Writing Lesson Plan

Writing Lesson Plan

Conditional Clauses

Teacher: Kazumi KitagawaDate of Presentation:November 14, 1996Proficiency Level: Intermediate/College LevelEstimated Time of Lesson: 10-15 minutes

Objective:

Students will be able to ask and answer conditional questions with their imagination and creativity.

Students will be able to practice their dictation skills.

Students will successfully write a paragraph by using the conditional sentences (homework).

Materials Needed:

an overhead of example of sentences two different colored slips of paper

Learning/Teaching Activities:

Review and warm-up

I will ask the students the meaning of if, and the meaning of the sentence containing the word of if. I will make sure that they know that if indicates condition.

Presentation in context

I will introduce some sentences that have the following structures, "S would V.... if S V (past)" or "If S V (past), I would V..." (If clause can come before or after). I will ask the students what these introduced sentences have in common (if, would, past tense). I will ask them to change these sentences into informational questions: "What would S do if S V (past)."

Focused practice

I will give them three conditional questions and have them write their responses.What would you do if you were the only human being alive on earth?What would you do if there was no electricity available?What would you do if you woke up one morning to find out that your gender had changed?I will ask volunteers to share their responses to these questions.

Assignment:

For the next class period, write a paragraph on an abstract idea giving examples from at least three levels on the ladder. Follow the model on beauty from your class notes today.

Communicative activity/Application

The students will pair up with neighbors. One will write a question on a slip of yellow paper, starting with "What would you do if...?" The other, without knowing the question of his or her partner, will write a sentence starting with "I would+verb" on a slip of blue paper. All question slips will be collected in a bag, and all answer slips collected in another bag. A pair of students will come to the front of the classroom. After a person picks one question slip and one answer slip from each bag, s/he reads these sentences aloud for the partner who will have to write them on the board. The partner then takes a turn.

Communicative Activity:

The students will pair up with neighbors. One will write a question on a slip of yellow paper, starting with "What would you do if...?" The other will write a corresponding sentence starting with "I would+verb," responding to the question of his or her partner on a slip of blue paper. They take turns: one writes an answer to the question which the other writes. All question slips will be collected in a bag, and all answer slips collected in another bag. A pair of students will come to the front of the classroom. After a person picks one question slip and one answer slip from each bag, s/he reads these sentences aloud for the partner who will have to write them on the board. The partner then takes a turn.

Contingency plan:

If there is not enough time left, anyone can pick up the slips from the two bags and read aloud for the class, instead of having each pair come in front of the classroom.

Self-Evaluation:

I think students mastered the pattern well and were able to actually use it. Because I spent enough time on the structural aspect and gave them enough examples. Many of them said that these example sentences were helpful and interesting. They also said that the lesson was a good combination of grammar and writing skills. The weakness of my lesson today was that I basically ran out of time because I spent more time on the first part of my lesson. As a result, all of them did not have an opportunity to practice one of the objectives, dictation. I also admit that my instruction for communicative activity was not clear enough. Many of the students did not know exactly what to do.

As I said, I spent more time on presentation and focus practice than I had planned. I wanted to give students an adequate explanation on the pattern. Today, almost all of my students were native speakers of English, so they did not need as much of explanation or examples. However, in the real situation where none of the students is a native speaker of English, I may have to spend even more time on explanation and practice.

Another reason that I ran out of time was that I had too many objectives for a ten minute lesson. Many of the students wrote on the evaluation forms that they liked the activity. They thought it was fun and interesting because there was interaction with others. I was happy to hear that, but I should have spent more time on it. Some of the them suggested that I should not have them write the sentences on the board. Instead, I should have one person in a group read (which I had in my contingency plan). I thought that was a good suggestion, but for writing purpose, I would still keep the dictation practice.

As a whole, I learned a lot from this lesson especially on time management. I will pay more attention to it next time.

*I made a single change on the communicative activity to make it easier for students.

Speaking Lesson Plan

"Beauty and the Beast" (and other fairy tales)

Teacher: Allison McMurtreyDate: October 24, 1996 Time: One or two full class periods however long they may beIntended Age and Level: Adolesents - Adults; Intermediate-Advanced Students must be made aware that this assignment is not just a silly children's fairy tale but an important part of the culture that adults can enjoy as much as children.

Objective:

Give the students opportunities to practice speaking in a meaningful context.

Materials Needed:

Beauty and the Beastly Children by Michael O. Tunnell

Warm-Up: Relate the generic version of the story of Beauty and the Beast. Preferrably have

one of the students relate the story if possible with correcting as needed. Read Beauty and the Beastly Children as a group. Each student should take a

turn reading a portion of the story aloud. Discuss the plot as a class so all students understand.

Activity:

Split them pairs or groups of three. Assign them to create the next chapter to the story as Tunnell had done. (If you want to, allow them to choose any fairy tale they wish to add to.) They must discuss their ideas and the whole group must agree on their new plot; one member should not be allowed to dominate the discussion or the lesson objectives will fail. This activity can be written or completely oral.

Alternate Activity:

Rather than writing the next chapter of the story, allow them to rewrite the ending. (i.e. Cinderella marries the footman rather than Prince Charming.) The stories can be silly,

serious, cute whatever the group decides. The teacher should circulate and help the groups as needed, keeping them on- task, providing vocabulary, etc.

Have a representative from each group tell their version of what happened next. If they have chosen another story, make sure the spokesman gives enough background on their choice that the story makes sense to the rest of the class.

Alternate Activity:

If the enthusiasm of the class and/or teacher is sufficient and there is enough time, the students can act out their versions in mini-dramas rather than just reading them to give more class members the opportunities to speak. If you have the class go over one period, you can allow them to bring in props, etc.

Review:

Ask for opinions on how they liked the stories. Have them comment on the problems they encountered while doing the group discussion and how they solved those problems.

Self-Evaluation:

I think this lesson would go very well. Everyone else in my group seemed fairly interested, and I have used this type of activity in classes before (not this one), and it worked well. I got virtually no feedback on the plan beyond "That sounds interesting,"

but what I got is reflected in the final draft I handed in. Its crux is that the students must realize that it is not only children's material; if that point fails to sink in, the whole activity

may fail. That could lead to some trouble but only if the set-up is done wrong. This is very definitely an intermediate to advanced lesson, and so it does not focus on any

particular pronunciation or syllabic point. I do not believe that is necessary in all speaking classes, just like not all speaking classes should be devoted to pure original

creation. I like the fact that this activity focuses on speech production with a reasonable goal to achieve. However, since I have never actually taught this in front of a class, I

cannot know for certain if it would succeed.

Speaking Lesson Plan

Asking questions for clarification andsummarizing others' stories

Teacher: Susan Sheppard Age level: AdultDate: October 23, 1996Lesson Plan: Oral CommunicationProficiency Level : intermediateTime: 50 minutes

Objectives:

Terminal: Students will be able to generate authentic language in meaningful situations.

Enabling:

Students will be able to ask questions for clarification

Students will be able to summarize and explain

stories produced by other class members.

Materials:

Many pictures-each of the pictures represents a topic/theme.

Warm-up: (5-8mins)

Ask the students if: their friends have told them any stories lately. they remember stories their parents told them of their parents' childhood.

Ask the students:Who would like to share this story with us? One of the students will share a story. If there are no responses to this request, the teacher will share a short story.

