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Lesson
Objectives
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1. SWBAT listen for
details about Jenn’s summer job in the recorded conversation.
2. SWBAT write conversational expressions in the given
sentences.
3. SWBAT read and match both parts of the “I don’t know if” sentences.
4. SWBAT speak and listen while they discuss something
interesting about their jobs with partners.
5. SWBAT listen to a conversation about Marina’s job
interview and answer questions about specific details.
6. SWBAT discuss the conversation questions about an ideal
job.
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Materials
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Listening
activities from
http://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F
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Procedure
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Objective:
SWBAT speak and share answers about their past summer jobs.
Evaluation:
T will know that Ss understand the concept of past summer jobs when they are
able to share information about theirs in the past.
TRANSITION:
Now that we have learned about your guys’ past summer jobs, let’s hear about
the summer job that takes place in the textbook…
Objective:
SWBAT listen for information about Jenn’s summer job in the content of the
recording. SWBAT read and identify examples of introductory noun phrases in
the conversation. SWBAT speak Jenn’s conversation in pairs.
o Ss will listen for and take notes on the
following: “What was Jenn’s summer job? How did she like it?” Ss will listen
and write. Afterwards, Ss will compare their answers as a class.
o Ss will open their books now. T will play
the recording again. This time, Ss will listen and read along and check their
answers. http://lrc.ohio.edu/lrcmedia/LRC%20Media/index.php?dir=English%2FEnglish+For+All%2FTouchstone+4%2F
o Vocab Q’s?
o
T
will have Ss read the information in the grey box and the examples. Ss will
find examples of these expressions in the conversation. Each S will read one
example from the conversation aloud.
o
Ss
will practice the conversation in pairs. They will take turns and switch
roles if time allows.
Evaluation:
T will know that Ss have understood the information they have listened to in
Jenn’s summer job recording when they can answer question about the dialogue and
identify introductory noun phrases in their conversation.
TRANSITION:
Now that we have had some listening practice and identified some intro
phrases, let’s practice filling in more conversations!
Objectives:
SWBAT write introductory noun phrases in the conversation. SWBAT listen for
expressions that fill in the blanks in Jenn’s conversation. SWBAT speak the
conversation with their partner.
o Ss will complete the conversation.
o Then, Ss will compare their answers with a classmate (but not aloud as
a class).
Evaluation:
T will know that Ss understand introductory phrases when they are able to
write their own in the blanks at the beginning of the conversations. T will
know that Ss have heard the expressions in Jenn’s conversation when they are
able to fill in the blanks with her wording and compare them with their
written expressions.
TRANSITION:
Now that we have worked hard during the first half of class, let’s take a
break!
***10
MINUTE BREAK****
TRANSITION:
Now that we have had a break, let’s jump back into the class!
Objective:
SWBAT read “I don’t know if…” expressions in the conversation and realize
their meaning as an intro phrase.
o T will tell Ss “’I don’t know if…’ is another expression people use to
introduce a statement. It enables speakers to involve the other person in the
topic and see if they have any shared experiences knowledge to explore.”
o T will have read the left side of Strategy Plus box. Another S will
read the example.
o Any questions?
Evaluation:
T will know that Ss understand the meaning of “I don’t know if…” expression
when they are able to use an example of this expression in their original
speech.
TRANSITION:
Now that we have an understanding of the “I don’t know if…” expression, let’s
test our knowledge through practicing!
Objective:
SWBAT read and match the beginnings of sentences introduced with “I don’t
know if…” to the ends of their sentences.
Evaluation:
T will know that Ss have answered the questions correctly when their answers
match up with the answers in the book.
TRANSITION:
Now that we have done some matching, let’s try it in conversation…
Objective:
SWBAT speak and apply “I don’t know if…” in a conversation
Evaluation: T will know that Ss have applied “I don’t
know if…” expressions in their conversation when T can hear Ss using them as she walks around
the classroom.
TRANSITION:
Great! Now that we have had some group work, let’s move onto listening and
speaking!
Objective:
SWBAT listen for the correct details about Marina’s job interview.
o Ss will go over the answers as a class.
o T will ask, “Do you think Marina is happy in her job? Why or why not?”
Ss will share their answers and give a reason why.
Evaluation:
T will know that Ss have correctly heard Marina’s job interview when they are
able to answer questions about it.
TRANSITION:
Now that we have had some listening, let’s move onto more speaking practice…
Objective:
SWBAT speak and discuss their opinions to questions about the workplace.
Evaluation:
T will know that Ss are able to answer the questions about the workplace when
their answers are correct according to the questions provided.
TRANSITION:
Wrap up the class with a conclusion and have each S say one thing and one
word that they learned today.
TIME FILLER (in case class goes quickly):
9. Writing
activity (13 mins)
Objective: SWBAT
write essays about friends whose jobs they admire.
