Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

Lesson Plan

Type of class: EFL intensive course in a university located in Chicago Loop area Target level: intermediate Target students: international young adults Goals of course: Develop English ability in listening, speaking, reading and
writing, as well as learning local culture backgrounds, for better understanding the language in authentic context and setting.

Lesson 1 of Week 10 Objectives: 1. Expand vocabulary about describing buildings 2. Learn facts about Chicago architecture features

Monday, April 23, 2012

Focus on: listening, speaking, writing (note-taking), vocabulary Materials: a video clip about Chicago buildings; pictures of certain famous buildings in Chicago Loop area; a map of Loop area

Timing (minutes) 1 -10

Segment

Procedure

Warm-up

1. Show a picture of CCTV building in Beijing to students. Let them guess what it is and what it is used for. After students giving random guesses, reveal the answer. Introduce the building. Use some adjectives describing the architecture style and shape. Tell an anecdote about the building (it was burnt by accident during a Spring Festival by fireworks).

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

2. Let students think of a famous building in their hometown. Ask them share it with a neighbor. 3. After 3 minutes, ask some students to share what they heard from their neighbors to the whole class. 10-- 40 Listening practice 1. Ask students what they know about famous buildings in Chicago. 2. Play a video clip about Chicago building. http://www.youtube.com/watch?v=1nbJi9LtA2o 3. Ask what information they got from the video.

4060

Vocabulary learning

1. Hear a few students answers and write down some key words they have on the board. 2. Give vocabulary handout (appendix 1) to the class. Introduce new vocabulary to students. 3. Explain new vocabularies with sentence examples and let students practice them by making sentences. 4. Tell them some of the vocabularies have been used in the video.

60-- 75

Speaking practice / Vocabulary use

1. Tell them the video will be played again, but this time students will take careful note and try to get more detail information with new vocabularies. 2. Play the video. Ask students what they got this time. 3. Ask students to share their notes with a partner, and discuss what they missed and retell the content of the video to their partner based on their notes.

75-- 85

Group work

1. Show students some pictures of buildings in Loop area and tell them that they will pick a building among these options and present it to the class as a real tourist guide. Let them to choose a partner.

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

2. After students have partners, ask them to pick one building among 5 options (Water Tower, the Tribune Tower, the Wrigley Buidling, the Sears Tower, the Union Station). Show the map of Loop as well to help them identify the buildings. 3. Write down their choices in a paper. Make sure each group has one unique choice. 58-- 90 Closure Tell students homework is 1. Research on the building they picked. They are supposed to look for information for their presentation. They will have a handout to follow. (appendix 2). Tell them to write down their research results in a paper and bring it to class next time. 2. Consolidate the vocabulary learned today and find 3 new words in describing buildings. They will be asked to share the new words next time in class.

Lesson 2 of Week 10 Objectives:

Thursday, April 26, 2012

1. Learn the common-used structure, sentences and vocabulary for introducing buildings. 2. Write an essay about the building and peer view. Focus on: reading, writing, grammar Materials: sample brochure of buildings; sample introductions of buildings; peer review checklist.

Timing (minutes) 1 -15

Segment

Procedure

Warm-up/ Review

1. Ask students whether they still remember what they learned last class. What vocabulary and stories they have known. Write down

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

their answers on the whiteboard. Complete the list if they missed anything important to help them review last weeks main content. 2. Ask them to share the new words they have found during the research of the building. Pick a group to write down their findings on the white board and let them teach the new words to the whole class. 3. Give 5 minutes to students for exchange what they each found with group partners. Tell them to combine all the information together and save them for later use. 1545 Reading comprehension 1. Spread the handout of a sample building introduction.(appendix 3) 2. Let students read with questions listed in the handout. 3. After reading, ask students how the essay is organized and what categories of information are included in it. 4. Pick out some key grammar points (Located in ; Ever since) in the reading material. Explain them and practice with more examples. Let students make sentences with the grammar points and new vocabulary in the last class. 5. Spread the sample brochure to students. Let them discuss the content and design of brochure with partner. 6. Help students to figure out that there should be a short introduction essay as a part of a brochures content. 4575 Writing practice /Grammar learning 1. Ask students to write an essay with the information they found in the previous research. Follow the pattern they saw in the sample essay and brochure. 2. Emphasize the importance of logical structure and correct use of grammar in sentence level.

