Lesson Plan

LESSON PLAN World Historic Places TIME 50 minutes TARGET LEVEL 2nd yr HS

Target Language tangible, intangible, promote, remarkable, relics, unique, category, traditional, heritage, preservation, universal, globalization, monument, historic, architect, endanger, ritual, revitalize Grammatical Point spontaneous and deliberate use of passive voice (it was built/located/constructed); present perfect(have/has p.p.) Communicative Function ask for/give info about historic sites using “As far as I know,; Do you know anything about…?; Are we allowed to…?” SLO: 1. Students will be able to categorize world cultural heritages into two area: tangible or intangible by sorting them out into two kinds. 2. By the end of the lesson, students will be able to ask for and give information about historic sites using, “as far as I know; do you know anything about…?; are we allowed to…?” by role play. 3. By the end of lesson, students will be able to use spontaneous/deliberate passive by card game.
TIME PROCESS/STEPS INTERACTIONS MATERIALS

OBJECTIVES SWBAT:

Pre-Task 2 1. Introduction - T asks Ss to glance at PPT images & discuss (in groups) their titles, national origins, historical background, etc. 2. Classifying - Ss divide cultural things into tangible and intangible. 3. Video - Ss watch a video tutorial about world cultural heritage. 4. Self-Discovery Quiz - Ss survey themselves on their attitude/knowledge of world cultural heritage 5. Listening & Identifying - Ss listen/choose which places speakers are talking about. 6. Fill-in-the-blank - Ss look at the picture; then complete dialogue with appropriate expressions. PPT(slide 2)

T-Ss T-Ss T-Ss individual

3 5 2

PPT(slide 3,4) video tutorial PPT(slide 5) worksheet 1

3

T-Ss

audio clip PPT(slide 6,7) worksheet 2

4

T-Ss

1
5

TIME

PROCESS/STEPS

INTERACTIONS

MATERIALS

2

7. A Single-Slot Substitution Drill - Ss repeat a sentence from the dialog and replace a word or a phrase T gives them as a cue. Task - Write a dialogue and make a role play before the class.

T-Ss

PPT(slide 8)

8

1. planning: Ss make dialogues using the information about the historic sites in group work. T facilitates their work with gapped dialogues.

Ss-Ss, groups

worksheet 3,4

10

2. report: Ss make presentation in role play at the front of Ss-Ss, groups the class. T arranges their presentation while evaluating their performance. Post-task

assessment check list

2

Ss watch a recorded video of role play between native speaking English teacher and Korean English teacher Language Focus

T-Ss

video clip PPT(slide 9)

3

4

1. Analysis T-Ss, Ss-Ss Focus on Form Activity target language form: spontaneous or deliberate passive. Ss discuss in teams which sounds more natural between passive sentence and active equivalent. 2. Practice Ss-Ss (pairs) Ss transform active sentence into passive equivalent on a given card as they rotate to meet each other for an interview. Ss engage in vocabulary game. T provides vocabulary and definition in mix & match strips. Ss match word and definition in pairs. Evaluation(ongoing assessment) observation and performance-based assessment during the report & focus on form activity Ss-Ss(pairs)

PPT(slide 12,13)

flash cards observation list mix & match strips

2

1

Closure/Wrap-up - summarize teaching points or SLOs

2

Assessment Tool for Lesson Plan
How well can the student ... Not very well Okay Well Very well

Content
de ne and categorize world cultural heritage; tangible and intangible?

Vocabulary
use a variety of nouns, adjectives such as heritage, globalization, ingredient, cradle, stitch, worship, intangible, indigenous,graceful?

Grammatical Structures
use spontaneous and deliberate passive(e.g. it was built..., it was constructed..., they were made....)?

Discourse Structures
use a variety of asking and giving opinions(e.g. Do you know anything about? As far as I know..., Are we allowed to...?) in a role play?

Rubrics in Scoring
Focus Content Not Very Well
unable to define and categorize world cultural heritage

Okay
able to adequately define and categorize world cultural heritage able to adequately use a variety of nouns, adjectives, verbs, verb phrases,idioms, and collocations able to adequately use a spontaneous and deliberate passive sentences

Well
able to define and categorize world cultural heritage in some detail able to use a variety of nouns, adjectives, verbs, verb phrases,idioms, and collocations with occasional mistakes able to use a spontaneous and deliberate passive sentences with occasional mistakes

Very Well
able to define and categorize world cultural heritage in great detail without difficulty able to easily use a variety of nouns, adjectives, verbs, verb phrases,idioms, and collocations in several contexts able to use a a spontaneous and deliberate passive sentences without difficulty

Vocabulary

unable to use a variety of nouns, adjectives, verbs, verb phrases,idioms, and collocations

Grammatical Structures

unable to use a spontaneous and deliberate passive sentences

Discourse Structures

unable to use a variety of asking and giving opinions; sequential words and phrases; other discourse markers in presentation or discussion

able to adequately use a variety of asking and giving opinions; sequential words and phrases; other discourse markers in presentation or discussion

able to use a variety of asking and giving opinions; sequential words and phrases; other discourse markers in presentation or discussion with occasional mistakes

able to use a variety of asking and giving opinions; sequential words and phrases; other discourse markers in presentation or discussion without difficulty

3