Creating Your Own JHS Lesson Aims: 1) With the pictures shown on the PPT slides and sentences read by the teacher, students are able to match the vocabulary words with the corresponding pictures correctly. 2) With pictures of six famous tourist spots and their English describtion, students working in groups of four are able to match them correctly in the form of cards. Materials

Having Fun Learning English in Taichung

Grade

8th graders and above, Skype English and Cultural Exchange Club

Time

90 minutes

Date

3) Working collaboratively on the mini white boards, students are able to list as many features regarding how to describe a tourist as possible. 4)With the audio file and the article about the National Museum of Natural Science, students are able to use their listening comprehension and fill in the blanks correctly. 5)With the marked sentences from the dialogue, students work collaboratively to identify which technique to describe a tourist spot has been used and are able to justify their choices with a valid reason.

Procedure

Task Pre task 1

Procedure Objective 1: With the pictures shown on the PPT slides and sentences read by the teacher, students are able to match the vocabulary words with the corresponding pictures correctly. Activity 1: Hammer It Assessment 1: Observation

Pre task 2

Objective 2: With pictures of six famous tourist spots, their names, and their English describtion, students working in groups of four are able to match them correctly in the form of cards.

Time (min)

Activity 2: Matching Assessment 2: Observation, Check List Pre task 3

Objective3: With the teacher’s demonstration of how to introduce Kuang Ming Junior High School, students work collaboratively on the mini white boards and are able to list as many features regarding how to describe a tourist as possible. Activity3: Brainstorming Assessment 3: Observation, Check List

Main task 1

Objective 4: With the audio file and the article about the National Museum of Natural Science, students are able to use their listening comprehension and fill in the blanks correctly. Activity4: Information Gap Assessment 4: Observation, Check List

Main task 2

Objective 5: With the marked sentences from the dialogue, students work collaboratively to identify which technique to describe a tourist spot has been used and are able to justify their choices with a valid reason. Activity 5: Classifying Assessment 5: Observation, Check List

Post task

Objective 6: With the two controlled and freer writing worksheets, students are able to choose any popular tourist spot and use English to describe it, with the five key elements included. Activity 6: Paragraph Writing Assessment 6: Check List, Rubrics for Paragraph Writing

Differentiation Pre Task - Tasks for fast finishers When doing Activity 2, high achievers match pictures of six famous tourist spots with their English description correctly in the form of cards. - Support for weaker learners When doing Activity 2, low achievers match pictures of six famous tourist spots with their English names correctly in the form of cards. - Challenge for stronger learners In addition when doing Activity 2, stronger learners have to list as many features as possible according to the teacher’s demonstration of Kuang Ming Junior High. Main Task - Tasks for fast finishers When doing Activity 4 with differentiated worksheets, high achievers have to fill in the blanks with correct answers according to the listening material. When doing Activity 5 with differentiated worksheets, high achievers have to classify the marked sentences with the 5 techniques. - Support for weaker learners When doing Activity 4 with differentiated worksheets, low achievers only have to choose the correct answers according to the listening material. When doing Activity 5 with differentiated worksheets, low achievers only have to identify whether the marked sentence matches the technique provided by the teacher.. - Challenge for stronger learners In addition when doing Activity5, stronger learners use any of the 5 techniques to describe Feng Chia Night Market.

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Relationship to learning styles

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Pre Tasks

Main Task

Post Task

Tasks 1. Hammer It 2. Matching 3. Brainstroming 1. Information Gap

Learning Styles Visual, auditory, and kinesthetic visual Visual and auditory Visual and auditory

2. Classifying

Visual

Paragraph Writing

Visual

- Sample differentiated materials Please see the attached file of the differentiated Pre Task worksheets. - Extra notes This course is aimed at demonstrating how incorporating intriguing learning materials, including an highly interactive APP using augmented reality, can help motivate students to use English and learn how to describe a popular tourist spot in Taichung as well. With a variety of tasks, students will be able to comprehend the key elements of describing a popular place, including history, location, characteristics, activities, and feelings, so that they can create a paragraph to introduce any assigned tourist attraction collaboratively.