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Overview of Lessons

Lesson 1: World Historic Places

Content define and categorize world cultural heritage : universal value to all humans; tangible/intangible
Objectives: appreciate real value of historic places and time-honored constructions around the world

Language use choice discourse structures (do you know anything about?; as far as I know..; are we allowed to...?)
Objectives: use spontaneous or deliberate passive (it was built/constructed….)

Stage Time Sequencing of Activities Interaction Skill Materials


5 Introduction: Ss glance at PPT images & discuss (in T-Ss L,S PPT
groups) their titles, national origins, historical bkgrd,
etc.; Ss watch a video on world cultural heritage. video clip
5 Self-Discovery Quiz: Ss survey themselves on their Ss-Ss R,W worksheet
attitude/knowledge of world cultural heritage .
5 Classifying: Ss divide cultural items into two T-Ss L,S PPT
pre-task categories: tangible and intangible.
5 Fill-in-the-blank: Ss look at the picture; then complete T-Ss W worksheet
dialogue with appropriate expressions.
2 Single-Slot Substitution Drill: Ss repeat a sentence Individual L,S PPT
from the dialogue and replace a word/phrase T gives
them as a clue.
8 Planning: Ss make a dialogue using language support 3Groups R,S,W worksheet
& the resource about the historic sites in group work.
task 10 Report: Ss make presentation in role play at the front L,S
of the class.
7 Card game: Ss transform active sentence into passive T-Ss L,S PPT
using the prompt written on a given card by flashcard
language interviewing each other to exchange Q&As.
focus 3 Vocabulary game: T provides vocabulary and definition pair work L,S mix & match strips
in strips. Ss match word and definition in pairs.

Lesson 2: World Healthy Cuisine

Content compare world distinctive cooking styles.


Objectives: set the criteria for the world healthiest foods.

Language use target language( present perfect passive, have/has been p.p., and coordinating conjunction,while)
Objectives: use choice discourse language (In my opinion…; Would you like some..?; I think you should...)

Stage Time Sequencing of Activities Interaction Skill Materials


3 Introduction: various global cuisines with Audio Slide: T-Ss L PPT
Chinese, Indian, Italian, French, & Canadian culinary
art
pre-task 7 Food Quiz: world’s healthiest foods; 3 rounds of quiz T-Ss L,S PPT
with clues (answers: kimchi, olive, yogurt)
5 Mix & Match: Ss match each food picture with country T-Ss L,S PPT
name or characteristic cuisine.
12 Planning: Ss engage in jigsaw reading of world 3Groups R,S,W handout
distinctive breakfasts; Ss discuss benefits of different
cuisines and why; Ss share opinions about which food
task seems to be the healthiest and why; * T helps Ss with
cognitive process of reading and speech act models.
10 Report: Ss make presentation of what are the benefits S,L
of different cuisines and why.
7 Hotpot J Cloze Quiz: Ss will use present perfect individual L,W internet-based
passive, have/has been p.p., and coordinating classroom
conjunction, while /but/for. LMS interface
language
6 Role Play: Ss make a dialogue and talk with each In pairs L,W
focus
partner using following language support: In my flashcard
opinion,....I think that….Would you like some more? I 1
think you should….
Lesson 3: World Craftwork

Content become familiar with North American traditional culture by making a representative craftwork.
Objectives: realize universality of an indigenous artifact with scientific and artistic value.

Language use target language (subordinating conjunction, if, though,when and imperative forms of the verbs for
Objectives: the process of making a craft, pull…, knot….)
use choice discourse language (sequential adverbial words and phrases)

Stage Time Sequencing of Activities Interaction Skill Materials


Introduction: T introduces a dream catcher: its origin, LMS; audio
3 structure, benefits, and over-commercialization T-Ss L slideshow
Matching Word and Picture: Ss match each indigenous
pre-task 3 images with appropriate word. Ss-Ss L,S PPT
Answering CCQS after watching an Audio Slide: Ss
5 answer the closed interrogatives with ‘yes’ or ‘no’ to T-Ss L,S PPT
show understanding.
Planning: Ss write a procedure of making a dream
13 catcher by brainstorming and discussing based on 3Groups R,S,W handout
Internet material; * T facilitates Ss with realia & gives realia of a dream
task tips on how to make a dream catcher when asked. catcher
Report: Ss demonstrate making a dream catcher with material for making
12 oral description of the process in a group; * T aids Ss S,L a dreamcatcher
with language structure and speech act. hoops,cords,feather
Filling-in- the- Blanks: Ss use sequential adverbial words and
7 phrases by filling in the blanks. T-Ss R,W flashcard
language
Hotpot J Cloze Quiz: Ss use subordinating conjunction, if,
focus
7 though, when and directives for the process of making a craft, individual L,W LMS interface
pull…, knot….

