Video Viewing Guide C1W1.docx

PHASE 1 LESSON PLAN TEMPLATE Add more spaces to any section as needed. When you are finished, you MUST save this as a PDF in order to add it to Coursera. Coursera will not accept .doc or .docx files.A. Students and SettingStudentsYoung adults with high intermediate - low advanced language proficiency. There are 20-25 students in the class.

SettingPrivate language school where students are studying English for Specific Purposes, e.g., the tourism industry. Students have access to a multi-media lab where they can scan images, use computers for writing, create PowerPoint presentations, access the Internet, etc. There is a whiteboard, TV, and VCR in their classroom. Classes are 60 minutes long and meet 3 times a week.

B. Lesson Background:Students have viewed a variety of touristic websites and information videos about their country, and read advertisements and articles in tourism magazines. They will work in teams to create their own advertisements for their country, demonstrating what they have learned about the field of tourism. Students will complete a set of tasks that will lead to the creation of a media project, using appropriate visual and textual materials, and give an oral presentation about their project using appropriate vocabulary. Their projects will be archived for other students to use as resources for their own projects. Before this lesson, the teacher has explained the scope of the project and the need for teamwork.

In this lesson, students are just beginning to form teams to create the project. They will have a handout from the teacher, but need to negotiate their roles within the team, and the type of project they are going to do.

C. Learning Objectives/Expected Results:Students will apply vocabulary and collocations they have learned through their previous research and English for Tourism class. They will also apply what they have learned about the tourism industry and advertising. They will need to manage their group so that they carry out the instructions on the handout in a timely way. Creating a team name will help them pull together. They will propose and evaluate possible titles for the project. They will begin the process of developing and describing the project. They will be practicing advanced language skills as they discuss their project.

D. Materials and Sources: Materials Teacher-created handout with list of team roles, tasks, project proposal, etc. (attached

see below).

Students will need paper and pencil to take notes. The teacher will circulate around the room to check their handouts as they are completed, and collect at least one copy at the end of the lesson. The handouts will be used again as students decide on their roles and what resources they will need.

Sources Alan, B. & Stoller, F.L. (2005). Maximizing the Benefits of Project Work in ForeignLanguage Classrooms. Available

at http://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdfU. S. Department of State, Office of English Language Programs Bureau of Educational and Cultural Affairs. (2006). Shaping the way we teach English: Module 8, authentic materials. [Video file.] Retrieved

from http://www.youtube.com/watch?v=8mgwWhWa0Q8E. Procedures / Timing: List step-by-step what you will do in class, and what you expect the students to do. Your lesson should be about 40-60 minutes long. There should be a good balance between teacher talk and student activity. Make sure that you are using integrated skills in your lesson plan. You will need to use alternative assessment as well, which you will describe in F. Assessment below.Option 1: TableTeacher says/does . . .Students say / do . . .Approx. Time

Provides handout with list of team roles and project description (see handout)

Assigns students to teams, mixing levels and abilitiesForm teams with teachers guidance, and pull chairs together to talk5 min.

When all groups are formed:

You are going to fill in a list with the names of people on your team.Then you are going to decide on a project to present to the class. The project will be based on some of the tourist materials you have reviewed.Decide on a project and write a short description. So you need first of all to decide who the leaders are and who will be a reporter and keep a record of everything.

Eventually youll also have to decide who will do which tasks, but well do that next time.

When the teacher has finished she gives handout to groups and begins circulating to each group to make sure they understand what to do.Groups begin by reading the handout and deciding who will be leaders and who will be a reporter to write down notes.

Reporter writes down team leaders and members names.5 min

Meets with each team individually for about 5 min. to determine scope and theme of their presentation Encourages students to take ownership of the project, but helps if they seem headed in a wrong directionGroups decide on a team name and begin discussing project

Reporter writes down notes on project.30 min

When T has finished circulating to all the groups:

Lets stop here for now and report back.Group 1, give us the name of your team, and tell us what your project is.(Continues with each group in sequence reporting back.)

Asks questions if project seems unclear.

Gets students to elaborate more where needed by asking questions.Groups take turns reporting back to class for their team

Other teams listen and ask questions10 min.

OK, Reporters, make sure to turn in the copy of your handout, and well continue next time, deciding who will do which task.Think about your project when you go home and what it will look like. Try to decide what your tasks will be and which ones you want to do. What resources are you going to use and where will you find them?Reporter for each group turns in handout. (Scribe will be a different person during each meeting of the group.)1 min.

F. Alternative Assessment:Respond to the following: What forms of alternative assessment are best suited to this lesson plan? What does the teacher expect to find out from this assessment? How does the assessment demonstrate students linguistic competence? Every student has a portfolio, they have to add all the work in their portfolios. G. Reflection Phase 1:Describe how this lesson demonstrates the use of integrated skills and alternative assessment. Also discuss why this lesson is appropriate for the age/grade and proficiency level of the students you are targeting.The student project will use authentic material in the form of online and other resources designed for tourists, and it has learners work in teams. In the past, I gave them material and websites to use. This time they will be doing research with authentic material in the library, on the Internet, and in interviews with personalities in their community. Their preparation will allow them to use more advanced skills. This lesson also gives students more responsibility than they have had before as they manage work in

their teams. The project will produce authentic materials that can be used as models by other students in the English for Tourism program. The lesson is appropriate for these students because it mirrors the kind of work they might do in creating promotional materials at a tourist agency.