Evaluation: T
will know that Ss have properly written their essays when there are few
errors when she corrects them.
TRANSITION:
Now that we have had some essay writing practice as individuals, lets
practice writing conversations in pairs!
10. Writing
a conversation (10 mins)
Objective: SWBAT
write a conversation using intro phrases and present their conversation in
front of the class.
Evaluation:
T will determine whether Ss are using enough intro expressions during their
class presentations and practice between partners.
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Assessment
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1. T will know that Ss understand details of Jenn’s summer
job in the recorded conversation when they can answer Q’s about it.
2. T will know that Ss understand the expressions used in
the given sentences when they are using them as advised by the T.
3. T will know that Ss have properly matched both parts of
the “I don’t know if” sentences when
their answers match the answers in the book.
4. T will know that Ss are having a discussion about
something interesting about their jobs with partners when she can hear their
discussion while walking around the room.
5. T will know that Ss have given correct answers after
they listen to a conversation about Marina’s job interview and answer questions
about specific details when their answers match the book.
6. T will be able to evaluate Ss’ the conversation answers
about an ideal job.
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Anticipated
Problems
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1. Ss will
become bored with Activity A because they are repeating the listening section
of the activity two times, then practicing the conversation again.
Solution:
Conversation section can be omitted if Ss seem very bored. Time fillers are
at the end in case time runs short.
2. Staying on
time.
Solution: Try
to be accurate with anticipated times and move onto the next activity when
planned.
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Lesson Objectives
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1. SWBAT speak vocab term for career that Ss are drawing
on the board.
2. SWBAT speak answers to Q’s about a Help Wanted job Ad
that they choose after reading all ads.
3. SWBAT speak answers to Q’s about the job they chose
during an interview panel in front of the class.
4. SWBAT read and compare careers in the Athens News Help
Wanted ads with the ads from 4 other newspapers from different cities.
5. SWBAT review the Unit by speaking answers to Jeopardy
Questions.
6. SWBAT speak yes/no questions to guess the career of
teacher the T is thinking of in 20 Questions.
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Materials
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Procedure
10:10am
10:25am
10:35am
10:50am
11:05am
11:15am
11:55am
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Objective: SWBAT speak the
names of careers being drawn on the chalkboard by other classmates.
Evaluation: T will know that
Ss know the names of careers from the Unit if they are guessing their
classmates’ drawings correctly.
TRANSITION: Now that we have had
some fun drawing, let’s move onto Free Talk!
Objective: SWBAT read job ads
and speak answers to questions about which one they like the best.
Evaluation: T will know that Ss understand
the meanings of the job ads when they are able to talk about them and answer
the questions in their groups and as a class.
TRANSITION: Now
that you have had a chance to decide which job you like best and why, let’s
have your interview for it!
Objective: SWBAT speak
and perform a job interview in front of the class using interview Q’s from
the previous section.
Evaluations: T will
know that Ss understand the concept of interviewing when they have properly
responded in a professional manner to all of the questions in this part of
the activity. T will know that the Ss have been successful in their interview
when the “Job panel” votes them into their job.
TRANSITION: Now
that we have had a chance to practice our interviewing skills, let’s compare
see what real jobs have openings!
Objective: SWBAT
read Help Wanted ads in the Classified section of various newspapers to find
out which careers are in demand in different places. SWBAT speak answers
about comparisons of job demands in Help Wanted sections of newspapers.
·
Pre-activity: T will ask Ss “What kinds of jobs are of high
demand in your home countries?” and “Where do you look if you want to find a
job?” Ss will brainstorm and T will write the jobs on the board. T will
reveal that they will be looking at the Help Wanted ads of four different
cities: Athens, Los Angeles, Cleveland, and Washington D.C.
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Activity: T will distribute the Classified Section of four
different Newspapers to Ss [The Washington Post, The Plain Dealer, Los
Angeles Times, and Los Angeles Sentinel]. T will also pass out a copy of the
Athens News to each S. Ss will take 5 mins to browse through the Help Wanted
section and identify different jobs/careers where help is needed in each of
the cities of their newspapers. Ss will attempt to answer the following
questions: “What kinds of jobs are being offered in each place? Identify the
ads.” And “Are the jobs demands different depending on the city and/or region
of the country? Use examples.”
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Post-activity: Ss will reveal their conclusions to these Q’s to
the class. Each S will report their findings and state what kinds of jobs
they found and if there was a difference in the other city jobs when compared
to Athens jobs. Ss will also compare the “other city” jobs with each other’s
cities. T will ask, “How can these jobs compare with your hometown or capital
city job demands? Are they similar or different?” and Ss will share their
answers.
Evaluation: T will
know that Ss understand the Help Wanted ads of newspapers when they are able
to identify which kind of career the ad is targeting. T will know that Ss
have compared their findings when they can point of similarities and/or
differences between career demands in different locations.