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

7585

Peer review

1. After writing, spread the peer review handout to students. (appendix 4) 2. Ask them review essay for each other, based on the checklist. Try to find out the advantage and disadvantages in their partners essay.

85-- 90

Closure

1. Tell them to make a real brochure in groups. It should include a short essay for introduction of the building and images. Spread the requirement checklist for brochure making. (appendix 5) 2. Ask them to bring the brochure next time to class.

Appendix 1
ENGL 009 Lesson 1 Vocabulary

Pay attention when listening to the video content. See if you can find out these words in it. towering art deco ingenious icon colossal magnificent gleaming historic skyscraper gothic

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

Appendix 2
General facts Location Year Style Designer Height Stories Function

Special features Reason why its famous Interesting stories about it Visitor tips (optional) Best time to visit Must-do in the building

Appendix 3
The Empire State Building was designed in the Art Deco period. The building does not have zigzag Art Deco decoration, but its shape is typical of the Art Deco style. The Empire State Building is tiered, or stepped, like an ancient Egyptian or Aztec pyramid. The spire, designed as a mooring mast for dirigibles, adds to the Empire State Building's height. When it was constructed in 1931, the Empire State Building was the tallest building in the World, and it remained the world's tallest until 1972, when the New York World Trade Center Tower was completed. After terrorist attacks destroyed the World Trade Center in 2001, the Empire State Building became New York's tallest building. Located at 350 Fifth Avenue, the Empire State Building has an observation deck and is one of New York City's most popular tourist attractions. Unlike most skyscrapers, all four facades of the Empire State Building are visible from the street. Ever since it was built, the Empire State Building has captured the attention of young and old alike: every year, millions of tourists flock to the Empire State Building to get a glimpse from its 86th and 102nd floor observatories; the image of the Empire State Building has appeared in hundreds of ads and movies (who can forget King Kong's climb to the top or the romantic meeting in An Affair to

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

Remember and Sleepless in Seattle?) ; not to mention the countless toys, models, postcards, ashtrays, thimbles, etc. that bare the image if not the shape of the towering, Art Deco building. Yet, why does the Empire State Building appeal to so many? When the Empire State Building opened on May 1, 1931, it was the tallest building in the world standing at 1,250 feet tall. This building not only became an icon of New York City, it became a symbol of twentieth century man's attempts to achieve the impossible. Some visitor tips: What's inside the Empire State Building right now? The Empire State Building is mostly filled with rentable space for businesses. No one lives in the building (inadequate bathing facilities). The building is also used as a tourist attraction and offers views from the 86th and 102nd floors. How do I buy tickets to visit the Empire State Building? You can purchase tickets online or at the Empire State Building. I recommend you get there early because there is often a long wait for tickets and for the view. You can find out information about purchasing Empire State Building.

Appendix 4 Readers Name: Writers Name: Directions: Read your partners paragraph. Then complete this form. When you are finished writing the peer review, exchange peer reviews with your partner and discuss your comments if necessary. 1. Did your partner organize the paragraphs in a logical sequence? Yes or No If yes, write the sequence here exactly as you see it on your partners paper. 2. Does the article include a story when introducing the building? Yes or No If yes, briefly write down the main idea of the story. 3. Did your partner include enough information (details and examples) to help you picture the building and understand its special traits?

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

4. Do you feel that the sentences in your partners paragraph begin with information familiar to the reader and end with new information the reader would not anticipate? Yes or No If no, write a suggestion here. 5. Did your partner finish the article with a good concluding sentence? Yes or No If no, please give your partner advice for improving the concluding sentence. 6. Can you understand all the sentences your partner had in the article? If no, which sentences made you confused? Write them / it down, and give the reason why you cant understand. 7. Identify one sentence that an added adjective would help the reader picture the building more vividly. When you are finished, give this paper to your partner and DISCUSS your comments together. Appendix 5 Requirement for brochure: Attractiveness & Organization: The brochure has exceptionally attractive formatting and well-organized information. Writing Vocabulary: The authors correctly use several new words and define words unfamiliar to the reader. Writing - Grammar: There are no grammatical mistakes in the brochure. Spelling & Proofreading: No spelling errors remain after one person other than the typist reads and corrects the brochure. Content Accuracy: Information is accurate, sufficient and with necessary references.