Introduction:(2 mins)

Ask the students: Who likes to listen to stories? (They respond by a show of hands)Ask the students: Who likes to tell stories? (They respond by a show of hands)The teacher explains to the students that this is what they will be doing today.

Explanation: (5 mins)

Today you will work in groups of two. The teacher will organize the students into pairs. Each group will choose a topic and a picture that matches their topic. The topics include:

School Work

Childhood

Birth

Marriage

Travel

Family

Weekend plans

Sports

Teaching: (30-35 mins)

One of the group members will begin by sharing a story about the topic with the other group member. The student sharing the story will have about ten minutes to share it. The students will begin by telling how their story is similar or different to the picture. The listener will ask questions to check their understanding of the story. The types of questions to be used are wh-questions (they studied this in grammar class yesterday). The questions may be asked at the beginning of the practice or at the end. After the first person has finished sharing their story the listener will summarize and explain the story to the group next to them. This student has five minutes to summarize and explain their partnersí story. Then, they will switch and the member who listened and explained the story will share a story.

Evaluation:

Teacher will circulate among the groups monitoring their communication in an informal way, providing assistance when asked to.

Self Evaluation:

After discussing this lesson plan with class members I realized I needed to make minor adjustments to it. Instead of having a few pictures available for discussion purposes, I will have a wide variety of picures for the students to use. The students will choose the pictures, which provide a visual stimulus for the discussion. Additionally, the wh-questions will be asked by the students at the beginning or the end of the story. This enables the teacher and the students to check listening and comprehension skills. Depending on the proficiency level if the students, the teacher will give them time to make an outline of their story before sharing it. This will help them to feel more confident in the activity as well as organizing their thoughts before telling their story to other class members.

This Week's Topic

Improving Your Listening SkillsListening to your students is as important as speaking to them. Students need to feel you hear their concerns and questions. This week’s tips focus on how to improve your listening skills.

This Week's Tips

Improve Your Listening Skills (Monday)To listen well, you need to pay attention to what is being said. This goes without saying, yet it is harder than it sounds. Drifting off while someone is speaking happens to all of us. Try these tips to help you listen better: Resist assuming you know what students are going to say. Let students completely finish speaking before you answer.

More Ways to Improve Your Listening Skills (Tuesday)Here are more tips on listening skills: Keep good eye contact with the student who is speaking and with the rest of the students to see their reactions. Be aware that you are hearing from your point of view. What the student is saying may not be what you are hearing. Listen carefully through distractions, such as other students in the hallway.

Additional Ways to Improve Your Listening Skills (Wednesday)Here are more tips on listening skills: While a student is speaking, use your body language to show you are listening. Restate what the student said. Pause before responding to give yourself time to think

about what the student said. If necessary, ask the student to come to a conclusion, and then paraphrase what was said.

Additional Listening Skills Tips (Thursday)Here are a few more ways you can better listen to your students: Focus on the content of what the student is saying, not the delivery. Avoid emotional involvement. Listen as objectively as possible. If you are distracted, bring yourself back to the student who is speaking. Ask yourself mental questions while listening. What key point is the student making? How does this relate to the material?

More Listening Skills Tips (Friday)When you are in front of a class, you are “on stage.” Students tend to judge the course by how well you present the material, and by how you react to students. At all times, you’ll want to give your best performance. To do so, follow these tips: Always be attentive and courteous. When students speak, listen, nod, and respond appropriately. Avoid upstaging students or answering before a student has finished speaking.

Lesson Plan

Thanksgiving

Teacher: Jenet Jacob

Background Information:

This lesson is directed towards 14-16 adult students living in an American environment. This lesson plan introduces students to the U.S. holiday of Thanksgiving. The lesson plan can be adapted to all ages and levels of English production ability, but in this form is prepared for intermediate level learners.

Needed Materials:

List of words associated with Thanksgiving: (e.g. Pilgrims, Mayflower, Family, Thanksgiving feast, Turkeys, Pie, Squash/Yams, Indians, Thankfulness/Gratitude.) Words which you feel may not be known or understood by the students.

Pilgrim hats, for both female and males and Indian feather representing Indians

A hat with a small pieces of paper (enough to allow each student to receive one), on which are written the words pilgrim, Indian, or Mayflower (1).

Pictures or posters representing Thanksgiving themes.

Picture of the Mayflower, if possible

Map of the world

Flags representing the U.S. (or a picture of Plymouth Rock) and England

Copy of the Thanksgiving guessing game in which letters of each of the above mentioned words are taken out. A small picture representing what is displayed lies next to the empty blanks allowing the student to understand what word they should put in the blank spaces.

Handout entitled, "Things I am thankful for", with a series of empty blanks underneath.����������

Objectives:1. Students will demonstrate their understanding of the origins of the Thanksgiving

celebration. 2. Students will recognize and be able to explain and define words associated with

Thanksgiving

3. Students will demonstrate use of sentences beginning with "I am thankful for..." which they should fill in with things they are thankful for.

4. Students will recognize the important themes surrounding Thanksgiving in American society today and how they relate to the celebration's historical origin.

Warm up/Review: (5 min)

As the students come into the classroom, have them draw a piece of paper from the hat. Tell them to just keep it. Ask the students to list all of the holidays which they have noticed are part of American culture. While they are brainstorming, list their responses up on the board. Ask the students why holidays come about and why they may be important. This aspect can be easily adapted according to the level of the student. This brainstorming will give the teacher a good foundation from which to explain the holiday and should be used to evaluate the student's understanding of U.S. holidays.

Introduction:: (5 min)

Take out a poster on which are written words associated with Thanksgiving (suggested list provided above). Tell them that today's class will be a presentation on this particular holiday. Explain that the list of words might include some that they are not familiar with. Explain to them that these will presented in the class period. Write the word Thanksgiving on the board. Divide the word into the two parts Thanks and Giving. Ask

the students to explain the meaning of these two words. Explain that this word has to do with the origin of the holiday.

Presentation: (5 min)

Reinforce for the student the importance of holidays as a reminder of� historical events closely associated to the culture. Explain that Thanksgiving is unique to U.S. American culture. It has historical roots that are very significant to U.S. origins. We cannot understand the holiday without understanding where it originated. Specifically ask a few of the students who have Pilgrim on their small paper to come to one side of the room. Do the same thing with a few of the Indians. Give the students on the Pilgrim side a representative of England either in poster or flag form. Give the students on the American side a representative of Plymouth Rock.

Begin by explaining the story of the first Thanksgiving. If needed use the story written for San Diego city schools. The students representing the Indians or Pilgrims should act out the information discussed in the story as it is being said aloud. Have one of the students hold the pictorial representation of the Mayflower. When it is time to cross the sea, have the students cross with you to the other side where the Indians are. Explain that they were some of the first Europeans to settle in this land. Here they worked very hard learning how to live on the land. It was very hard but they were free and could worship as they desired! If possible have students act out such behaviors as fishing, hunting, chopping wood, building houses or fires etc. Then explain that the Pilgrims felt so grateful that God had protected them that they decided to have a feast and invite their friends the Indians which had been so helpful to them. Have the students pretend they are bringing food to the feast. If possible have samples of food, such as a pumpkin etc., along with a picture of a turkey. And then this was the beginnings of Thanksgiving. Ask the students to sit down in their desks. Explain that the original Thanksgiving still has many of the same traditions. Thanksgiving is a time when families are together and when they partake of a wonderful feast in celebration of the blessings of God. This is a time of being together as a family, giving thanks, and eating food. Explain to the students some of the typical foods that we eat at Thanksgiving such as pies, turkey, yams, corn, etc. If possible have examples of these foods. Make sure that each of the particular words on the poster shown at the beginning have been explained well.

