The SMU-TESOL Unit Plan Template

1

The SMU-TESOL Unit Plan Template

Title (describes the WHOLE unit; different from Source): This is My Best Friend

Sources (specific citations for all materials used/borrowed):

Primary: My English Diary (2010). e-future. P.16

Additional:_____________________________________________________

Target Language Content: TWO lists –

1. NEW grammar/vocab items in the primary source that Ss will notice in the Presentation stage AND a T & F

they will practice and produce. Be specific. Choose a function AND task, 1 major grammar point, 4-6 related

vocabulary items, AND a pronunciation focus (segmental and/or suprasegmental features arising from TLC).

2. RECYCLED language items/ T & F Ss have learned in previous units that will be practiced again in this unit.

Examine popular Korean and International English textbooks for the vocab/grammar/functions that frequently

precede your TLC.

New TLC Recycled TLC

Function: to describe someone

Function: to deliver recent news

Task: to write a letter to a pen-pal, describing my best friend Task: to write a letter to a classmate about what happened to

my family last weekend.

Grammar: describing words : adjectives

Grammar: Proper noun

Vocabulary: cute, little, eventually, anytime, next time,

together, board game

Vocabulary: last weekend, tomorrow, visitor, smart, special

Pronunciation: ~‘s, /th/, /tʃu/, /i/ Pronunciation: /d/, /rou/, /z/

Objectives: Terminal Write one T.O. based on TLC in ABCD format telling what Ss do in the Production step.

The students should be able to describe their best friends given a letter format without the teacher’s assistance.

Enabling: Write the specific learning activities Ss perform in Preview, Presentation, Isolation, and Practice to

prepare for success in the Production stage. Write many, ABCD format not necessary. Follow model unit plan

examples.

Objectives: Ss will be able to…

Preview:

1. Recall the grammar point learned in the previous class by using proper nouns in a personalized question.

2. Explain what they like to do with their friends to their partners.

3. Notice the vocabulary words board game and together and use them in a sentence.

Designed by: Jinna Kim/ 12S1044

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Presentation:

1. Notice the format in a diary entry.

2. Explain what happened in Lucy’s diary entry in the format of 5 Ws and 1 H.

3. Illustrate how Lucy’s best friend is described in the diary entry.

Isolation:

1. Connect ideas with group members to find the correct adjectives in given sentences.

2. Analyze each sentence by recalling their previous grammar knowledge about nouns.

3. Picture each adjective in the sentences to infer which sense it is describing among five different senses.

Practice:

1. Outline a friendly letter by using the example letter and keywords provided by the teacher.

2. Construct their own letter about a best friend in groups given the information about the friend.

3. Assess a friendly letter in groups and present in class.

Production:

1. Compose a friendly letter to a pen pal, describing a best friend.

2. Illustrate a friend by using various describing words of five senses.

3. Evaluate peer’s letter by proofreading each other’s letter.

Feedback/Closure:

1. Judge the activity by giving feedbacks about the production activity to the teacher.

2. Record homework to practice using adjectives in a paragraph.

3. Infer the topic for the next lesson.

Materials & Technology: Attach all materials/realia/handouts and whiteboard plans in final finished form.

Attach a label to each item showing when it is to be used, and by whom. List all materials and page numbers here,

AND any technology (textbook, laptop, projector, etc.) necessary to perform this unit.

WB Plans: pages: p. 17-21

Source transcript: p. 33

Handouts (describe): Presentation handout page: 24

Practice handout page: 25-28

Production handout page: 32

Technology: Preview Photograph page: 22

Presentation realia page: 23

Presentation Powerpoint chart page: 18 (Presentation WB plan)

Practice Photograph page: 29-31

Student Profile: page: 5

a complete S profile that is reasonable for Korea. List the characteristics of the students of this unit. Include all 6

categories and follow the format of the models in your Practicum book exactly.