Lesson 4: World Performing Art

Content appreciate the aesthetic, kinesthetic value of folk dances and learn the basic steps of a Latin dance.
Objectives: recognize literary, historic, and sociological elements concerning a dance and its originator country.

Language use target language(adverb clause of concession, even if, even though, although, non-defining
Objectives: relative clause, which)

Stage Time Sequencing of Activities Interaction Skill Materials


Brainstorming: Ss watch short video of Samba, Apsara
3 Flamenco 10-15 seconds each from the video clip on PPT, Ss-Ss L video clip
but without being told about the title of dance.
5 Vocabularies & CCQs: T pre-teaches vocabulary using PPT
pictures on PPT slides; T goes over the FMU of the necessary T-Ss L,S
pre-task vocabulary to understand the reading by matching word and
picture /definition; T asks Ss simple CCQs to check
understanding of new words.
2 Prediction: T shows the pictures from the textbook and asks T-Ss R,S handout
Ss to tell their predictions about how the story will be
developed.
Planning: Ss skim an article to get overall idea; Ss scan it for
11 detailed comprehension; * T gives Ss feedback by hearing 3Groups R handout
them think-aloud. PPT
task Report: answering CCQS on Typhoon Game: Ss have a
10 chance to answer the questions one time each after discussing L,S
in a group; * T gives Ss a handout with detailed
comprehension check-up questions.
13 Learning Basic Salsa: Ss write an instruction for basic dance 3Groups W,S flip chart
follow-up steps in a grp; * T facilitates Ss with chart of dancing music
activity sequence and music; Ss demonstrate dancing steps to music
with help of oral instruction.
6 Hotpot J Cloze Quiz: Ss use adverb clause of concession, T-Ss L,W LMS interface
language even if, even though, although, and non-defining relative
focus clause, which.
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Lesson 5: World Literary Works

Content appreciate an English drama, Romeo and Juliet by Shakespeare.


Objectives: reflect on what ‘true love’ means between man and woman and how it could be realized.

Language write one’s own drama ending in other way than the tragic ending of original text.
Objectives: develop natural discourse competence through dramatization of their own script.

Stage Time Sequencing of Activities Interaction Skill Materials


4 Introduction: Romeo and Juliet: synopsis, writer, T-Ss L PPT
historical/literary background.
5 Video: Ss watch a 5-min video clip representing Ss-Ss L,S video clip
pre-task Romeo’s running out from a duel and exchanging the
3 feelings of love with Juliet.
Ss match vocabularies with definitions. Ss-Ss R,S mix & match strips

15 Planning: Ss read one page from a modern version of 3 Groups R,S,W


Romeo and Juliet; Ss brainstorm the next story and
write a drama ending script of their own; Ss discuss drama script
discourses and roles to act out their own script. worksheet
task
12 Report: Ss dramatize their own playwriting; they work S,L
together on a mini-production of a play; they reflect on
what are the benefits of dramatization in language
learning.
5 Fill in the Blanks: Ss use subjunctive past perfect, If+S T-Ss G,W worksheet
+past perfect, S+ would /could have p.p, & passive
language form with auxiliary verb, will/can be p.p.
focus 6 Hotpot J Match Quiz: Ss use idioms, take one’s life, Individual L,W computers w/
birds of prey, as blind as a bat, as curious as a cat, as Internet; LMS
poor as a church mouse, etc.

Lesson 6: Preserving and Promoting Cultural Heritage


Content research people’s efforts to preserve or promote world cultural/natural heritage
Objectives: come up with one’s own idea to help to conserve or promote world cultural heritage

Language use target language (relative pronoun ,what: what one has, and cleft sentences, it + be + noun/ /pronoun
Objectives: + defining clause: It was ~ that…)
use discourse language (linking words & phrases: firstly, then, next, lastly, let’s start with, let’s move/go
on to…, that brings us to…,)

Stage Time Sequencing of Activities Interaction Skill Materials


Introduction: people’s effort of preserving and
3
promoting world cultural heritage. T-Ss L PPT
pre-task
Vocabulary: Students are provided with lexical
5
information necessary to deal with the issue. PPT
Planning: Ss are engaged in problem solving through a internet-based
15 cooperative work using Webquest; Ss exchange 3Groups R,S,W classroom
different views on how to preserve and promote our LMS interface
world cultural/natural heritage; * T facilitates Ss with PPT
task
language form and socio-linguistic context.
10 Report: Ss make presentation of their research result in S,L
oral and written forms; * T aids Ss with language
structure and speech act.
Study Board Game: Ss show their lexical/structural and
10 pragmatic understanding of the vocabularies about 3Groups R,L.S study board
world cultural heritage.
language Fill-in-the-blanks: Ss use relative pronoun(what): what
focus one has ,It-cleft sentences (it + be + noun/ /pronoun + T-Ss L,W handout
7 defining clause): It was ~ that…, linking words &
phrases: firstly, then, next, lastly, let’s start with, let’s
move/go on to…, that brings us to….