Evaluation:

Allow the students to demonstrate their understanding of the spelling and meanings of the words by writing them in the Thanksgiving guessing game spaces. Assist them as needed. Low intermediate students should be allowed to look at the poster which has the words written on them for assistance with spelling.

When this has been completed, tell the students that they must take time to express their thanks for certain things. Place a blank poster at the front of the room on which is written the words, "I am thankful for".� Have each student take a turn to come to the front of the room and say aloud these words then turn and write whatever they are

thankful for on the poster. By the end there should be a list of things on the poster from each individual student.

Allow the students an opportunity to write on paper something that they learned about the Thanksgiving holiday from the class. When all the students are finished have them take turns sharing what they have written on their paper.

Application:

Give each student the handout with the title, "Things I Am Thankful For", and assign them to have each of the blanks filled in with complete sentences by the next class period. If there is time in the next class period, allow the students to share what they have written down. Make sure that each student has the opportunity to experience Thanksgiving in an American home!

Self Evaluation:

The difficulty of presenting this lesson in ten minutes was something which I fear I was not entirely prepared for. Wow! As a result of trying to "pack it all in" I had difficulty in acting like the class was an ESL class. I had to speak to the class with language more advanced than the level of ESL students I would be presenting this lesson to and the pace of the presentation would have been very difficult for ESL students to follow. I know that had I been teaching ESL students I would have paid particular attention to cues indicating that they either understood, or did not understand what was going on. I think this an excellent lesson for teaching U.S. Culture, because it incorporates some of the foundational principles of American history. I enjoyed having the students act out the story of the Pilgrims, although it is difficult to tell right now how difficult this woud be for ESL students to do. I went back and forth between either telling them the story first, then having them act it out without my talking, or having me tell the story while they acted it out. These are adjustments that will have to be made once an accurate evaluation of the setting has been made.

I think the lesson to be well presented in the lesson plan as it incorporates all of the important elements of teaching. I also like that an incorporation of all of the communication skills: reading, writing, speaking, and listening are incorporated into the cultural experience. And I hope that along with this it would be enjoyable for the students as well.

Culture Lesson Plan

Halloween

Teacher's Name: Ru-yi Rebecca WangLearners' Age & Language Proficiency Level: low-intermediate 10th grade students in Taiwan

Objectives:

Students will understand the origin of Halloween and what people do at Halloween.

Students will have the opportunity to compare Halloween with Lantern Festival and Ghosts' Day in Taiwan.

Materials needed:

a door cover of Halloween a pumpkin basket

a video tape (teacher- produced)

a kid's costume, blank strips of paper

strips of paper with

information on them

TEACHING/LEARNING ACTIVITIES:

Warm-up/Introduction:

Hang a door cover and ask the students what they can see in it and (2 mins.) if they know what holiday it is in America.

Presentation:

1. Vocabulary in the door cover is introduced: witch, broomstick, spider, (25 mins.) ghost, pumpkin, black cat, bat, etc.

2. Explain what people do at Halloween. Introduce more vocabulary: costume, Jack-O'-Lantern, trick or treat, mask. Play the video tape which includes Halloween decorations, a little party at a pre-school, and kids' going trick-or-treating. Then have several students describe what they saw in the tape.

3. Have the students read the short paragraph in the textbook Ask if they have any new words. Explain those words. Then ask several comprehension questions about the paragraph. 4. Tell the students the origin of Halloween and All Saints' Day.

Practice:

1. Pair work of information gap. There are two pieces of informationó why (20 mins.) are there witches and how a Jack-O'-Lantern is made. Each one of the pair has one piece on a strip of paper and need to explain the information to his partner, who is going to write it down.

2. Have the students sing the song "Jack-O'-Lantern." If necessary, teach vocabulary, like "stride", "far and wide."

Homework:

Ask the students what holidays in Taiwan are similar to Halloween: Lantern (3 mins.) Festival and Ghosts' Day on the lunar calendar. Ask them to write a short paragraph for each and bring it next time.

The paragraph from the textbook: The last day of October is Halloween. It is a children's holiday. They enjoy wearing strange clothes and masks. In most parts of the United States, children visit their neighbors in the early evening. They are given a few pieces of candy. Some of the older children do not take candy but ask for a few pennies instead to give to the United Nations Children's Fund.

Two questions and answers for information gap: 1. Why are there witches? What symbols are associated with witches? Long ago in Britain, people used to go to wise old women called "witches" to learn about the future. They believed that these witches had the power to tell the future and to use magic words to protect people or change them. There were many beliefs about witches, who are now a symbol of Halloween. For example, people believed witches flew on broomsticks to big, secret meeting where they ate, sang, and danced. Black cats (bad ghosts) often accompanied them. Bats are witches' best friends. They don't like light.

2. How is a Jack-O'-Lantern made?(1) Buy a nice orange pumpkin.(2) Wash the pumpkin.

(3) Put newspapers on the table.(4) Cut a large hole around the top. Use a sharp knife. Be careful.(5) Take out the seeds.(6) Cut out eyes, a nose, and a mouth.(7) Put a candle in the pumpkin.(8) Put the top on. Turn off the lights. Now you have a Jack-O'-Lantern.

Culture Lesson Plan

Handshakes and Greetings in American Culture

Teaher: Karen BergendorfLevel: IntermediateAge: Adult ESL

Objectives:

Help students understand the meaning of greeting friends, acquaintances, strangers and family.

Help students understand the method of shaking hands as a greeting and when this greeting is appropriate.

Materials:

Video of handshakes and greetings Pictures of people shaking hands

Culture assimilators

Ethnographic Observation

Learning/Teaching Activities:

DAY ONE:

WARM-UP:

<< THERE ARE MANY DIFFERENT WAYS OF GREETING PEOPLE ON THE STREETS OR EVEN IN A HOME OR BUSINESS SETTING. I KNOW EVERY CULTURE AND COUNTRY HAS MANY WAYS. THIS IS TRUE IN AMERICA ALSO. >>

Have the students give several ways they greet people they know on the street. Have them give examples of friends, casual acquaintances, family members, business associates. Write their suggestions on the board.

PRESENTATION: ACTIVITY:

1.<< I WOULD LIKE GO SHOW YOU SOME EXAMPLES FROM AMERICAN CULTURE. YOU WILL BE WATCHING SOME SHORT CLIPS OF MEN AND WOMEN GREETING IN DIFFERENT ENCOUNTERS. PLEASE MAKE NOTE OF ONE WAY MEN GREET OTHER MEN AND THE WAY MEN GREET WOMEN AS YOU WATCH THE FOLLOWING VIDEO. >>

Show the students the video with different forms of greeting shown.Handshakes and Greetings: Page Two

2.<< AS YOU CAN SEE FROM THESE CLIPS, THE MOST COMMON AND POLITE FORM OF GREETING IN AMERICA IS SHAKING HANDS. YOU SAW MEN SHAKING HANDS WITH MEN AND WOMEN, AND WOMEN SHAKING HANDS WITH OTHER WOMEN. WHAT ARE SOME OTHER MANNERS OF GREETING THAT YOU SAW? >>

(Patting on back, lightly hitting shoulders, just nodding, hugging.)

