Reem Al-Samiri C&T 896: Seminar in Foreign Language Teaching Final Assignment: A Teaching Unit 12/20/2013

Unit Overview Friends is a thematic unit consisting of four lessons given throughout the duration of one week. The main focus of the activities in this unit is based on the Standards for Foreign Language Learning. Through use of authentic materials, student groups will work collaboratively in the three modes of communication: interpretational, conversational, and presentational. Students will be assessed on the quality of their group work and will be provided with rubrics to ensure that all group members participate equally. (See appendix) Students Educational and Cultural Background My thematic unit is aimed at Saudi EFL students between the ages of seventeen and twenty-two in the freshman year at a university in Jeddah, Saudi Arabia. The majority of the students are monolingual; speaking only Arabic at home, but have reached the intermediate proficiency level in the college level English course I am teaching. The students have had previous exposure to English for six years using the Grammar Translation method, but they are unable to use their previous English learning in communicating effectively. These students are required to reach an upper-intermediate English-proficiency-level during their first year of university in order to continue studies in their desired major. The students often find this requirement too difficult and demanding; as a result of frustration, they come to class with an indifferent attitude and might even reject English-learning. So, it is one of my main aims in this unit to motivate the students and get them engaged. Rationale behind the Theme and Materials Used The targeted students are not highly motivated. Therefore, choosing a theme from a popular TV show will help get the students interested and motivated. Additionally, many of the students have already been exposed to Friends TV show and have background knowledge about it.

Standards for Foreign Languages used in this unit: Communication Standard 1.1: Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions through speaking about the show, its characters, and their likes and dislikes. Standard 1.2: Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics through reading and listening to authentic texts about the TV series friends. Standard 1.3: Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics through presenting each groups description of the show and the role play activity.

Cultures Standard 2.1: Practices of Culture: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied through discussing holidays and the perception of pets in the TV shows culture. Standard 2.2: Products of Culture: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied through discussing the TV shows cultural products related to holidays.

Connections Standard 3.1: Making Connections: Students reinforce and further their knowledge of other disciplines through the foreign language through learning the format of written scripts for TV shows. Standard 3.2: Acquiring Information: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures through obtaining information from online sources about the TV show.

Comparisons Standard 4.1: Language Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own through the use of the new vocabulary presented in the unit. Standard 4.2: Cultural Comparisons: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own through comparing the shows cultural practices with their own cultural practices.

Communities Standard 5.1: School and Community: Students use the language both within and beyond the school setting through searching the internet for related information. Standard 5.2: Lifelong Learning: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment through enjoyment of the activities of this unit.

Pre-reading Activity:

Students will be presente with a visual aid of the characters of Friends. T asks (Who are these people?, Are they famous?, Where can you see them?, etc.) to elicit information, activate schema, and build background knowledge on the topic.

Reading Activity: The series featured six main characters throughout its run, with many other characters recurring throughout all ten seasons.

Jennifer Aniston portrays Rachel Green, a fashion enthusiast and Monica Geller's best friend from childhood. Rachel first moves in with Monica in season one after nearly marrying Barry Farber whom she realizes she does not love. Rachels first job is as a waitress at the coffeehouse Central Perk. Rachel has a daughter named at the end of season eight. In the final episode of the series Rachel gives up a job in Paris to be with her friends.

Courteney Cox portrays Monica Geller, the mother hen of the group and a chef,[10] known for her perfectionist, bossy and competitive nature.[11][12] Monica is often jokingly teased by the others for having been extremely overweight as a child, especially by her brother Ross. Monica works as a chef in various restaurants throughout the show. Monica and Chandler Bing later get married and adopt twins, a boy and a girl, at the end of the series.

Lisa Kudrow portrays Phoebe Buffay, an eccentric masseuse and selftaught musician. Phoebe lived in uptown New York with her mother until her mother killed herself and Phoebe took to the streets. Phoebe is ditsy but street smart and writes and sings (badly) her own quirky songs, accompanying herself on the guitar. She has an "evil" identical twin named Ursula who shares Phoebes quirkiness but unlike Phoebe seems to be cruel and uncaring. Phoebe is childlike and innocent in disposition.

Matt LeBlanc portrays Joey Tribbiani, a struggling actor and food lover who becomes famous for his role on Days of our Lives as Dr. Drake Ramoray. He is originally Italian and has a big family. Joey is a simpleminded, innocent and caring character with good intentions.[15] Joey often uses the catchphrase "How you doin'?" He loves to eat anything he sees, but his favorite food is pizza.

