S10, what country do
you think she traveled?”
“Korea.”
MIC: Repeat clearly
CIs: Asking and answering question
CLT: Learning strategis - guessing
“Can you say it in a complete sentence?” “I think she traveled Korea.”
CIs : Complete Sentences
Asking and answering question
Question type : CD
“Yes. That means, these two people are traveling
partners, who visited the same country. That’s what you
should find in this game.”
MIC : Rephrase in different words
“Let’s see how you should play this game. First, if you
get a card, S11, what does it tell you? (points the board).”
“It tells keywords of the country I
traveled.”
MIC: Visually-written on WB
Visually-gesture
Visually-handout
MI: Visual-Spatial
CIs : Asking and answering question
Question type : OD
“Good! Next, S12, what do we do?” “We share our traveling stories.”
CIs : Asking and answering question
MIC: Visually-written on WB
MI: Visual-Spatial
Question type : OD
SMU-TESOL Methods Unit Plan Template
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Teacher’s talk Target Response Technique
“That’s right. S13, how much time do you have to talk?” “We have 10 minutes.”
CIs :Asking and answering question
MIC: Visually-written on WB
MI: Visual-Spatial
Question type : OD
“Yes. For 10 minutes, you have to find someone. S14, who
do you have to find?” “I have to find my traveling partner.”
CIs : Asking and answering question
MIC: Visually-written on WB
MI: Visual-Spatial
Question type : OD
“And S15, who is your traveling partner?” “Someone who traveled the same
country.”
CIs :Asking and answering question
Question type : OD
“Very well. Next, after you find your partner, you will see
four different country tables.”
CIs: Model
MIC: Using WB Visual
MI: Visual-Spatial
“S1, what will you see after you find your partner? “I will see country tables.” CIs: Comprehension check
Question type: CD
“Yes. These are the four different countries you will see.
Let’s look at the flags I brought and guess where they are.” MIC: Preview
" What country is this?(Japan)” “Japan.” MIC: Using gesture/pictorial visual
Question type: CD
SMU-TESOL Methods Unit Plan Template
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Teacher’s talk Target Response Technique
“S2, can you ask S3 what country this is?(The USA)” “S3, What country is it?”
“It is America.”
MIC: Using gesture/pictorial visual
CIs: S asks a Q
Question type: CD
MI: Interpersonal, Visual-Spatial
CLT: Meaning through interaction
“Yes, this is the USA. S3, ask someone what this country
is. (France)”
“S4, what country is it?”
“It is France.”
MIC: Using gesture/pictorial visual
CIs: S asks a Q
Question type: CD
MI: Interpersonal, Visual-Spatial
CLT: Meaning through interaction
“Great! S4, ask someone about this flag. (India)” “S5, what country is that?”
“It is India.”
MIC: Using gesture/pictorial visual
CIs: S asks a Q
Question type: CD
MI: Interpersonal, Visual-Spatial
CLT: Meaning through interaction
“These are the four different countries we have and one of
these countries will be where you have traveled or went
before.”
MIC: Using gesture visual
Preview visually
CIs: Model
MI: Verbal-linguistic
“S5, how many countries will there be?” “There will be four.” CIs: Comprehension check
Questions type: CD
“Then first, I will give each person one card. This card will
be the keyword card we talked about before. When you get
it, just look by yourself. Don’t show it to anyone.”
MIC: Preview
CIs: Model
SMU-TESOL Methods Unit Plan Template
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Teacher’s talk Target Response Technique
“S6, what do you have to do when you get your card?” “I have to look by myself.” CIs: Comprehension check
Questions type: CD
“Great. Now I will give everyone one card each.” (Hand out
cards) (Students receive one card each.) MIC: Preview
“Now you should all have your card that tells where you
traveled. When I say “start,” everyone will stand up and ask
each other to find your partner. Don’t forget to ask and
answer in complete sentences. Start!”
(Students walk around and share
stories.)
MIC: Preview
Using body gesture
CIs: Groupwork
CLT: Communicative competence
MI: Interpersonal,Bodily-Kinesthetic
“(After 10 minutes) I think everyone found their partners
and sitting on the right table now. If you are not sitting on
your country table yet, quickly find the table and sit down.”
(Students sit on the country tables.) MIC: Preview
CIs: Model
“Did you all find your traveling partner?” “Yes.” CIs: Asking and answering question
Question type: CD
“Now this is what we have to do next. Let’s look at the
board. S7, can you read number 1?”
“Remember and tell partner’s
traveling story.”
MIC: Using WB visual
CIs: Solo repetition
“S7, can you ask someone to read number 2?”
“S8, can you read number 2?”
“Choose one best place, food, and
activity.”
CIs: S asks a Q
Solo repetition
Question type: CD
MI: Interpersonal
SMU-TESOL Methods Unit Plan Template
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Teacher’s talk Target Response Technique
“S8, ask someone else to read number 3.” “S9, can you read number 3?”
“Share with the class.”
CIs: S asks a Q
Solo repetition
Question type: CD
MI: Interpersonal
“So now, you will remember and tell your partner’s
traveling story. Then, together, choose your team’s favorite
place, favorite food, and favorite activity. You can only
choose one each. S10, how much time do you think we have
to choose the favorites?”
“I think we have 2 minutes.
MIC: Using WB Visual
CIs: Comprehension check
Question type: CD
“Good. And S11, how many place, food, and activity can
you choose?” “We can choose only one.”
CIs: Comprehension check
Question type: CD
“Do we choose one from all together?” “No. Choose three all together.” CIs: Comprehension check
Question type: CD
“Right. You should choose three in all together. Then, at
last, each team will come up and tell the class about each
country.”
MIC: Preview, Rephrase
“Now, I will give you two minutes to talk and choose.” (Students talk to each other to decide.)
CLT: Fluency is more important
CIs: Pairwork
MI: Musical, Interpersonal
“(After 2 minutes) Let’s share some ideas now. Group1, can
you come up and tell everyone about the place you traveled
and your favorites of the country?”
(Group 1, 2, 3, and 4 share their
stories.”
CIs: Pairwork
MI: Bodily-Kinesthetic
“All of your traveling stories were very good. Don’t forget
how you told your stories today, because it will help you
when you really want to tell me about your traveling
experience.”
SMU-TESOL Methods Unit Plan Template
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Traveling Partner
1. Remember and tell
partner’s traveling story.
The card shows 2. Choose one best
key words of the place I visited. place, food, and activity.
Share my traveling story. 10 min. 3. Share with class.
Find my Traveling Partner.
Go to the country table
with my Traveling Partner.
Place: Kyungbok
Palace
Food: Galbi
Activity: Samulnori
Place: N Seoul Tower
Food: Bibimbap
Activity: Yutnori
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