title my favorite vacation

SMU-TESOL Methods Unit Plan Template

1

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


2

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


3

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.


4

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.


5

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:


19


20


6

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


6


“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.”


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


7


“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.”


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.”



MI: Visual-Spatial

Question type : OD


8


“That’s right. S13, how much time do you have to talk?” “We have 10 minutes.”

CIs :Asking and answering question


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.”



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


9


“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.”


CIs: S asks a Q

Question type: CD



“Great! S4, ask someone about this flag. (India)” “S5, what country is that?”

“It is India.”


CIs: S asks a Q

Question type: CD



“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


10


“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


11


“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.”


6

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


7


8


9


10


18

title my favorite vacation

Documents