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PREVIEW (FILL IN 3TS PAGE NUMBERS IN THIS BOX)

Schema Activated

CONTENT pp. _____, ______, FORMAL pp. _____, _____

_,

LINGUISTIC pp. _____, ______,

Previous unit remembered/referenced on p. ______

Topic previewed on p. ____

Context established on p. ___

Ss motivated/focused/relaxed on pp. ____, ____, _____

2-3 vocab TLC previewed: YES, on pp. _____ No need _____

PREVIEW The teacher will begin by greeting students and asking how they are feeling today. Next, the teacher will ask a question in order to relax students and review what they have learned in the previous lesson. The question will be written on the board: What did you do yesterday? Students will spend a short time doing pair work with this question, which will be driven to a simple TSST, where the teacher will answer back: I played with my best friend yesterday. The teacher will present a photograph of people playing a board game, which is one of the vocabulary words students are meant to learn. This will lead to another personalized question to activate students’ schemata: What do you like to do together with your friend? Students will be able to use the word “together” during this process, then have a short conversation in group and share several answers with the class.

PRESENTATION

(FILL IN TASK/STRATEGY, AND PAGE NUMBER)

Listening/Reading Tasks

MEANING:

TOP-DOWN: NOTICING FORM AND GENRE pg. _______

TD/BU : SEARCH DETAILS IN 5WS & 1H FORMAT pg. __

FORM:

BOTTOM-UP: NOTICE VOCAB & FORMALITY pg. _____

EXTRA TASK B: __________________________ pg. ______

PRESENTATION The teacher will describe what happened yesterday after the teacher went back home. The teacher came across her niece Lucy’s diary, and shows it to the class, asking if the teacher should open the diary or not. Even though a diary is very personal and supposed to be a secret, since the teacher is worried about her niece’s life, the class decides to look at one diary entry, which is when students also learn about the term “diary entry.” The teacher will hand out a piece of a diary entry, faced down, and ask students to flip over to find out information about the form as a top-down process. Students will find out what the diary entry is about and when this was written, and also how they found this information. Next, students will be assigned to find out more details about the diary entry in group, as a top-down/bottom-up process. In the format of 5 Ws and one H, students will find details from the diary entry in group and write the information on the board. Lastly, as a bottom-up process, the teacher will go over the answers by using the CI techniques of asking and answering questions. Students will notice several vocabulary words such as “eventually, anytime, next time,” and understand the describing words used to describe Jenny.

ISOLATION The teacher will first remind students how Lucy described Jenny in the diary entry and inform students that they will learn more about describing words. Students will start over with five different sentences on the board with a blank in each sentence. There is also a word box to help students, which are all adjectives. Students will have a short period of time to fill in the blank with their partners and they will go over the answers with the class. The teacher will let students know that the words they have found for each blank are all describing words and ask student what we call these describing words, which are adjectives. Next, the students will go over each adjective, finding out what these words are describing, and the teacher will elicit the fact that adjectives describe nouns, possibly in five different senses: touch, smell, look, sound, and taste. Last, students will write their own sentences on a piece of paper, thinking of different adjectives for each blank in the sentences on the board.

PRACTICE (LESS CONTROLLED) First, students will be in groups of three in order to do a writing activity. The writing activity will be done in groups, where each group member is given a certain number, with an individual task to each number. The teacher will inform students that they are going to have keywords and an example letter given to complete each group’s letter about the assigned best friend. The teacher first provides keywords of the example letter with numbered tasks for each group member. Students spend short time to think by themselves, and then share their ideas with group members. Next, the teacher will provide the example letter and introduce how the students could use the keywords in sentences. Students will then try to write a letter by using the given keywords and sentence structure from the example letter. After each group completes the letter, they will spend time to revise, then present in class.

PRODUCTION (INDEPENDENT ACTIVITY) Students need to write a friendly letter to a pen pal by themselves in the production stage. The teacher will give dual-coded instructions by using the white board and giving verbal instructions. The teacher will ask a student to read the direction, and then remind students of the form, audience, topic, and purpose of the letter by doing Comprehension Checks. Students will take certain amount of time to write their own letter to a pen pal, describing their best friends. Next, students will exchange letter in group and proofread each other’s letter.