But it is important for us to see a difference when each of these forms of greetings would be appropriate. Though these situations may seem similar to you, there are some differences to learn about when each is the best way.

CULTURE ASSIMILATOR

Pass out cultural assimilator to students. Have students read the assimilator. Then review their answers and discuss the correct answer.

HANDSHAKES USING PICTURES

4. << THE HANDSHAKE IS USED MOST OFTEN IS CASUAL GREETINGS ON THE STREET, IN THE MARKET, AT CHURCH: (SHOW PICTURES OF THESE EXAMPLES AS YOU TELL ABOUT THEM)

a. Children do not usually shake hands at all. An adult may offer to shake a child's hand. This is a way of teaching them the custom and a way for the child to feel more grown up.

b. Older teenage boys would most likely not shake hands. If they do touch at all, they usually hit each other lightly on the arm or shoulder as if they fighting or boxing. They may lightly slap each other on the back of the shoulder.

Young teenage boys might also do a handslap if they are friends.

c. Teenage girls would most likely not shake hands. They may hug lightly if they are good friends. But most likely they just use a verbal greeting.

d. Adults almost always shake hands when they meet in any setting. Men shake hands with men. Men can also shake hands with women. The woman should extend her hand first to signal to the man it is acceptable to shake hands. Women may hug a good friend if meeting on the street, but they may also just use a verbal greeting.

e. Men and women also may shake hands again when they depart as final gesture. Handshakes and Greetings: Page Three

f. Hugging: Men don't hug each other, even if they are good friends. There may be exceptions if the men are extremely good friends and they haven't seen each other in a long period of time. Male relatives may hug, but it usually a very brief hug. Men should not hug women they don't know. That is considered in bad tasteand awkward for all parties.

Women may hug women friends they know well or are especially happy to see. Women would be more likely to hug female relatives then men would male relatives.

5. << THE HANDSHAKE IS ALWAYS USED IN BUSINESS GREETINGS: (SHOW PICTURES OF THESE EXAMPLES AS YOU TELL ABOUT THEM)

a. Men and women all shake hands as a sign of welcome, trust, and open business relationship.

b. Women also shake hands with other women in a business setting (more then they would in a causal setting).

c. It is considered polite to shake hands at the end of a business meeting or interview as the host and guest depart company. This signifies agreement of the content of the meeting or an opening for future negotiations.

d. There is NO HUGGING in a business meeting setting of men or women.

6.<< THE HANDSHAKE IS ALWAYS USED POLITICAL OR OFFICIAL MEETING: (SHOW PICTURES OF THESE EXAMPLES AS YOU TELL ABOUT THEM) >>

a. The host always offers his hand first as a sign of welcome and peace. Even if the parties are divided in political views, they will shake hands.

b. The American custom is for one hand to be used. If a second hand is used, this would be a sign of extra sincerity and hope for a good outcome of negotiations.

c. If it is a debate or political meeting the handshake can be taken as a sign of harmonious negotiations, a calling of truce. It can signal offer of peace "for the moment." It can also be a sign for hope of reconciliation.

d. When the meeting is concluded a handshake can signal agreement, or thanking the guest for coming. It can also signal a hope for a good journey.

Handshakes and Greetings: Page Four

ACTIVITY

<< ON OCTOBER 1ST THERE WAS AN HISTORICAL MEETING HELD IN WASHINGTON INCLUDING ISRAELI PRIME MINISTER BENJAMIN NETANYAHU, PALESTINIAN LEADER YASIR ARAFAT, JORDAN'S KING HUSSEIN AND US PRESIDENT BILL CLINTON. THERE WERE THERE TO TRY TO NEGOTIATE PEACE IN JERUSALEM BETWEEN THE ISRAELI PEOPLE AND PALESTINIAN PEOPLE. THE FOLLOWING ONE OF THE STORIES THAT AIRED ON THE NEWS AS THEIR MEETINGS ENDED. >>

"At a White House news conference, Prime Minister Netanyahu, Chairman Arafat and King Hussein sat silently on stage. Outside as the three visitors prepared to depart one by one, a powerful image as Netanyahu reached for Arafat's hand, shook it hard, then doubled his grip. Netanyahu had given up nothing and from his point of view the meeting was a success."

(Show video or picture if video is not available.)

<< WHAT IS THE SIGNIFICANCE OF THE TWO HANDED HANDSHAKE BY THE TWO POLITICAL LEADERS? >>

ACTIVITY:

1.<< IT IS IMPORTANT TO KNOW HOW TO SHAKE HANDS. >>

a.Dish rag: just hold your hand out; put no strength into it. (If men or women use this method they are perceived as weak or that they don't know how to shake hands. It would not be appropriate in business or personal setting.) b.Fingers only: keep your fingers close together and put them out just slightly. (Women might use this method more than men. It is still not the proper method of shaking hands if you want to be taken seriously or sincerely.)

c.Water pump: grab the other person's hand firmly and pump hard several times. (This method is too aggressive. If you should happen to hold the hand too firmly the person would not be happy. You should not pump the hand too hard or too long either!)

d.Proper: Extend your hand vertically until you clasp the other person's hand fully. Give 1 or 2 short firm pumps and then drop your hand. Do not keep holding the other hand. (You would use this form of shaking hands in all situations. In business or political settings you might hold the hand slightly long and use a bit more force in the shake.)

ACTIVITY

1.<< AS HOMEWORK FOR TONIGHT, I WOULD LIKE TO HAVE YOU GO TO THE MALL, A SCHOOL, OFFICE BUILDING OR STORE. SIT OR STAND FOR AT LEAST 15 MINUTES AND OBSERVE. READ THE ASSIGNMENT SHEET AND BE PREPARED TO SHARE YOU FINDINGS WITH THE CLASS.

Handshakes and Greetings: Page Five

DAY TWO:

ACTIVITY

1.Allow the students time to share the results of their observations. Discuss their findings.

2.Allow for further practice of shaking hands.

CULTURE ASSIMILATOR

Susan, an American college student, was walking on campus with a new exchange student Ramon from Italy. He had been staying with her family for a few weeks before

school got started and he had gotten to know her family quite well. She was walking him around the school to show him the classroom buildings. As they passed male and female students on campus, she would occasionally say hello to them as they passed. Ramon finally commented "You know many people at this school." Susan said she didn't really know many people which confused Ramon since she had greeted so many people. "I just like being friendly," she added.

Then Susan happened to run into a close girlfriend whom she hadn't seen in several months. They called excitedly to each other and then hugged. Susan introduced her girlfriend Larraine to Ramon, and explained that Ramon was a new student in the US. Larraine extended her hand and said, "Nice to meet you."

After a brief conversation the three parted. A short time later, Susan and Ramon ran into Susan's brother Andy who was also on campus with a group of his guy friends. Ramon and Andy knew each other quite well by now and got along very well. As soon as Ramon saw Andy he also excitedly called hello and grabbed Andy to hug him. Andy, stunned, pulled away and laughed nervously. Andy's friends laughed and teased Andy about his new "friend." Embarrassed, Andy quickly departed. Ramon obviously noticed Andy's embarrassment but also was deeply hurt by Andy's actions of rejection. He knew he had caused an embarrassment, but he didn't quite know why Andy treated him this way. He had just watched Susan and her girlfriend hug when they greeted and assumed the Italian custom of hugging a friend to be acceptable here.

