Lesson: On Wisconsin! Describing where you live.
Level: Intermediate English in Interchange Textbook Series 2 Chapter 11: Landmarks
Time: 90 minute block schedule, may be 2 days.
Lesson Objective: SWBAT list facts about Wisconsin and describe native country.
Language Objective: Students will create a paragraph about their native state or country using the present passive (is +ed/irregular)
Student Directions:
Summarized:
Part II: Read paragraph on Wisconsin
Part III.
A. Answer questions on a sheet of paper and hand in.
B. Add one more fact or *stereotype (*something that is not always true) that you know or have heard about Wisconsin
Part IV. Create a blog about your native country.
Part V. Create questions for a student to answer and post onto your blog.
*Part VII. Be prepared to describe similarities and differences between states/countries in class
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Part II: After you play it read the following paragraph.
Key words:
currency--type of money used
crops--plant grown to eat
produced--made
Wisconsin is a state located in the United States with many interesting features. The currency used in Wisconsin is the dollar. In Wisconsin English is spoken. Some people there also speak Spanish, Korean, and German there along with other languages. Cranberries, oats, and corn are some crops grown in Wisconsin. Dairy products such as cheese and milk are produced in Wisconsin because there are many cows raised on farms.
The capital of Wisconsin is located in a city called Madison. Madison is also the home of a major university called UW-Madison. The University of Wisconsin-Madison’s Badger football games are watched every year. Football is not the same as Latin American “fútbol”. Football is known as “fúbol americano” in Spanish. Every Saturday college students, alumni, and Wisconsin fans gather for the games. During half-time the marching band performs. Make sure if you ever visit Wisconsin, to eat some cheese, visit the capital, and watch a Badger football game!
Part III: Answer the following questions on a separate sheet of paper and turn in to Ms. Wolters.
1. Where is Wisconsin?
2. What is the currency used in Wisconsin?
3. What languages are spoken there?
4. What products are grown there?
5. List some dairy products produced.
6. What is the capital of Wisconsin?
7. What university is located in Madison?
7. What is the video a clip of?
B. Post one more thing you know about Wisconsin.
Part IV: You are to create a paragraph on your blog about your native state/country.
Answer the following questions:
1. Where is your state located?
2. What is the currency used?
3. What crops are grown there?
4. What is produced there?
5. What is the capital?
6. Are there any landmarks located there?
7-10. Create at least 4 more questions using the following words: manufactured, listened, played, sung, watched, visited, bought
Part V: Create 8 questions about your country for others to answer as I have did about Wisconsin. Feel free to link a video on your blog! (Ask me and I will show you!)
Part VI: Answer the questions of another student's blog that HAS NOT been answered yet.
Part VII: Be able to discuss in class similarities and differences between places tomorrow.
Review/Analysis
1. How will you use this resource to meet the needs of your instructional purposes?
I will introduce a cultural aspect of Wisconsin as well as facts about Wisconsin in a way other than a worksheet. I chose a paragraph on Wisconsin so they could learn about the state they live in while at the same time have students see how the present progressive is used in reading and writing.
2. Why is this application and format appropriate for the lesson you plan to
create (e.g., level of authenticity, relevance to target language, register,
accuracy, interest level, and motivation)?
The ideal of this lesson is to incorporate knowledge of the state they live in now in the United Sates and the state/country they lived in the past and create a comparison. By using students homeland, I hope they will be interested to share information. This lesson goes with Interchange Intermediate and ties in the language objective of learning how to use the present progressive in English and authentically using it. Moreover, I feel that by letting students submit work via the Internet, they will have more motivation to create.
By using their own background knowledge, I hope to create conversation and have everyone in the class learn including myself.
4. Are the format, organization, design and language level of this resource
appropriate for your instructional goals?
My instructional goals are that students:
Learn about Wisconsin and use the the present progressive (is/are +ed) in writing and eventually present it to the class. Essentially they will be reading, writing, and speaking all in English with this lesson.
5. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
Students will have to sign in under my name because they will not have access to YOUTUBE seeing as it is blocked for students..
This is a great lesson that integrates both culture and language skills into the learning. I like how the Wisconsin blog posting serves two purposes. First, it provides cultural important cultural information about Wisconsin to the students. Second, it serves as a model for what the students will be required to do on their own blogs about their home countries. Providing a model for the students is very important in the ESL classroom.
ReplyDeleteThe Wisconsin videos are excellent. The pictures convey the message even if students don't understand all of the vocabulary. I like your questions about Wisconsin. Will you have the students read them before they watch the video? When I remember to do this students retain more information. You have wonderful activities. How long do you think it will take to complete all of them? Also,what is the grammar you are focusing on? Are you looking for sentences like: 1. Corn is grown.
ReplyDelete2. Spanish is spoken. 3. Basketball and soccer are played.
I was wondering the same thing as Kathy about the grammar point you're focusing on... it seems be the passive voice, rather than the present progressive, that you've focused on in your lesson examples and paragraph about Wisconsin. I enjoyed the inclusion of a video clip and key definitions to accompany the paragraph, as well as asking students to respond to another student's blog questions. I think students will really like this lesson!
ReplyDeleteWhoops you're both right, thanks! It's present passive. See what happens during the summer. Also, I have 90 minute blocks so that leaves for a lot of time.
ReplyDelete