FEEDBACK & CLOSURE After the production activity, the teacher will ask for students’

feedback about the production activity. The teacher will also

correct several errors from students’ production writing activity,

especially those related to the TLC. Next the teacher will assign

students homework to write a descriptive paragraph of describing

their room by using adjectives of five different senses. Also, the

teacher will inform students that they will learn how describe

certain places in a poem.

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MULTIPLE INTELLIGENCES

Intelligence developed pg. # (3 Ts)

Bodily-Kinesthetic 6, 10, 16

Visual-Spatial 8, 9, 12, 13, 16

Musical 6, 9, 10, 14

Mathematical-Logical 7, 9, 11, 14, 15

Verbal-Linguistic 6, 7, 12, 13, 15

Intrapersonal 7, 14, 15

Interpersonal 6, 8, 11, 12, 13, 14, 15

CLT PRINCIPLE

Underlying principle pg. # (3 Ts)

Communicate in authentic context 6, 15

Develop learning styles/strategies 7, 14, 16

Construct meaning through interaction 6, 8, 9, 11

Accuracy = tool for constructing Meaning 7, 15

Fluency is more important than accuracy 10

Communicative competence is the goal 10, 16

MAKING INPUT COMPREHENSIBLE

MIC Technique (specific) pg. # (3 Ts)

Repeat slowly

clearly

chunking/ w/ emphasis Rephrase chunking different words 14, 15 Preview visually 8, 12 activating schema what happens next 6, 9, 10, 15, 16 Visually: non-verbal facial body/gesture 6, 13 pictorially (wb), computer 16 handouts 8, 9, 12, 13, 14 written (wb), computer 6, 13, 15 handouts 10, 12, 13

CLASSROOM INTERACTIONS

Specific Interaction Type pg. # (3 Ts)

Repetition Choral Solo 6, 9, 10, 14 TSST Comp. Check Paraphrase 6 Summarize 7, 8 CD question 6, 10, 11, 12, 15 Assistance S asks S for help S asks T for help T cues S Error Correction Direct 9, 14 Reflective 7 Self 7 Peer Personalize OR/CR Q & A Complete Sentences 10 Ss speak from model 9, 12, 13, 14 S asks a Q 6, 8, 10, 12, 13 PW GW 11, 15 Ss teachback/write on WB Appropriate Question Type CD 6, 7, 8, 10, 11, 12, 13, 14, 15

OD 8, 9, 11, 13 OR CR 11 Model(voice,WB) 9, 16 OTHER:

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Student Profile

Age/Grade: 5th grade in elementary school

Proficiency level:

Speaking: Intermediate Low-Intermediate Mid

Listening: Intermediate Low- Intermediate Mid

Reading: Intermediate Mid

Writing: Intermediate Low-Intermediate Mid

Number of students: 18; meets three times a week for 100 minutes (10 min. break time in between)

Type of class: Private Institution

Motivation: Most of the students are interested in learning English. Some students are not that eager to learn English, but

have been pushed to learn English from their parents since they were little. A majority of the students are

very shy and lack of confidence, especially in speaking. However, they are interested in reading books and

show better performances when it comes to written English. They enjoy reading and writing and feel

comfortable expressing themselves in written forms.

Language experience: The students all have previous experiences of learning English from other private institution.

Several students have spent 1 or 2 years in other countries where English is the primary language. They were

exposed to English storybooks since they were little, and show a lot of interests in English books. They do

not have opportunities to listen or speak in English outside of the class, but have several reading writing

homework to be done at home.

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Teacher’s talk Target Response Technique

“We just read a diary entry about Lucy’s best fr

iend. Now we are going to try a writing activit

y in groups of 3. You are going to work in grou

ps (points to the board). S1, what are we going

to do now? ”

“We are going to do a writing activity in group

s of 3. We work in groups. ”

MIC: Preview, Use gesture/WB

MI: Verbal-Linguistic

CI: Comp. Check Paraphrase

Question Type: CD

“That’s right. Let’s first make groups for that.