1. Andy doesn't really like Ramon but has just been polite these last few weeks since Ramon is new to the US.

2.Ramon doesn't know that it not an American custom for male acquaintances to hug in public. It is the custom for men to shake hands. Since hugging is generally used only for some male relatives to greet, men might be thought to be odd or too friendly if they display such greetings in public. That is the reason Andy's friends teased him and why Andy acted embarrassed.

3.It is impolite in America to hug a male acquaintance when other male friends are present. This causes jealousy among the friends. The American male must instigate the hugging of any foreign male friend or guest.

4.It is an American custom for brothers and sisters to hug and greet each other before acknowledging other friends. Ramon should have waited for Andy and his sister to hug first and for Andy to introduce Susan to his friends.

CULTURE ASSIMILATORAnswers

1.This is probably not true at all. If Andy has been polite to Ramon at home, he probably does like Ramon. There is no reason to believe this would be true. Sorry, try another answer.

2.It is true that most men in America do not hug when they meet each other in passing or in business meetings. It is acceptable and appropriate for two men, in any circumstance and at any level of acquaintance, to shake hands instead. Even many male relatives do not hug in public (or in private). That is usually a sign of affection and not just of acquaintance. Some people might suspect that two men that showed such affection in public might be homosexuals, and this is probably why Andy's friends laughed and teased him. It is completely acceptable for women to hug as a greeting and it is not thought to have a sexual connotation. This is the correct answer.

3.Since it is not considered appropriate for male acquaintances or friends to hug, especially in public, this answer is not correct. American men usually don't hug a male friend, foreign or domestic!

4.American brothers and sister often hug in public. But it is not required that they greet before others can greet either one of them. This is also the wrong answer. Try again.

SHAKING HANDSETHNOGRAPHIC OBSERVATION ASSIGNMENT

Go to the mall, an office building, store or stay at your school. Sit or stand for at least 15 minutes and observe people coming and going.

1.Name the place from which you are observing. Describe the surroundings. Tell what time of day you are observing.

2.Observe the people as they are walking and talking together. But mainly watch how people greet each other as they pass or meet. Specifically note the following things: (You may note if they touch in some way (hugging, handshaking), if they wave as a greeting, or if they just talk.)

a.How do adult men greet other adult men?

b.How do adult men greet adult women?

c.How do adult men greet younger people (teenagers or children)?

d.How do adult women greet other women?

e.How do adult women greet younger people (teenagers or children)?

f.How do teenaged boys greet each other?

g.How do teenaged boys greet teenaged girls?

h.How do teenaged girls greet each other?

i.If you are observing at a school, how do teachers greet students?

j.If you are observing at a store, how do clerks greet their customers?

You may use this page to write your answers on. Spend at least 15 minutes in one place. You will report back to the class in two days.

SELF EVALUATION:

November 26, 1996

I think the lesson went fairly well. I'm sure the standard complaint from all the students has been that 10 minutes isn't enough. It's hard to know what to chose from a lesson plan to present in that amount of time.

Strengths in the lesson:

Some of my classmates' comments were that the lesson was well designed and interesting. They liked the use of the video and felt the lesson was practical.

I also liked the idea of using the video clips. I felt it showed many different situations where the handshake is used (greetings, leavetakings, and congratulations). It also showed other ways of greeting that is done in America. I will tighten up the filming (to make shorter clips) and find a bit more variety (sports, comedies, etc.). I feel it is important that greetings be taught to students early in the language process and it is an interesting subject.

Weaknesses in the lesson:

Several comments were made regarding the length of clips in the video. I agree that the filming needs to be more concise; that's the next project after the semester is over!

I had only planned on using one class period, but that may not be enough. Since this is useful (practical) skill to know, perhaps another day would be useful for the students. It would give them more of a chance to practice the skill.

It was also suggested that the Assimilator be shortened if this is for intermediate students.

Lesson changes:

I did add an extra day to the lesson plan. I wanted to give them more chance to practice handshaking and to share the results of their observation homework.

I would also like to add a mini-drama to the lesson. I think student of most ages would enjoy that and I find them interesting and useful in evaluating the students' understanding.

I also intend to send for the tape of the newsbroadcast of the Netanyahu/Arafat peace summit. Since they mentioned them shaking hands in the newsbroadcast and it was a powerful image of them using two-handed shake, I think it would be interesting to students. (I just didn't have time to get it yet.) This activity could actually be moved to the second day after the students share their observations.

Personal thoughts

I will enjoyed preparing and writing this lesson. From past experience I know that lessons are constantly evolving so I'm sure this lesson won't look like this in a few cycles. For the time being, however, I feel satisfied with the end result.

Writing Paragraphs: Paragraphs which describe events in chronological order

Teacher: Jenet Jacob

Background Information:

This class is directed to students studying English at a level II, intermediate-low or intermediate-mid level. The lesson can be adapted to any English teaching setting but was intended for ESL students preparing for college, approximately 12 students in number in the class. Prior to this lesson, the students should have been taught the construction of a sentence and had opportunities to practice writing them. Inherent in the lesson is a need for an understanding of the simple future verb tense. The lesson is prepared to last approx. 65 min.

Needed Materials:

1. Overhead transparency and markers 2. Telephone, disconnected

3. Long, wide strips of computer paper (5" high, 25" long), if accessible 4,5 large markers.

4. Notes with activities for a typical day in the life of a college student, or adapt to age group being taught, written in sketchy or note-like form for each student

Example:8:00--Class (homework!)9:30--Study group-- library12:30--Lunch: Cougareat -- Amy and Andrew 5:00-running --pick up Alice11:00--Bedtime!

At the top of this card should be written two lines with a empty box to the right of each. The lines should say: Topic sentence and Indentation

����������� Objectives: Students will be able to understand the structure of a paragraph which describes

chronological events and will demonstrate this by construction in writing of a paragraph.

Students will be able to define and demonstrate understanding of the differences between incomplete notes and sentences, and sentences and paragraphs.

Students will practice construction of sentences from listening.

Students will practice and demonstrate understanding of the simple past tense form.

Warm up/Review: (5 min)

Tell the students to turn to the partner nearest them and ask them three questions about the day� before such as, "When did you wake up? What was you favorite thing about yesterday? When did you go to bed?" When both of the students have found out the answers to each others questions, they should quietly turn to the front of the room and look at the teacher. Tell them that today we are going to practice writing in the form of a paragraph things that happen over a period of time.

Introduction:: (5 min)

Sit in the front of the room at a desk with a telephone in front of you. Explain to the students that you are just about to receive a phone call. Because you do not have any paper or pencil, the students will be required to take notes on the information you receive over the telephone. They must listen carefully as they will not be able to hear both sides of the conversation. Preface the phone call by suggesting that you think it might be your boyfriend calling and telling you about a date you are going to have. The exciting thing is that your birthday is coming up and you have gotten the day off work so you can spend it however you want. Begin the conversation by saying "Hello, Oh Hello

Brian.." or whatever name you want to use.� (You may make up the conversation as you go along.) The important thing is that you restate the information the pretend person on the other line gives you, such as, "Oh, you want to take me out on my birthday....Yeah, breakfast at 8:30 would be great...You'll pick me up?....Really, you want to take me to your house at 5:00p.m.? Then we could come back to my house at 6:00....?" The conversation should reveal details of dates, times and events that will occur during your birthday. There should be no more than 4 of 5 different times and events to describe.� The students should be taking notes on the conversation.

