Lesson Title: Bright Lights, Big City
Introduction: This video enhanced lesson focuses on the differences between city life and country life and considers the causes, effects and personal implications of immigration.
Content Area and Grade or Age Level of Students: This lesson is targeted at university aged second language learners but could be adapted to language learners of an intermediate level at middle or high school.
Objectives: Students will be more proficient discussing the differences between two topics. This will include learning vocabulary associated with compare and contrast as well as reviewing accurate usage of comparatives and superlatives.
Additionally, students will discuss immigration and create a list of ways to help immigrants to Korea, assimilate into Korean culture.
Relative Advantage: By incorporating video into this lesson plan, ss will be able to quickly visualize the topic. They will also see authentic situation and testimony regarding immigration and cultural adaptation. The speech speed is slow enough to be understood, yet fast enough to require careful listening. These videos will help student's listening and comprehension skills.
AECT Standards:
1.1 Instructional Systems Design
1.3 Instructional Strategies
2.3 Computer-Based Technologies
3.1 Media Utilization
Timeline: One, two hour class.
Materials: Quick Smart English student book unit 2. Two YouTube videos, an assortment of personal photos, Teacher’s Domain: American Stories: Teens and Immigration: Two immigrant video stories.
Grouping Strategies: No computer grouping. Videos will be shown to entire class.
Learning Activities:
Hour 1
Students will first write one adjective regarding the word ‘country’. They will write this word on a small strip of paper and put the paper in a box. The teacher will then ask volunteers to take a strip from the box and agree or disagree with the word they select and explain why. Teacher will write the words on the board. Students will then watch one minute of ‘Billings Montana’ video. Any new adjectives discovered can be added to the list. Give one or two minutes to drum up new words.
Students will then discuss ‘The Big Question: Is life better in the city?” for 5-7 minutes and make a list of reasons for and against. Quickly elicit reasons and write on board.
Complete page 12, #2, A/B
Show video of San Francisco and add new words to adjective list on board.
Compare and contrast lesson with ppt. Do the activities in the ppt.
Reading: Scanning
Scan the two texts and answer B: 1-3
Do C and D
Discussion: pg 13, B/C in groups of 3
Students should take notes as they discuss the two questions. After small group discussion, the teacher will elicit reasons and start a Venn diagram on ReadWriteThink.org. (This will lead to their homework and should be printed and handed out during class once finished.)
Hour 2:
Write ‘immigration’ on the board. Elicit responses.
Complete page 14, A and B 1,2
Show video of Luincys. Ask students prepared comprehension questions and allow time to discuss.
Show video of Michael. Ask students prepared comprehension questions and allow time to discuss.
Wrap up discussion and assign homework.
Assessment: Students will submit an essay on city life/country life or immigration and display a competency of using compare and contrast language. Alternatively, students can prepare a 3 minute micro presentation regarding some aspect of the lesson. This is a non graded assignment.
References:
Boardman, C.A. & Frydenberg, J. (2008). Writing to Communicate 2. New York: Pearson Education.
Wilson, K. & Tomalin, M. (2006) Quick Smart English. London: Bookmead English Language Teaching.
Student Page
Introduction: This video enhanced lesson focuses on the differences between city life and country life and considers the causes, effects and personal implications of immigration.
Content Area and Grade or Age Level of Students: This lesson is targeted at university aged second language learners but could be adapted to language learners of an intermediate level at middle or high school.
Objectives: Students will be more proficient discussing the differences between two topics. This will include learning vocabulary associated with compare and contrast as well as reviewing accurate usage of comparatives and superlatives.
Additionally, students will discuss immigration and create a list of ways to help immigrants to Korea, assimilate into Korean culture.
Relative Advantage: By incorporating video into this lesson plan, ss will be able to quickly visualize the topic. They will also see authentic situation and testimony regarding immigration and cultural adaptation. The speech speed is slow enough to be understood, yet fast enough to require careful listening. These videos will help student's listening and comprehension skills.
AECT Standards:
1.1 Instructional Systems Design
1.3 Instructional Strategies
2.3 Computer-Based Technologies
3.1 Media Utilization
Timeline: One, two hour class.
Materials: Quick Smart English student book unit 2. Two YouTube videos, an assortment of personal photos, Teacher’s Domain: American Stories: Teens and Immigration: Two immigrant video stories.
Grouping Strategies: No computer grouping. Videos will be shown to entire class.
Learning Activities:
Hour 1
Students will first write one adjective regarding the word ‘country’. They will write this word on a small strip of paper and put the paper in a box. The teacher will then ask volunteers to take a strip from the box and agree or disagree with the word they select and explain why. Teacher will write the words on the board. Students will then watch one minute of ‘Billings Montana’ video. Any new adjectives discovered can be added to the list. Give one or two minutes to drum up new words.
Students will then discuss ‘The Big Question: Is life better in the city?” for 5-7 minutes and make a list of reasons for and against. Quickly elicit reasons and write on board.
Complete page 12, #2, A/B
Show video of San Francisco and add new words to adjective list on board.
Compare and contrast lesson with ppt. Do the activities in the ppt.
Reading: Scanning
Scan the two texts and answer B: 1-3
Do C and D
Discussion: pg 13, B/C in groups of 3
Students should take notes as they discuss the two questions. After small group discussion, the teacher will elicit reasons and start a Venn diagram on ReadWriteThink.org. (This will lead to their homework and should be printed and handed out during class once finished.)
Hour 2:
Write ‘immigration’ on the board. Elicit responses.
Complete page 14, A and B 1,2
Show video of Luincys. Ask students prepared comprehension questions and allow time to discuss.
Show video of Michael. Ask students prepared comprehension questions and allow time to discuss.
Wrap up discussion and assign homework.
Assessment: Students will submit an essay on city life/country life or immigration and display a competency of using compare and contrast language. Alternatively, students can prepare a 3 minute micro presentation regarding some aspect of the lesson. This is a non graded assignment.
References:
Boardman, C.A. & Frydenberg, J. (2008). Writing to Communicate 2. New York: Pearson Education.
Wilson, K. & Tomalin, M. (2006) Quick Smart English. London: Bookmead English Language Teaching.
Student Page