Matthew Perry portrays Chandler Bing, an executive in statistical analysis and data reconfiguration for a large multi-national corporation. Chandler quits his job and becomes a junior copywriter at an advertising agency during season nine. Chandler is known for his sarcastic sense of humor and bad luck.[17] Chandler marries Monica in season seven, and they adopt twins at the end of the series. Matthew Perry has expressed his similarities to the character such as his need to break an awkward silence with a joke and difficulties with women when first joining the show.[18]

David Schwimmer portrays Ross Geller, Monica Geller's older brother, a paleontologist working at the Museum of Natural History, and later a professor of paleontology at New York University. Ross is a sweetnatured man of good humor, although he is often clumsy and socially awkward. Ross has three failed marriages during the series and a son, Ben. His divorces become a point of humor within the series. source: http://en.wikipedia.org/wiki/Friends

(the comprehension questions will be given in Arabic to measure how well they understand the text itself, not the questions. answers are accepted in Arabic or English) (Standard 1.2) : (Answer the following questions based on the previous text) (What job did Rachel have?) .1 __________________________________________________________________ __________________________________________________________________ (What is Monica known for? ) .2 _____________________________________________________________________ _____________________________________________________________________ (Where did phoebe live?) .3

________________________________________________________________________

(What is the similarity .4 between Mathew Perry and his character Chandler on Friends?) _________________________________________________________________

Post-reading discussion (Speaking): (Standards 1.1and 5.2) In pairs or small groups, discuss the following questions: Who is your favorite character? And why? If you could be one of the characters, who do you think would be closest to your personality? Why? What other information do you know about any of the characters that is not mentioned here?

Homework (Reading extension activity): (Standard 5.1, 3.2, and 1.2) Go online and search for a short description of the series Friends. The next day students will get in 4 groups and share their information to create one combined description for each group to present to the class. Each group will present their description to the rest of the class. (Standards 1.1and 1.3) (The rational for this final activity is for students to practice searching for and extracting information in English. Also, it will ensure students are familiar with the series to prepare for the listening activity)

Vocabulary: (Standard 4.1) (The following words will be heard on the listening clip. The meanings are discussed before the listening excerpt starts. T gives Ss a short story including the new vocabulary) My Neighbors, the Shaw family, got a new dog. It was still a young puppy. It had shaggy long hair and big brown eyes. However, this puppy was very needy and always wanted attention. Sometimes it would bark all night. So the people living next door went to the Shaws residence and told them they will sue them if they dont control their noisy dog. It turned out that the Shaw family couldnt keep the dog because their daughter was allergic and was sneezing all the time In pairs, using the previous text, match the following words to their definitions: 1. 2. 3. 4. 5. 6. 7. Word allergic residence sue shaggy barking needy puppy Definition a. b. c. d. e. f. g. the sound dogs make to take legal action against someone the place where someone lives wanting emotional support an abnormal reaction or sensitivity of the body to something baby dog covered with long untidy hair

Pre-listening: An oral introduction of the clip will be presented to the students. (students will refer to the previous reading text for a reminder of the characters) It's Thanksgiving and the friends are preparing for dinner. Phoebe secretly keeps a dog she is watching for friends who went out of town in her room at Monica and Chandler's apartment. Everybody thought Chandler was allergic to dogs but the truth is that he hates dogs because he scared of them because you can never tell what they're thinking.

Listening Activity: http://www.youtube.com/watch?v=zZjGTe9tmp8 (from 00:35 to 04:07) Comprehension: Students get divided into two groups with different questions. Then they watch a clip from an episode of Friends and either in small groups or pairs answer the questions together: (Standard 1.2) Group A questions: 1. How does Pheobe react when Monika asks about the dog in the apartment? 2. Why does Pheobe have the dog? 3. What is the REAL reason Chandler doesnt want the dog? Group B questions: 1. How does Monika describe how the dog looks? 2. What does Chandler FIRST say is the reason for not wanting a dog in the apartment? Is it the truth? 3. What does Ross not like? And why?

Post-listening: Speaking: In pairs or small groups, discuss the following questions: (Standards 1.1and 5.2) What did you like about the episode of Friends? What animal do you like? Why? Is there something you are allergic to? You can also discuss anything else about the episode or something else you like.