(10 min) When the conversation has ended, place a blank transparency on the overhead projector and ask the students what they have written down. Write their answers on the transparency exactly as they are given to you. Their responses will most likely� be in short, succinct phrases. When it seems that most of the information from the conversation has been gathered and rewritten on the overhead, tell the students you would like them to change these phrases into� complete sentences on their own papers. The sentences will be in the future. Examples include: Miss Jacob will go out to breakfast with Brian at 8:30 a.m.,etc.

(5 min) To make it faster, assign the different phrases to pairs of students who together will come up with the sentence, then write it down on their paper. Hand each pair a long strip of computer paper on which they can write their sentence in large print. When each group has finished, tell the students that now we must put the sentences together so that they express a complete idea.

Presentation: (5 min)

We call these groups of sentences, PARAGRAPHS. Write this word on the board. Have the students practice saying the word several times. Explain clearly that a paragraph is made up of several sentences. The sentences together talk about a MAIN IDEA. Explain that we are now going to combine all of the sentences which the students came up with into one paragraph that explains a main idea. Ask them to tell you what it is all the sentences are talking about. What do all of them take a part in describing? The answer should be something like, "your birthday," etc. Ask the students if they feel there should be any particular way that the sentences should be combined. See if they can come up with the word ORDER. Explain that in paragraphs, sentences must be combined in such a way that the reader can understand easily what is being said. This is done by using ORDER.� When we organize particular events in time the best order is usually CHRONOLOGICAL ORDER. Define what this word means by drawing a time line on the board. We begin with the first event and proceed in time to the last event which will take place.

Practice/Evaluation: (12 min)

Explain that we are now going to make our own paragraph about Miss Jacob's birthday. Put "Miss Jacob's birthday" at the top of the chalk board. Then ask the students what they think ought to come first in the paragraph. Together with their partner they should

decide where their sentence should go in the chronological order of the paragraph. One of the pair should bring their sentence to the front of the room and with tape post it in the correct position. When they are finished and feel that the paragraph is well constructed, have them read the sentences together as a class.� As the students present their sentences, the teacher will be evaluating their understanding of sentence construction and future tense as well as their grasp of chronological positioning. Any clarifications which are needed should be given.

Presentation: (10 min)

Explain to the students that one important aspect of our paragraph is missing. We have no introducing sentence to tell the reader what they will read about in the paragraph. This is called the TOPIC SENTENCE. Explain to them that the topic sentence presents the main topic of the paragraph. It tells us what is being talked about. Explain that it will be easy to construct our paragraph because we have already identified the main topic at the top of the board. Allow them to help construct a sentence which conveys the idea that the paragraph is talking about "Miss Jacob's birthday." This is the most important part of our whole paragraph and cannot be left out.

Write the sentence above the other sentences. Explain that in English we most often begin our PARAGRAPHS with an INDENTATION. We must bring in the first sentence five spaces from the left margin. This helps the reader know that a new paragraph has been started that will express a� main and separate idea. In between each paragraph there must be two blank spaces. Rewrite the first sentence with an indentation at the top of the board.

Practice/Evaluation: (13 min)

Tell the students that they will now have the opportunity to go through the same process individually as we did as a class. Allow the students to draw from a hat a typical listing of daily activities. Some may even have times written in, but have a blank line for the activity allowing the student to fill in the activity of their choice. They are now responsible to write a sentence about each of the activities then combine them in chronological order into a paragraph, just like was done earlier. Hold up one of the cards and read off the activity, then come up with a sentence. Ask the students where they think that particular sentence should go in the paragraph (at the beginning or the end, middle, etc.) The placement should correspond to the time of day. Show them the two blank spaces next to topic sentence and indentation. Remind them to check off these boxes when they have successfully done those two things to their individual paragraphs. Tell them to GO! and then walk around the room assisting them with any clarifications they may need. Assess their understanding of the topic as you go.

Application:

Allow them to take their paragraphs home and finish them if they are not able to complete them in class. If possible, give instructions to have the students write a

paragraph about events they have scheduled tomorrow. They should bring the paragraph to class. The events should be described in the order they will take place. Tell them to check two things on their paragraph before they turn it in. These two things should be the presence of a topic sentence and indentation at the top of the paragraph.� This application assignment provides the opportunity for a more thorough evaluation of their understanding of the topic. This way, you will be able to assess their understanding or misunderstanding about chronological order, sentence structure and paragraph organization.

Reading Lesson Plan

Reading and Using a Recipe

Teacher: Connie Glissmeyer Date of Presentation: November 7, l996Proficiency Level: Intermediate or advanced Age Level: Teen-agers to adultsEstimated Time of the Lesson: 30 - 45 minutesNumber of Students: Best for small group activity - 12 or less

Objectives:

The students will be able to understand the format for following a simple recipe. The students will be able to read and follow the directions of a simple recipe.

The students will be able to explain the directions of a simple recipe to another person.

The students will engage in a hands-on experience of performing a simple cooking lesson.

The students will experience a new food from the target culture.

Materials:

Pictures of simple recipes from magazines Overhead projector

Sample recipe for overhead for demonstration

Packaged food items with simple recipes on the back of label

Enlarged recipe on chart paper for students to follow Food for the cooking lesson ( cream puff shells, pudding, frosting)

Learning/Teaching Activities:

Warm-up:

Have closure activity set-up for observation. Students will want to know what is going to happen - what is this all about, etc. This will generate conversation about food, recipes, etc.

Introduction: Pass out magazine pictures of simple recipes to generate ideas and conversation about food, how to prepare it, what looks good to eat from the pictures, etc.

Instructional Input: Show a sample recipe on the overhead. Indicate and explain recipe format. Have students help generate key words that they might read in a recipe such as:

IngredientsDirectionsStove/microwave/ovenCook/BakeMix/beat/stirSift together/add

Have students help define what they mean.

Guided Practice:

Put another recipe on the O.H. Also give each student a copy of the same recipe. They are to read the directions and tell what to do. This is a group discussion with mostly student in-put. The teacher can guide the discussion to check for understanding and make sure of correct interpretations.

Independent Practice:

Students are to work in pairs. Each student is to get a "real" item to read and follow the directions. These items need to have very simple recipes. Complicated recipes should be avoided. Simple recipe items can included such things as:

Various kinds of soup Pudding Punch Hot chocolate Macaroni and cheese Etc.

Each person is to read and explain to his partner how to make his recipe. The teacher can monitor the room to check for understanding.

Closure:

The students are to read the "Cream Puff" recipe from the wall chart. They are to prepare a single serving for themselves by reading and following the written instructions. The students can then discuss as a group the food preparation process as well as if they like the new recipe.

Evaluation of Learning:

1. Verbal in-put 2. Reading and explaining recipe to partner

3. Reading and following the recipe from the wall chart.

4. The report on the homework assignment

Assignment:

1. Find a packaged food item at home or the store. Read the label to decide if you might like to prepare/cook that item to eat. Come to class prepared to discuss your findings.

2. Extended activity: Students can discuss and decide on recipes they could bring to share and cook from their own culture. This could be an on-going multiple- time's experience. This could become very detailed as a reading activity depending on how carefully the teacher designs and executes future lessons to both include the recipe format and well as the appropriate reading requirements.