When I point to you and tell you an alphabet le

tter, please repeat after me. Don’t forget to rem

ember your letter, too. S2, what do you have to

do when I point to you?”

“I have to repeat the alphabet letter and remem

ber the alphabet letter.”

MIC: Preview

CI: Comprehension Check

Question Type: CD

“Good. (Pointing to each student) Repeat after

me, A, B, C,…” “A, B, C, …”

MI: Musical

CI: Solo repetition

"Now I want everyone to stand up (use gestur

e) and move seats. As will sit over here, Bs wil

l be on this table, and Cs are going to be on tha

t table. ”

(Students move to different seats.) MIC: Use gesture, Preview

CLT: Auth. Context

MI: Bodily-Kinesthetic

“Great, everyone. Now, let’s see what will hap

pen next. S3, can you ask S4 about what will h

appen next?”

“S4, what will happen next?” CI: S asks a Question

MI: Interpersonal

CLT: Construct meaning

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“Good. S4, try to use these words on the board

(points to the board).” “Each group write a letter.”

MIC: Using WB

CI: Comp Check Summarizing


CLT: Develop Learning Style/Strategy

“Each group write or writes a letter?” “Each group writes a letter.”

CI: Reflective Error Correction

MI: Mathematical-Logical

CLT: Accuracy=Tool for meaning

“Great. Let’s try the next part, too (points to th

e board).” “Use example and key words.”

MIC: Using WB



“Use example? I think you are missing someth

ing.” “Use the example.”

CI: Self Error Correction

MI: Intrapersonal


“Great. Can you ask S5 to summarize that?”

“S5, can you summarize that?”

“Each group will write a letter and we use the e

xample and key words.”


CI: S asks a Question

MI: Interpersonal


“Good! Now I am going to show you an examp

le. The example paper sheet is going to be fold

ed like this (shows the example). Do not turn o

ver or open the paper sheet like this (shows by

using gesture), okay?”

“Okay.” MIC: Preview visually

Question Type: CD

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(Hands out the example paper sheet). “Let’s lo

ok at the paper. It says Jinna on the top. (Point

s to the top.) Can you guess who are in the pict

ure? ”

“Yes.”

MIC: Use handouts

MI: Visual-Spatial

Question Type: CD

“S6, can you ask S7 about the people in the pic

ture?”

“S7, can you tell me the people in the picture?”


MI: Interpersonal


Question Type: OD

“Let’s try to ask that question again. S6, repeat

after me: can you tell me about the people in th

e picture?”

“Can you tell me about the people in the pictur

e?”

CI: Direct Error correction,

S speaks from model,

Solo repetition

MI: Musical

CLT: Accuracy=Too for meaning

“Great! S7, can you guess who are in the pictur

e?” “I think there are you and your best friend.”

MIC: Use handouts

MI: Visual-Spatial

Question Type: OD

“Good guess! Does anyone know what my frie

nd’s name is?” “I think it is Ben.”

MIC: Use handouts

MI: Visual-Spatial

Question Type: CD

“Yes, that’s right. Now we are going to try to m

ake sentences about my best friend Ben. Also, t

here are things to help you. S8, what will help

you? ”

“I think the keywords can help me.”

MIC: Preview


Question Type: OD

9


“Right! Before that, I am going to give each of

you a number. When I point to you and tell you

a number, please repeat after me. S9, what do

you have to do? ”

“I have to repeat the number.”

MIC: Preview

CI: Comp Check

Question Type: CD

“Yes, please repeat after me. 1, 2, 3, …” “1, 2, 3, ...” MI: Musical

CI: Solo repetition

“Now, 1s raise your hand! (shows gesture). Yo

u are going to think about sentences by using n

umber 1 keywords. S10, what do you have to d

o?”

“I make sentences with keywords.”