Cultural Comparisons: (Standards 2.1, 2.2, and 4.2) What does the culture presented on Friends appear to think about pets? What is your cultures view on pets? In the episode, two types of food were mentioned at the beginning. What are they? On what occasion are they eaten? What are some foods that you eat on special occasions in your culture?

Writing Activity: Look at the script below from the clip you watched the previous lesson.

Scene: Monica, Chandler, Phoebe, and Ross are sitting. Rachel and Joey are feeding the dog as the phone rings.] Phoebe: (answering the phone) Hi Geller-Bing residence. How can I help? Monica: Phoebe, why is there a dog in our apartment? Phoebe: Im sorry, whos this? Monica: Phoebe, theres a dog sitting on my couch! Chandler: Tell her, Im allergic, and I will sue!

Phoebe: No, theres no dog here?

Monica: Yes there is! Hes black and white and shaggy and [Cut to Monicas apartment] hes sitting next to Rachel and licking Rachels hand. Phoebe: Oh my god! Where are you? (Looks around.) Monica: Ill be right there! Phoebe: (Phoebe hangs up and someone knocks on the door. She gasps.) Theyre here already? How are they doing this?

Using a similar format, write a script with what you think is being said in a scene from a clip without sound. (Standards 1.3 and 3.1) http://www.youtube.com/watch?v=rYe7JECvr30 (from 0:00-1:00)

(See Appendix B for rubric)

Speaking (Role Play): Students from each group will act out their roles in front of the class based on the scripts they have written. Students watch the original video with sound to compare what they have written to the original scene. Groups vote on their favorite acted scene. (Standards 1.3, 5.2, and 5.2) (See appendix c for rubric)

Appendix A Group Work Assessment Rubric

Contribution and distribution of work

On Task

Communication

Cooperation

Exemplary 4 All members contribute eagerly; work is distributed equally according to members strengths and expertise. Group is on task all of the time and do not require reminders All members communicate effectively, share ideas, and give suggestions in a friendly and professional manner. All members work very well together and offer assistance and encouragement to other members, including those in other groups.

Proficient 3 All members contribute; work is distributed equally.

Developing 2 Most members contribute; some members work harder than others.

Unsatisfactory 1 Not all members contribute; work is not distributed evenly.

Group is on task most of the time.

Group is on task some of the time.

Group requires frequent reminders to stay on task. Members do not speak to each other; members speak inappropriately to each other and to other groups. Members do not cooperate; members dont assist and encourage other members.

Members speak to each other frequently; all members are communicating

Members speak to each other sometimes; one or more member is not included

Members cooperate and offer assistance when asked.

Members cooperate most of the time; one or more member doesnt offer assistance when needed.

Adapted from: http://museumca.org/goldrush/curriculum/we_accuse/tgrouprubric.html

Appendix B Scriptwriting Rubric Poor 1 pts An attempt was made, but the ideas and content are not developed. Fair Good 3 pts 6 pts Ideas and content are Ideas and content are vague and are clear, complete, and somewhat wellwell-developed. One developed. The focus clear focus should is is demonstrated but apparent. not very clear. There Development and are a few details that details are thorough, support the main idea. balanced, and well suited to audience and purpose. An attempt was made There is some order Organization is well at organization, but of ideas, but thought out and the the order is not organization is not order of ideas is logical. always logical. apparent. The structure suits the topic. Voice is either Voice is appropriate Voice fits the purpose inappropriate or at times, but changes and type of piece, and mechanical and at times. is appropriately monotone. formal or casual, distant or intimate, depending on the audience and purpose. Very little variety in The writer varies The writer uses word choice. word choice, but specific words and sometimes the words phrases to convey the are too general or intended message in overused. an interesting, precise, and natural way appropriate to audience and purpose. Not able to follow Somewhat followed Successfully followed format. the format of the format of scriptwriting scriptwriting

Ideas/Content

Organization

Voice

Word Choice

Format

Adapted from: http://www.rcampus.com/rubricshowc.cfm?code=E32W2C&sp=true

Appendix C

Role Play Assessment Rubric Excellent Has clear voice Role-plays with feeling and expression Varies intonation Presents characters appropriately Preforms role fluently Adapted from: http://www.rubrics4teachers.com/roleplay.php Good Needs Some Improvement Needs Much Improvement