Contingency Plan:

This lesson requires advanced preparation. If there was an emergency, the success of the lesson would depend on if all the supplies and materials had been collected and made ready ahead of time. Also, a clear explanation would need to be made to the substitute teacher.

Self-Evaluation:

In presenting this lesson format, I received a lot of enthusiastic support and positive feedback on the cooking idea. As part of this lesson the new food to be eaten as part of the closure activity is intended as a cultural exposure to a new food, hopefully with appealing taste and acceptance.

My original intent was to just present this lesson as a single lesson, however, the members of my group overwhelmingly wanted to see this idea extended to multiple uses and days as an on-going activity. (Not necessarily several days in a row, but intermittently throughout the semester). They are the ones who suggested that the students bring their favorite recipes and use them as reading/writing/cooking lessons in several different ways. Each student could present his own recipe as I have done in the above lesson. This would be a very good cultural activity as well as integrating listening/speaking, reading, and translating activities.

In explaining my lesson, it was suggested that the questioning strategies demonstrated in the videos be used for student-generated in-put. I thought this was an excellent suggestion.

The sample recipes on "real" items of food could easily be collected over a period of time from the teacher's own family supplies without additional cost by simply planning ahead and saving the empty boxes and cans, etc.

Reading Lesson Plan

Reading and Using a Recipe

Teacher: Connie Glissmeyer Date of Presentation: November 7, l996Proficiency Level: Intermediate or advanced Age Level: Teen-agers to adultsEstimated Time of the Lesson: 30 - 45 minutesNumber of Students: Best for small group activity - 12 or less

Objectives:

The students will be able to understand the format for following a simple recipe. The students will be able to read and follow the directions of a simple recipe.

The students will be able to explain the directions of a simple recipe to another person.

The students will engage in a hands-on experience of performing a simple cooking lesson.

The students will experience a new food from the target culture.

Materials:

Pictures of simple recipes from magazines Overhead projector

Sample recipe for overhead for demonstration

Packaged food items with simple recipes on the back of label

Enlarged recipe on chart paper for students to follow Food for the cooking lesson ( cream puff shells, pudding, frosting)

Learning/Teaching Activities:

Warm-up:

Have closure activity set-up for observation. Students will want to know what is going to happen - what is this all about, etc. This will generate conversation about food, recipes, etc.

Introduction: Pass out magazine pictures of simple recipes to generate ideas and conversation about food, how to prepare it, what looks good to eat from the pictures, etc.

Instructional Input: Show a sample recipe on the overhead. Indicate and explain recipe format. Have students help generate key words that they might read in a recipe such as:

IngredientsDirectionsStove/microwave/oven

Cook/BakeMix/beat/stirSift together/add

Have students help define what they mean.

Guided Practice:

Put another recipe on the O.H. Also give each student a copy of the same recipe. They are to read the directions and tell what to do. This is a group discussion with mostly student in-put. The teacher can guide the discussion to check for understanding and make sure of correct interpretations.

Independent Practice:

Students are to work in pairs. Each student is to get a "real" item to read and follow the directions. These items need to have very simple recipes. Complicated recipes should be avoided. Simple recipe items can included such things as:

Various kinds of soup Pudding Punch Hot chocolate Macaroni and cheese Etc.

Each person is to read and explain to his partner how to make his recipe. The teacher can monitor the room to check for understanding.

Closure:

The students are to read the "Cream Puff" recipe from the wall chart. They are to prepare a single serving for themselves by reading and following the written instructions. The students can then discuss as a group the food preparation process as well as if they like the new recipe.

Evaluation of Learning:

1. Verbal in-put 2. Reading and explaining recipe to partner

3. Reading and following the recipe from the wall chart.

4. The report on the homework assignment

Assignment:

1. Find a packaged food item at home or the store. Read the label to decide if you might like to prepare/cook that item to eat. Come to class prepared to discuss your findings.

2. Extended activity: Students can discuss and decide on recipes they could bring to share and cook from their own culture. This could be an on-going multiple- time's experience. This could become very detailed as a reading activity depending on how carefully the teacher designs and executes future lessons to both include the recipe format and well as the appropriate reading requirements.

Contingency Plan:

This lesson requires advanced preparation. If there was an emergency, the success of the lesson would depend on if all the supplies and materials had been collected and made ready ahead of time. Also, a clear explanation would need to be made to the substitute teacher.

Self-Evaluation:

In presenting this lesson format, I received a lot of enthusiastic support and positive feedback on the cooking idea. As part of this lesson the new food to be eaten as part of the closure activity is intended as a cultural exposure to a new food, hopefully with appealing taste and acceptance.

My original intent was to just present this lesson as a single lesson, however, the members of my group overwhelmingly wanted to see this idea extended to multiple uses and days as an on-going activity. (Not necessarily several days in a row, but intermittently throughout the semester). They are the ones who suggested that the students bring their favorite recipes and use them as reading/writing/cooking lessons in several different ways. Each student could present his own recipe as I have done in the above lesson. This would be a very good cultural activity as well as integrating listening/speaking, reading, and translating activities.

In explaining my lesson, it was suggested that the questioning strategies demonstrated in the videos be used for student-generated in-put. I thought this was an excellent suggestion.

The sample recipes on "real" items of food could easily be collected over a period of time from the teacher's own family supplies without additional cost by simply planning ahead and saving the empty boxes and cans, etc.

Grammar Lesson Plan

Adjective Clauses

Teacher: Aaron D. AlderDate of Presentation: November 21, 1996Class: Linguistics 577Location: Brigham Young UniversityProficiency Level: High Intermediate/AdvancedAge Level: College/College PrepEstimated Time of Lesson: 10 minutes

Teaching Point/Objectives:

Students will learn about adjective clauses. Students will practice using subject and object pronouns in adjective clauses.

Student will be able to identify the noun that the adjective clause is modifying.

Materials Needed:

Overhead projector Transparencies

Erasable marker

Learning/Teaching Activities

1. Pre-Assessment/Warm-Up: (1 minute)

a) clause: A clause is a group of words containing a subject and a verb. (transparency) Ask the students to define a clause and give examples. Explain that a simple sentence is a clause. Give examples.

b) independent clause: An independent clause is a complete sentence. It contains the main subject and verb of a sentence. (It is also called a main clause.) Ask the students

to define an independent clause and give examples. Explain that an independent clause is any clause that can stand alone -- it makes sense all by itself.

c) dependent clause: A dependent clause is not a complete sentence. It must be connected to an independent clause. Ask the students to define a dependent clause and give examples. ⋅ Explain that a dependent clause cannot stand alone. Explain that there are many kinds of dependent clauses, but we want to specifically talk about one type of dependent clause, the adjective clause.

2. Introduction: (1 minute)

Adjective clause: An adjective clause is a dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun. (An adjective clause is also a relative clause.) (transparency) Ask the students what an adjective is -- a word that modifies, or describes, a noun or pronoun. It limits or makes clearer the meaning of the noun or pronoun. Ask the students to define an adjective clause.

3. Presentation: (3 minutes)

a) Using Subject Pronouns: who, which, what (transparency)

i) I thanked the woman. She helped me.Ask the students if they can guess how they might make one sentence out of two.

a) I thanked the woman who helped me.What part is the adjective clause? What does it modify?

b) I thanked the woman that helped me.What part is the adjective clause? What does it modify?

ii) The book is mine. It is on the table.a) The book which is on the table is mine.What part is the adjective clause? What does it modify? b) The book that is on the table is mine.What part is the adjective clause? What does it modify?