CI: Comp Check


Question Type: CD

CLT: Fluency is more important

“That’s right. Can you ask S11, what the keyw

ords are?”

“S11, what are the keywords?”

“Tall, play basketball, go, basketball court.”


MI: Interpersonal

“S11, can you say that in a full sentence pleas

e?”

“The keywords are tall, play basketball, go, bas

ketball court.”

CI: Complete sentences

MI: Intrapersonal

CLT: Communicative competence

“Good. 2s raise your hand please! S12, what d

o you think you have to do?”

“I need to make sentences with number 1 keyw

ords.”

CI: Comp Check


Question Type: OD

“Good. Next, 3s raise your hand! S13, what ke

ywords do you use to make sentences?”

“I use play board games together, go, watch ba

sketball games, often.”

CI: Comp Check


Question Type: OD

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“Great! I will give you 30 seconds to think abo

ut it. Then S14, how long can you think about i

t?”

“I can think about it for 30 seconds.”

CI: Comp Check

MI: Intrapersonal

Question Type: CD

(After 30 seconds) “Now, I want you to share y

our answers in your group. Tell your group wh

at sentence you made.”

(Students share answers.)

CI: Group work

MI: Interpersonal


“Did you all your answers in group? S15, was

it easy or hard to make a sentence?” “A little bit hard.”

MI: Intrapersonal

Question Type: CR

“Really? Well, that’s why I brought an example

for you. Can you guess what this is? (Shows fr

om far away.)”

“It’s a letter.” MIC: Preview visually

MI: Visual-Spatial

Question Type: CD

“That’s right. Let’s look at the example letter.”

(Hands out the letter worksheet).

(Ss receive one letter worksheet in each grou

p). MIC: Use handouts

“Let’s look at the letter on the top (points to the

letter). Who is the receiver? S16, can you ask

S17 about the receiver?”

“S17, who is the receiver?”

“It is G7 classmates.”

MIC: Use handouts

CI: Comp. Check

S asks a Question

MI: Interpersonal

Question Type: CD

“That’s right. Let’s see how the sentences cam

e out from the keywords. S18, can you read nu

mber one part?”

“My best friend’s name is Ben. He is tall and h

e likes to play basketball. He likes to go to the

basketball court when he has time. ”

MIC: Use handouts

CI: Ss speak from model


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“Good. Can you ask one of the 2s to read numb

er 2 part? 2s, raise your hand please.”

“S1, can you read the number two part?”

“He has blond and straight hair. Also, Ben likes

to wear comfortable and sporty clothes. He li

kes to eat spicy and sweet food just like me.”

MIC: Use handouts


S asks a Question

MI: Verbal-Linguistic, Interperson

al

“Great! Now can you ask one of the 3s to read

the third part? 3s, raise your hand, please!”

“S2, can you read number three part?”

“Ben and I like to play board games together.

We also go to watch basketball games together

very often.”

MIC: Use handouts


S asks a Question

MI: Verbal-Linguistic, Interperson

al

“Good! Now, this is how you have to write you

r group letter. S3, can you tell me what we hav

e to do now?”

“We have to write a letter in group for 5 minute

s.”

MIC: Use WB, gesture

CI: Comp. Check Summarize


Question Type: CD

“Great. Please go back to the keywords paper

with the picture. Now I would like you to open

the paper. (Show the paper sheet). S4, what do

you see on the other side?”

“I can see a picture and keywords.”

MIC: Use handouts

MI: Visual-Spatial

Question Type: OD

“Who do you think that is in the picture?” “It is Thomas.”

MIC: Use handouts

MI: Visual-Spatial

Question Type: CD

“Yes. Group B, who is your best friend?” “It is Beth.” CI: Asking and answering question

s Question Type: CD

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“That’s right. And Group C, who is your best f

riend? ” “It is Cindy.”

CI: Asking and answering question

s Question Type: CD

“Good. Now you still remember your numbers,

right? You can see the keywords for your num

ber. S5, what do you think you will do with the

keywords of your part?