TRANSITION: Okay
everyone, great job with the newspapers! Now its time to take a break and
when we get back we will play Jeopardy!!!
***10 minute
break***
TRANSITION: Okay,
now that we have had a break, let’s get on with the game!
Objective: SWBAT read and
listen to Jeopardy-style questions from Unit 12, after selecting a category
and value from the table. SWBAT speak answers to Unit 12 questions after
“buzzing in.”
o T will explain, “Jeopardy is a game where you are given two choices,
1) the category of the question, and 2) the difficulty of the questions…
o The categories are written on the top row, as you can see here (*T
will show Ss the game chart); and the difficulty of the question is
represented by a monetary value, the easiest starting on the top being the
smallest value, and the hardest being on the bottom, being the biggest value.
o When you answer a question correctly, you earn as much money as the
value of the question…But beware! If you answer a question incorrectly, you
will lose the amount of money given in the value of the question!”
o T will explain that the person ending up with the highest amount of
“money” at the end wins! …
o “Any questions?”
*After the first Ss answers, the T will explain
that “Whoever answers the question right is allowed to choose the category
and value for the following question. If nobody answers it right within 10
seconds, the question will expire and the following question will be selected
at random by the Jeopardy host (the teacher). *T will make sure Ss know to
buzz in before answering, otherwise, no credit for answer!
The Jeopardy! Game will begin and T will
keep track of the scores throughout. The winner of the game gets the special
prize of dollar store sunglasses!
Evaluation: T will know that
Ss have understood the Unit when they effectively answer many of the questions
from Jeopardy!
TRANSITION: Great
job during Jeopardy! And congrats to our winner! Now let’s name one thing we
learned to wrap up the class…
CLOSING: T will
wrap-up class by going around the room and asking each S to name one thing
(can be vocab word, Jeopardy! Q,
Careers available, etc.) that they learned that day in class. After
each S has spoken, class is dismissed! (5 mins)
Objective: SWBAT
speak yes/no questions to guess which career the teaching is thinking of
based off her answer.
Evaluation: T will
know that Ss understand the activity when they correctly ask yes or no
questions and begin to form question that can deduct which career the T is
thinking of.
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Assessment
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1.T will know if Ss understand the activity and guess the
job correctly if Ss answer the right name of the career that the Ss are
drawing on the board.
2. T will know if Ss have answered the listed questions
about their job correctly if they are using proper vocab words related to the
job ad discussing topics related to the job.
3. T will know if Ss understand the concept of
interviewing if they are following the structure and format according to the
book and acting and answering professionally.
4. T will know that Ss understand the activity when they
give several examples of the differences/similarities between Help Wanted ads
in Athens versus other cities.
5. T will know that Ss have a good understanding of Unit
12 and Jeopardy! Game when Ss answer Q’s correctly and buzz in before
answering.
6. T will know that Ss understand the 20 Q’s game and can
guess the career when Ss only ask y/n Q’s and say the right answer to the
career T was thinking of.
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Anticipated Problems
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Solution: Let enthusiastic Ss go
first, and other Ss will see that nobody in the class is a perfect artist.
Solution: T will explain the
meaning and Ss can look them up with translators. If they still do not
understand, they may draw other clues in their picture and T will explain new
vocab to class afterwards.
Solution: T will allow Ss to use
their translators or dictionaries to find the names. If their dictionaries do
not have that, then they may look up the answer using the internet provided
by Ohio University and use photos to show the class. Otherwise, Ss do not have
to identify the exact name and the class can settle on using their
classmate’s description of the job to gain an understanding.
Solution: T will explain that
this is part of the job hunting lesson! T will go around and help point Ss in
the right direction in finding the job ads.
Solution: T will explain this
before they begin, but she will not award point for questions answered
without buzzing, to enforce the rule.
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Lesson Objectives
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1.SWBAT speak about history in their hometowns in class.
2. SWBAT read about historical buildings in Athens, which
they may be familiar with.
3. SWBAT speak vocabulary by attempting to identify
antique artifacts.
4. SWBAT listen to Curator speak about history in Athens,
Ohio represented by exhibits.
5. SWBAT listen to Curator speak about history shown in
the display cases.
6. SWBAT ask Q’s about history in Athens, Ohio, and
America and answer Q’s on their worksheet.
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Materials
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1.Pamphlet of Walking Tour of Historic Uptown Athens
2. Pamphlet of Athens County Historical Society &
Museum
3. Agenda for Field Trip to Athens Historical Society
& Museum
4. Permission Slips
5. Daily LP copy
6. Field Trip Worksheet
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Procedure:
10:10am
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Objective: SWBAT speak about
a historical fact from their hometown.
Evaluation: T will know that
Ss have spoken about a historical fact from their home town if the fact that
they share is related to something from the past and if it deals with the
location of the country they are from.
