Janna Russmann

FLE 4390, Teaching Foreign Languages

University of South Florida
October 16, 2018

Integrated Lesson plan

Proficiency level: Intermediate Level
Estimated time of lesson: 80 min (double period of 2x40)
Theme: Travelling.
Learning objectives: Students will be able to express their opinion and support their thoughts by applying specific vocabulary. Furthermore, Students will be able
to structure arguments in a short presentation using specific vocabulary.
Materials needed: Laptops, paper, pen, index cards, board, marker
Description of learning: In this lesson, students will be exposed to materials that they will use in order to create a travel brochure. By collecting information from
different sources, including listening and speaking skills, students can structure arguments which they will present in a small group discussion.

Segment Time Teacher Tasks Student Tasks Rationales Skills Materials

Warm up 8:30- T. introduces the topic the lesson. Students note down/ think about A quick warm Listening, Paper, pen
8:36 T. starts with a warm-up: every student facts about their favorite city, like this will Speaking,
should think about their favorite city and (at structure reasons with appropriate help students Writing
least) two reasons for it. This could include vocabulary and talk about it with to get
facts about the city, for example food, their neighbor. accustomed to
monuments, the people. Or they can tell a Each student has approximately 2 the use of the
story about a past visit in that city. The T. minutes. target
wants students to use vocabulary for language.
structuring their arguments, for example The teacher
First of all, … / In addition, … (A great pool asks students
they could choose from has been introduced specifically to
during the last lesson) After brainstorming apply
 and noting down facts, they should share vocabulary that
thoughts with their neighbor. has been
introduced in
the last lesson.
This way,
students revisit
and warm up
their
knowledge
which will be
helpful for
following
activities but
also fosters
vocabulary
skills.
Pre- 8:36- T. wants students to come up potential Students think for themselves about Students will Writing, Paper, pen
listening 8:40 reasons for doing a city trip in general. They possible purposes for travelling to a reflect on Board, marker
activity should draft ideas on a sheet of paper. city and draft a mind map. aspects which
Example in Appendix 1 are reflected in
 T.: “Think about what motivates you to cities or what
travel to a city? What are your priorities or cities could be
major purposes?” valued for. This
introduces a
Students share their thoughts with cultural
8:40- T. gathers students’ ideas and collects them the whole class. component to Speaking
8:43 on the board. the topic. By
presenting
their ideas,
students will
practice
appropriate
use of
 vocabulary for
structuring
arguments
again.
While 8:43- T. assigns four different cities to students Each student will be given a city Being an expert Index cards
listening 8:53 (London, New York, Buenos Aires, Singapore) they will be focusing on during the for a specific (Appendix 2)
activity by letting students pick an index card with following activities. aspect is highly Laptops
the name of the city and an additional letter motivating. It Internet
on it. (see Appendix 2) also encourages Paper
This way, every student receives a city that students to Pen
he/she will be an expert for. Additionally, work efficiently
each student will be given a laptop to use for who tend to be
the following activity. calmer during
In independent work, students will listen to whole class
the promotion videos (provided in Appendix They listen to the videos and note Listening activities.
3) and they will note down information down specific information. Writing
about their city. During the
listening,
students can
choose their
own pace to
listen to the
video. They can
move forward
and backward
to enhance
comprehension.
Post 8:53- The post-listening task is directed towards Students will sort their information By creating the Writing
listening 9:15 the creation of a travel brochure, containing and work towards a travel brochure brochure,
+ information about the individual cities. With in independent work. students learn
Speaking the help of that brochure, students will With the help of further resources, to write short
promote their city in small groups they can extent their knowledge but rather
afterwards. Their aim should be to convince and vocabulary. specific
their group members to travel to their city. After the brochure has been sentences.
By sorting information in their brochure created, they have to think about a
(which students gathered during the while- way they want to present and Searching for Reading
listening activity) they will be able to support their city. an article
summarize and structure the most important online will
aspects about the city. practice skills
To extent information, students are asked to necessary for
use further resources and to find at least one academic
article or website that promotes the city. writing but also
They are also given a vocabulary list with reading skills
expressions that have been introduced in the including
last lesson. (These vocabularies are mainly skimming of
for structuring arguments and to express an various sources
opinion) and look for
important
aspects.

Afterwards, students will come together with Small groups of

one representative of each city. (following In groups of four they present their four will create
9:15- the letter is written on their index card from city to each other. Students are an atmosphere Speaking
9:40 earlier) asked to put a major focus on the where students Listening
Each student present the city with the help use of the specific vocabulary that feel more
of the brochure to the group. The has been introduced in the last comfortable to
argumentation should be well structured by lesson. speak freely in
applying the specific vocabulary. the target
language.
 With little help
of their notes
and the
brochure, they
will be able to
express their
opinion
confidently.

Wrap up 9:40- Since the purpose of the small group Students reflect on arguments This wrap up Writing, Index cards
9:50 discussion was to convince group members presented in the group discussion. incorporates all Reading, Pen
of the city, the task needs to be wrapped up They summarize the most convincing four target Speaking,
with a voting. Here, students will be given a aspects in a short statement and skills of the Listening
second to think about the most convincing write it on the index card. lesson. It wraps
aspect. On an index card, each student has to In the circle, they will read a up the lesson’s
note down at least one argument. classmate’s statement out loud, content in a
Index cards will be collected by the T., mixed comment freely on the statement light
up and distributed again. In a circle, each and listen to other statements and atmosphere
index card will be read out loud by a student, comments. and includes
followed by a comment by about that the use of the
argument. For example: I agree with this new
person, because… vocabulary.
The T. keeps track of the arguments and
announces the winner at the end.
Contingency Plan:
Appendix 1: Example for the Pre-listening activity

History
•Museums
•Monuments

Activites Sightseeing
•Shopping
City •Sights
•Sports
•Fun Trips •Monuments
•Buildings

Culture
•Art
•Food
•Music
Appendix 2:

Singapore (A) New York (A)

Buenos Aires (A) London (A)

Appenidx 3: Videos for Listening Activity

London: https://www.youtube.com/watch?v=45ETZ1xvHS0
New York: https://www.youtube.com/watch?v=MtCMtC50gwY
Singapore: https://www.youtube.com/watch?v=P_q3BdrFsLI
Bueno Aires: https://www.youtube.com/watch?v=F2sepCUnENg
Appendix 4: Vocabulary list

Structuring arguments
First of all Zunächst
Second / Third Zweitens / Drittens
Furthermore Außerdem
In addition /Additionally Zusätzlich
Moreover Darüber hinaus
Comparing facts
On the one hand, ... on the other hand, ... Einerseits, ... andererseits, ...
Like Wie
Likewise Genauso
Same as Genau wie
As well as Wie auch
Also, too Auch

Contrasting facts
Unlike Im Gegensatz zu / ungleich
In contrast to Im Kontrast zu
As opposed to Im Gegensatz zu / gegenüber
Different from Anders als
Whereas Wohingegen