“I think I have to make sentences.”

MIC: Use handouts

MI: Intrapersonal,

Mathematical-Logical

CLT: Develop Styles/strategies

Questions Type: CD

“Yes, can you ask S6 where to write the senten

ces?” “S6, where to write the sentences?”


MI: Interpersonal

“Let’s try to ask again. Repeat after me: Wher

e do I write the sentences?”

“Where do I write the sentences?”

“I think we have to write them on this paper (S

hows the paper).”

CI: Direct Error Correction

Solo Repetition

S speak from model

MI: Musical, Mathematical-Logica

l

“Yes, you have to write your sentences on the l

etter paper (Shows the paper). How much time

do you have, S1?”

“We have 5 minutes.” MIC: Rephrase, Use handouts

CI: Comp Check

Question Type: CD

“Good! Let’s start! (Students write a letter in group) CI: Group work

MI: Intrapersonal, Interpersonal

“Okay. You should be done with your group’s l

etter now. This is what you have to do next. S

7, what do you have to do next? ”

“We have to correct mistakes in group for 2 mi

nutes and read to the class.”


MIC: Use WB, Preview


Question Type: CD

13


“Yes. You are going to see if there are any mist

akes in the letter and try to fix them together in

your group. S8, how long do you correct mist

akes?”

“We correct mistakes for 2 minutes.”

MIC: Rephrase

CI: Comp Check

Question Type: CD

“Good! Correct mistakes for 2 minutes and get

ready to read the letter to everyone!” (Students revise the letter in groups.)

CI: Group Work

MI: Interpersonal,

Mathematical-Logical


Authentic Context

“Okay, are you ready to read your letter? I wa

nt everyone from the group to come up and rea

d the letter together. Let’s have Group A first.”

(Group A, B, and C read the letter to the class).

MIC: Preview


CLT: Communicative Competence

“We listened to all of the letters. I have 3 pictu

res of those best friends on the board. Can so

meone put these pictures on the right place?”

(One student comes up to rearrange the picture

s.)

MIC: Use visual

MI: Bodily-Kinesthetic,

Visual-Spatial

“Very well. Please remember how to write a le

tter and think about your best friend. Next tim

e, you are going to write a letter about your bes

t friend.”

“Yes.”

MIC: Preview

CI: Model

CLT: Develop styles/strategies

14

15

16

23

24

TThhiiss iiss MMyy BBeesstt FFrriieenndd

WWhhoo is Jenny?

WWhere did Lucy go?

WWhhaatt did Lucy and Jenny do t

ogether?

HHow did the game end?

WWhheenn can they play the game

again?

WWhhyy ddiidd LLuuccyy tthhiinnkk aabboouutt ffiinnddii

nngg tthhee pprriinncceessss ffaasstteerr??

29

30

31

32

TThhiiss iiss MMyy BBeesstt FFrriieenndd

WWhhoo is Jenny?

WWhere did Lucy go?

WWhhaatt did Lucy and Jenny do t

ogether?

HHow did the game end?

WWhheenn can they play the game

again?

WWhhyy ddiidd LLuuccyy tthhiinnkk aabboouutt ffiinnddii

nngg tthhee pprriinncceessss ffaasstteerr??

25

Sookmyung Women’s University, Cheongpa-dong 2-ga,

Yongsan-gu, Seoul, Korea June 8th, 2012

Dear G7 classmates, Hi! How are you? Today I am writing a letter to be your friend. I want to first tell you about my best friend. 1 My best friend’s name is Ben. He is tall and he likes to play basketball.

He likes to go to the basketball court when he has time. 2 He has blond and straight hair. Also, Ben likes to wear comfortable and sporty clothes.

He likes to eat spicy and sweet food just like me. 3 Ben and I like to play board games together.