TRANSITION: Now that we have
learned some history about your hometowns, let’s talk about some history of
the town of your current home, Athens, Ohio!
Objective:
SWBAT read about the history of an old building in Athens which they are
familiar with. SWBAT speak an oral summary of the history of this building to
class.
Evaluation: T will know that
Ss have learned to compare the history of a building in Athens when they are
able to identify a building from the pamphlet. T will know that Ss have
understood the article when their summaries are understandable and related to
the content of the pamphlet.
TRANSITION: Okay, class! So
now that we have warmed up and learned a little more about Athens in the
past, let’s walk over to the Athens Historical Society & Museum and we
can learn even more!
*Class will walk over to the
museum as a group at 10:20-25ish. T will make sure that Ss are using their
common sense in safety while walking to museum. Walk duration should last
only about ten minutes and class will not take any stops along the way. (10
mins)
TRANSITION: Okay class, we
made it! Nice job walking here and welcome to the Athens Historical Society
& Museum! This nice lady is going to give us a tour of the museum so
please listen carefully, remember to take notes to complete your Worksheet,
and feel free to ask questions!
Curator will Introduce the
museum and give them and overview of their tour…
Objective: SWBAT speak vocab
of everyday household technologies by guessing the uses of the old household
antiques. SWBAT learn about historical American technology by handling the
objects listening to curator reveal their uses.
Evaluation: T will know that
Ss have realized which modern object the antique artifact is when they speak
the vocab work of the artifact, or try to describe it (if they don’t know the
vocabulary). T will know that Ss have learned about history of American
technology when Ss have realized how the antique’s modern use by taking notes
about the most surprising artifact.
TRANSITION: Now that we have
had some hands on fun with history, let’s get a lesson and test our listening
skills by touring the exhibits!
Objective: SWBAT listen to
curator speak about historical exhibits in the museum.
Evaluation: T will know that
Ss have listened and understood when they are able to write down at least
several of the most interesting facts that they learned during the lecture.
TRANSITION: Now
that we have had a chance to see the exhibits let’s check out the displays…
Objective: SWBAT listen to the curator lecture about display cases in
the museum that are important to Athens history.
Evaluation: T will know that Ss have understood the lecture when they
are able to write down three of the most interesting facts about the lecture
on their worksheet.
TRANSITION: So, now that we have finished the majority if the museum
tour, all of you will have a chance to explore on your own…
Objective: SWBAT read more information about the old exhibits or new
ones not mentioned during the tour.
·
Pre-activity: Ss will have an opportunity to ask the curator the
one (or more) question (s) that they came up with during the tour that they
wrote down on their worksheet. Curator will answer Ss Q’s.
·
Activity: Ss will have free time to look back and explore
exhibits and displays that they did not have a chance to see earlier. Ss can
take this time to read information posted in the museum as well. Also, Ss can
look in the gift shop and see if they want to buy anything from the museum
during this time.
·
Post-activity: Ss will finish up any questions they did not
answer on their worksheet before this time.
Evaluation: T will know that Ss have read more deeply into the
exhibits and displays when they are able to finish all the blanks that they
may have missed beforehand in their worksheet.
TRANSITON: Okay everyone, let’s thank our great curator for giving us
a tour of the museum today!
*Ss will say thanks to the tour guide and class will walk back to
Gordy Hall together at a group 15 minutes before class ends (11:45am).
*After arrival to Gordy, T’s will wrap up the class, and class will
be dismissed.
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Assessment
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1.T will know that Ss have spoken about history in their
hometowns when each S shares one example about history of where they are
from.
2. T will know that Ss understand that the buildings in
uptown Athens are historical when Ss can describe how the buildings are
currently different from what they used to be.
3. T will know that Ss know the vocab words for these
artifacts when Ss can guess what artifacts used to be or understand what they
are when Curator reveals the answer.
4. T will know that Ss understand what curator is saying
about the exhibits when they write down one facts about different
exhibits.
5. T will know that Ss understand what Curator is saying
about displays when Ss can write down different facts about the displays and
answer Q’s about them .
6. T will know that Ss have understood the tour when they
ask questions to curator to elaborate on an aspect of the tour and once they
have completed their worksheets.
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Anticipated Problems
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Solution: T can compromise the Historical
Buildings activity and allow Ss to share their answers in class the next day,
as long as at least one building in talked about during the activity. Also,
time can be controlled during warm-up by not letting Ss talk too much.
Overall, it is more important to make it to the museum on time!
Solution: T will enforce that Ss
are not allowed to stop anywhere before they arrive at the museum. T will
walk at a reasonable pace so that Ss are not tired.
Solution: Ss will be able to ask
instructors questions about the lecture to clarify and make sure they are
understanding/following everything correctly.
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