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Assessment Tool for Unit Plan

Scoring Scale
How well can the student ... Not very Okay Well Very
well well

Content

define and categorize (tangible/intangible)world cultural heritage?

demonstrate an appreciation of historic places and time-honored


constructions around the world?

compare and appreciate world distinctive cooking styles?

realize universal value of an indigenous artifact of native North


America?

recognize literary, historical, and sociological elements of a


traditional dance?

come up with one’s own idea to help conserve world cultural


heritage?

Vocabulary

use a variety of nouns, adjectives such as heritage, globalization,


ingredient, cradle, stitch, worship, intangible, indigenous,graceful?

use a variety of verbs such as preserve, promote, mince, threaten,


coordinate, celebrate, weave, adore, disperse, bounce, exhibit?

use a variety of phrasal verbs, idioms, collocations such as make up,


provide for, as blind as a bat, hand-clapping, in accordance with?

Grammatical Structures

use a variety of passive sentences(deliberate use of passive, passive


with auxiliary verb, present perfect passive)?

use a variety of conjunctions(coordinating, subordinating


conjunctions)?

use a variety of relative clauses (defining/non-defining


relative clause, cleft sentences)?

Discourse Structures

use a variety of asking and giving opinions(ex. Do you know


anything about? As far as I know...) in interview or role play?

use a variety of sequential words and phrases(ex. moreover, as a


result, etc) in oral description?

use a variety of words or phrases for linking ideas(ex. firstly,


to sum up, in conclusion, by the way, etc) in discussion or
presentation?

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Rubric

Focus Not Very Well Okay Well Very Well

Content unable to define and able to adequately able to define and able to easily define
categorize world define and categorize world and categorize world
cultural heritage; able
cultural heritage; categorize world cultural heritage;
to compare world
unable to compare cultural heritage; able to compare distinctive cuisines;
world distinctive able to adequately world distinctive able to realize
cuisines; unable to compare world cuisines in some universality of an
realize universality of distinctive cuisines; detail; able to indigenous artifact;
an indigenous able to adequately realize universality able to recognize
historical, sociological
artifact; unable to realize universality of an indigenous background of a folk
recognize historical, of an indigenous artifact; able to dance; able to come
sociological artifact; able to recognize historical, up with one’s own
background of a folk adequately sociological idea to help to
dance; unable to recognize background of a conserve world
cultural heritage in
come up with one’s historical, folk dance; able to
great detail without
own idea to help to sociological come up with one’s difficulty
conserve world background of a own idea to help to
cultural heritage folk dance; able to conserve world
adequately come cultural heritage in
up with one’s own some detail
idea to help to
conserve world
cultural heritage

Vocabulary unable to use a able to adequately able to use a variety able to easily use a
variety of nouns, use a variety of of nouns, adjectives, variety of nouns,
adjectives, verbs, nouns, adjectives, verbs, verb adjectives, verbs,
verb phrases,idioms, verbs, verb phrases,idioms, and verb
and collocations phrases,idioms, collocations with phrases,idioms, and
and collocations occasional mistakes collocations in
several contexts

Grammatical unable to use a able to adequately able to use a variety able to use a variety
Structures variety of passive use a variety of of passive of passive
sentences, passive sentences, sentences, sentences,
conjunctions, and conjunctions, and conjunctions, and conjunctions, and
relative clauses relative clauses relative clauses with relative clauses
occasional mistakes without difficulty

Discourse unable to use a able to adequately able to use a variety able to use a variety
Structures variety of asking and use a variety of of asking and giving of asking and giving
giving opinions; asking and giving opinions; sequential opinions; sequential
sequential words opinions; words and phrases; words and phrases;
and phrases; other sequential words other discourse other discourse
discourse markers in and phrases; other markers in markers in
presentation or discourse markers presentation or presentation or
discussion in presentation or discussion with discussion without
discussion occasional mistakes difficulty

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