We also go to watch basketball games together very often. This is about my best friend Ben. I wonder how you are like. I hope you want to be my friend just like my best friend Ben. I am looking forward to your letter. Take care! Best Wishes, Jinna

Sookmyung Women’s University,

Cheongpa-dong 2-ga, Yongsan-gu, Seoul, Korea

June 8th, 2012 Dear G7 classmates, Hi! How are you? Today I am writing a letter to be your friend. I want to first tell you about my best friend. 1

2

3

This is about my best friend . I wonder how you are like. I hope you want to be my friend just like my best friend . I am looking forward to your letter. Take care! Best Wishes, Group members

26

JJiinnnnaa

1 tall /play basketball. / go / basketball court.

2 blond / straight hair. / wear / comfortable / sporty clothes. /

eat / spicy / sweet food.

3 play board games together. / go / watch basketball games /

often.

GGrroouupp AA

1 skinny /play soccer. / go / soccer field

2 black / straight hair. / wear / soccer uniform. / eat /

vegetables / healthy food.

3 play soccer together. / go / watch movies / sometimes.

This is

my best

friend

Ben.

This is

my best

friend

Thomas.

27

JJiinnnnaa





often.

GGrroouupp BB

1 pretty /paint pictures. / go / museums.

2 brown / long hair. / wear / bright clothes. / eat / noodles /

fruit.

3 play card games together. / go / playground / often.

This is

my best

friend

Beth.

This is

my best

friend

Ben.

28

JJiinnnnaa





often.

GGrroouupp CC

1 cute /read books. / go / the library.

2 brown / curly hair. / wear / beautiful dresses. / eat / candy

/ chocolate.

3 play hide-and-seek together. / go / her house / everyday.

This is

my best

friend

Ben.

This is

my best

friend

Cindy.

32

WWrite a friendly letter to your pen pal about your best friend

to ask if your pen pal also wants to be your friend.

Do not forget to write in a letter format we have learned together in

class!

33

Source List

SMU TESOL(2012), Methodology Ⅰ&Ⅱ Practicum

Royal Free Stock Photos

(http://www.123rf.com/photo_8121850_portrait-of-a-small-boy-football-player-balancing-

the-soccer-ball-on-his-head-against-white-backgrou.html)

The Sabins.com

(http://thesabins.com/2008/04/page/2/)

The World’s Stock Photo Library

(http://www.inmagine.com/bxsi027/bxp251044-photo)

Shutterstock

(http://www.shutterstock.com/pic-95378320/stock-photo-beautiful-girl-with-a-book.html)

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(http://zinkworx.photoshelter.com/image/I0000ab17.XNPMes)

JULIAN & Co.

(http://grosgrainfabulous.blogspot.kr/2010_01_01_archive.html)

Web Blog: English in Jerez

(http://englishayamonte.blogspot.kr/2010_11_01_archive.html)

Clipart Pal

(http://www.clipartpal.com/clipart_pd/education/paper1.html)

Superstock

(http://www.superstock.com/stock-photos-images/1491R-1077628)

Yahoo Flickr

(http://www.flickr.com/photos/akeu/4372732005/)

http://www.123rf.com/photo_8121850_portrait-of-a-small-boy-football-player-balancing-the-soccer-ball-on-his-head-against-white-backgrou.html

http://www.123rf.com/photo_8121850_portrait-of-a-small-boy-football-player-balancing-the-soccer-ball-on-his-head-against-white-backgrou.html

http://thesabins.com/2008/04/page/2/

http://www.inmagine.com/bxsi027/bxp251044-photo

http://www.shutterstock.com/pic-95378320/stock-photo-beautiful-girl-with-a-book.html

http://zinkworx.photoshelter.com/image/I0000ab17.XNPMes

http://grosgrainfabulous.blogspot.kr/2010_01_01_archive.html

http://englishayamonte.blogspot.kr/2010_11_01_archive.html

http://www.clipartpal.com/clipart_pd/education/paper1.html

http://www.superstock.com/stock-photos-images/1491R-1077628

http://www.flickr.com/photos/akeu/4372732005/

Documents

The SMU-TESOL Unit Plan Template