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

Rational
Background

The lessons are included as a part of imagined intensive English course for intermediate level in a pre-college language tutorial center. In my design concept, the students are all young international students who come to enroll into a university in the United States. With lower score of English proficiency level test before semester, they are required to attend such a course to improve their English level in speaking, listening, reading and writing skills. In this course, students are going to develop four skills integrated, as well as vocabulary, grammar with authentic American culture aspects involved. They are not going to use any textbook. All the materials are developed by instructors and language tutorial center. Students needs and expectations for the course are improve their communicative ability in oral English, academic reading and writing skills for future college study, and gain knowledge about American culture in order to get accustomed to the new environment better and faster. The class will meet twice per week. This lesson plans are designed for the tenth week of the 12-week course. The topic is Chicago architecture feature and history. Overall Objectives of the lessons

The objectives for these two lessons include both culture contents and language abilities development. Students will expand vocabulary about describing buildings features, styles and history. Also they will by the end of the lessons learn how to write a well-organized essay to introduce a building with sufficient information and interesting anecdotes to increase readings fun of a paper. Besides, they will focus on all the four skills in language development: speaking, listening, reading and writing, through different activities, both in class and after class. With homework of

Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

researching on a building and group work of peer review, students will be encouraged to develop autonomy learning and teamwork spirit, which are both important survival skills for future college academic life in the United States. For language skills development, they will also learn related vocabulary and grammar, which are particularly crucial for reading and writing ability improvement. Teaching philosophy

Both the two lessons are going to be student-centered. Teacher will serve as a facilitator in students learning process. Teacher will give clear guidance to students on what is expected and why (Woodward, 2001) The first lesson will focus on speaking and listening ability improvement, while the second lesson will focus on reading and writing. In this way, students will practice all four skills within a weeks span. Meanwhile, four skills will be involved in each lesson in an integrated way. For example, in the first lesson, students will write down what they heard from the video. By taking note, they will practice both listening and writing abilities at the same time. In the second lesson, students will peer review partners writing piece using the checklist. They will be asked to discuss on each others writing. During the discussion, they will have a chance to develop speaking, listening, reading and writing skills within one activity. Furthermore, according to Prubhu (1992), a lesson is not only in relation of a curriculum or a particular pedagogy, it is also a social event. During the sharing and discussion among students, they can not only learn language objectives, but also gain social communicative skills and develop a more harmony atmosphere in the classroom, which will benefit for learning process over all. In the warm-up/ review part of the second lesson, students are asked to share what they have found in their individual research. By having students start the lesson, students are encouraged to take responsibility for their own learning (Woodward, 2001). Students will have the concept that the content of the second

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Lesson Plan for LING 583

Yiyao Sun

April 29th, 2012

lesson is related to the previous lesson, and they will contribute to this lesson as a major active part, instead of just receiving what teacher teachers to them. Sequencing of the procedures

In this lesson plan, each lesson has its own clear timeline to follow. There will be warm-up and closure for the beginning and end of the class. The bulk of the lesson will be activities focusing on different skills development. In the activities, teacher will provide authentic input first, for example, a sample essay, and give students chance to study with the input, then make output by their own, for example, write a similar essay. Various focuses will be coherence together in a fluent and natural way. Clear sign will be given between each activity, for example, by spreading a handout for the next steps instruction. The following part of the two lessons will be a lesson practicing students presentation skills and prepare for the final presentation of famous buildings in Chicago Loop area. Students will use what they have learned in these two lessons to prepare for the presentation.

References:
Prabhu, N.S. (1992). The dynamics of the language lesson. TESOL Quarterly 26 (2): 225-241. Woodward, T. (2001). Planning Lessons and Courses. Cambridge, UK, Cambridge University Press.

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