Note: A subject pronoun may not be omitted

b) Using Object Pronouns: who(m), which, that (transparency) i) The man was Mr. Jones. I saw him.a) The man who(m) I saw was Mr. Jones.What part is the adjective clause? What does it modify?b) The man that I saw was Mr. Jones.What part is the adjective clause? What does it modify?

c) The man I saw was Mr. Jones.What part is the adjective clause? What does it modify?

4. Practice/Evaluation: (3 minutes)

a) The House That Crack Built (transparency)Have the students work in small groups, underlining each of the adjective clauses and showing which noun or pronoun they modify.

i) Model:And these are the tears we cry in our sleep that fall for the baby with nothing to eat.

5. Contingency Plan:

a) If the students are having difficulty understand adjective clauses, do the following oral exercises:

i) GAME - Adjective Clause stretcher (Picture cards)

The instructor gives the first student a picture card who begins by saying perhaps e.g. The car is red. The second student has to attach an adjective clause, e.g. The car is red, that is parked on the beach. And so on through the class. Depending on the ability of the students, the instructor may wish to limit the game to one sentence with an adjective clause per card. The instructor can widely vary the game. For example, the classroom could be divided into two teams and score could be kept.

6. Assignment:

a) Write 10 sentences with adjective clauses using current issues. Underline all adjective clauses and indicate the noun which it modifies. Paragraph must have 10 adjective clauses.

i) Model:a) The plane crashed that was hijacked in Italy.b) The man was embarrassed who said the Utes would win. c) The man was angry who lost the election.d) IPO,s are the investment most people want to buy.

7. Self-Evaluation:

OVERHEAD #1

1. REVIEW

clause:A clause is a group of words containing a subject and a verb

independent clause:An independent clause is a complete sentence. It contains the main subject and verb of a sentence.

dependent clause:A dependent clause is not a complete sentence. It must be connected to an independent clause.

2. INTRODUCTION

adjective clause:An adjective clause is a dependent clause that modifies a noun. It describes, identifies, or gives further information about a noun.

Using Subject Pronouns: who, which, what

I thanked the woman. She helped me.I thanked the woman who helped me.I thanked the woman that helped me.The book is mine. It is on the tableThe book which is on the table is mine.The book that is on the table is mine.

Using Object Pronouns: who(m), which, that

The man was Mr. Jones. I saw him.The man who(m) I saw was Mr. Jones.The man that I saw was Mr. Jones.The man I saw was Mr. Jones

Note: A subject pronoun may not be omitted

OVERHEAD #2

And these are the Tears we cry in our sleep that fall for the Baby with nothing to eat, born of the Girl who's killing her brain, smoking the Crack that numbs the pain, bought from the Boy feeling the heat, chased by the Cop working his beat who battles the Gang, fleet and elite, that rules the Street of a town in pain that cries for the Drug known as cocaine, made from the Plants that people can't eat, raised by the Farmers who work

in the heat and fear the Soldiers who guard the Man who lives in the House that crack built.

Taylor, C. (1992). "The House That Crack Built." San Francisco: Chronical Books.

Lesson Plan Writing for Senior High School

Lesson Plan                        SMA/MA                            : SMA Mama Suka                         Subject                               : English                        Class/Semester             : XII/1                        Text                                      : Narrative text                        Aspect/Skill                     : Writing                        Time allocation             : 1 meeting (2 X 45 minutes)

A.    Competence standard : 12

To express the idea in written texts, narrative and review monologue/essay

in the daily life context.

B.     Basic competence : 12.1

Students are able to express the idea and the rhetoric step in essays using

written language accurately, fluently, and acceptable in the daily life

contexts in the form of: narrative and review texts.

C.     Indicators :

a.       Students are able to mention the generic structure of Narrative text.

b.      Students are able to create a Narrative text.

D.    Learning objective

In the end of the learning process, students will be able to produce a

narrative text of their own stories.

E.     Learning materials

Writing:

1. Identifying the generic structure of a narrative text

A Lane Going up the Hill

Orientation                      It was a heavy rainstorm in Kampung Sepang. Jabri and Halil had just

finished their dinner together at Jabri’s house. They were sitting in the living

room for coffee and conversation, hoping the rain would stop soon.

Complication                  It was half past eleven at night and the downpour was showing no sign

of stopping. “Looks like you’ll have to spend the night here, Halil.” Said Jabri.

“No way,” Halil said. “I’ve to be at work early tomorrow morning.”

Resolution                        A few moments later Halil got into the car, started the engine, and

said good night to Jabri.

Complication                  Something told him that he shouldn’t have turned off the lane going

up the hill, but it was the shortest way home. He knew that lane. It ran

across from an old Chinese cemetery. There were no lights, no cars, no

people, just Halil and his old car.

Complication                  All of a sudden, a white shape appeared in the middle of the lane. Halil

shone his beam of light in that direction. The white shape turned to Halil. He

saw a pair of crimson eyes staring at him. It was a long-haired woman in a

long white dress. She grinned at Halil. At once, Halil felt his blood freeze. His

heartbeat stopped. His mouth opened but he was speechless. His eyes

opened wide in terror.

Resolution                        Suddenly, consciousness came into his mind. He quickly reversed his

car and sped away just in time. “I think I’ll take up your offer to spend the

night here after all.” Halil told Jabri as his legs trembled.

 (Taken from Look Ahead 2)

2. Explain about Narrative text

  Purpose

-          To amuse or entertain

-          To deal with actual/imaginative experiences in different ways

  Text organization

-          Orientation              : introducing the characters of the story, the time and

place the story happened. (Who/what, when, and where).

-          Complication          : a series of events in which the main character

attempts to solve the problem.

-          Resolution                  : the ending of the story containing the solution.

  Language features

-          Focus on specific and individualized participants

-          The use of material process (action verbs)

-          The use of some behavioral and verbal processes

-          The use of relational and mental processes

-          The use of past tense

-          The use of temporal conjunctions and circumstances

(Taken from Look Ahead 2)

F.      Learning methods: Lecture, Ask-answer questions, and writing practices.

G.    Steps of the activities:

a.      Pre activities

1)      Opening prayer

2)      Presence

3)      Review the last material

b.      Main activities

1)      Show a narrative text and ask some students to read aloud.

2)      Explain the purpose of each part (Orientation, complication, resolution)

3)      Ask the students to identify the generic structure in pairs.

4)      Discuss the answer together.

5)      Give some topics of narrative text to the students and ask them to choose

one. They may create their own topic.

6)      The students make an outline of their story.

7)      The students start to make a narrative text.

8)      Give homework. The students have to post their writing in blog which has

been made by the teacher to be used together and to comment on their

friends’ writing.

c.       Closing activities

1)      Review the material together

2)      Leave taking

H.    Learning sources

Look Ahead

I.        Assessment

a.      Technique                 : Practice

b.      Form                           : Writing assignment

c.       Instrument                : Posting a narrative text made by the students in a

blog

d.      Rule of assessment :

1.       Students’ scores are decided based on the score they get from the scoring

sheet below.

2.      Scoring sheet:

No. Aspect Score

1.

2.

3.

4.

The story contains the right generic structure

Incomplete generic structure

Good use of past tense

Comment on a friend’s work

Maximum score

3

2

3

2

10