Supermarket Sweep: Off to the supermarket!

Activity V:
Supermarket Sweep: Off to the supermarket!

Level: Advanced Beginner
Content Objective: Categorize items in a supermarket. Be able to identify items in English to purchase.

Language Objective: Read and listen to items in a grocery store and identify them.
Time: Block scheduling

Directions:

You and your partner are off to the supermarket. You are going to label what is in the supermarket, look at your grocery list, and find the items. Read ALL directions first.

Pre-game:
1. Click on the link: http://www.britishcouncil.org/kids-games-trolley-dash.htm

2.Press play on checkout(in order to see inside the supermarket, you will not be playing yet)

3. On the sheet of paper I give you put items you see in the supermarket into the proper categories: Health care, frozen food, canned food, fruit, school supplies, flowers, pastas, snacks, baby supplies, drinks, sauces/jams, and household items. (This may take several times of playing and you can hit TRY AGAIN to see it again.)
Note: Some words are in British English
trolley=shopping cart, biscuits=cookies, crisps=chips, nappies=diapers

4. When you finish filling out the sheet, play game.

Game:

1. Look at shopping list
2. Play game!
3. Return to list if you don't remember the items (you may need to look in a dictionary for meaning)
4. When you have found all the items, you will go on to level 2 and 3

5. Show Ms. Wolters when it says you have completed all levels to see what place you and your partner have come in.

If you finish feel free to explore web page and play:
Play: Find the vegetables!
Click on link http://www.britishcouncil.org/learnenglish-central-games-vegetables-01.htm 2.

1. How will you use this resource to meet the needs of your instructional
purposes?
Although the reality is that you do have to buy random things in a grocery store besides food, this lesson might be better after a couple of units. It will be challenging but fun to fit into the curriculum after doing more than units such as a food, a health, and a class supply unit. This will be a good activity after having the students for a semester. I think it would be challenging for advanced beginners but feasible.

2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?

ELL students often have to go into a grocery store and find words that they only know in their native language. This activity will be challenging, but since it is in a game format it should be fun. I think it will be a good time to explain some differences between British and American English. It will be a fun game to play after students have become familiar with many household items. I like how they read and listen at the same time. I have chose partners as a form of interaction because I played it with a friend at my house and it was helpful to have 2 people shout out what was on the list.

3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional resources?
I will hand out the direction sheet and model it on a projector.

I will have to create my own vocabulary list as well as break the list into categories before they play the game. Moreover, I will have to review British vs. American English.

5. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
First, the web site is in British English so I will have to make some cultural notes. I wish the web page wasn't so random. The flashcards do not match the game that well. I will have to create my own supplementary material. I also wish the web site didn't say kids. The game is quick, but it can be a lot of fun. I will have to model the game on a projector again because its hands-on directions. The words such as box, a pair, a packet may be difficult for lower level students, but that is something we can review the next day and maybe have them play again. Lastly, as far as classifying the items; if I see that students just want to play the game, or are having trouble, I will bring a backup of pictures or the real items and have them classify them and THEN play the game. This part needs to be highly modeled.

Transportation Past to Present

Assignment IV.

Transportation Past to Present

Content Objective: SWBAT identify transportation words past through present by written descriptions as well as pictures.

Language Objective: SW identify transportation words past through present through written description and pictures. In addition, SW watch and listen to a video that uses transportation.

Level: ESL Intermediate

Time: 90 minute block scheduling

Summarized Directions:
1. Review the list of 13 transportation words as a class.
2 Practice with Flashcards as a class on projector http://www.proprofs.com/flashcards/cardshow.php?title=transportation-past-to-present&quesnum=1
3. Do Crossword puzzle that I hand out
4. Watch 2 Bill Nye videos
5. Answer questions on videos and transportation under blog: Transportation

1. 13 Transportation Words: sports car, van, boat, canoe, cruise ship, airplane, bus, carriage, bike, motorcycle, subway, sleigh, carriage

2. Review words at Ms. Wolters's self-created flashcards. As a class we will review it a few times.
Self study: Click on this link after reading the vocabulary words http://www.proprofs.com/flashcards/cardshow.php?title=transportation-past-to-present&quesnum=1
Notes: Click on 'next' to go to another card.
Click on picture to make it bigger.
Click on 'view answer' to see answer

3. Crossword handed out by Ms. Wolters:
Transportation Past to Present:

4. Next, watch the following Bill Nye Videos from Greatest Inventions with Bill Nye: Transportation. Discovery Education. 2007.Discovery Education. 11 July 2009http://streaming.discoveryeducation.com/
*Note--
a.watch the video to see if you can identify transportation.
b. Watch the videos once to identify transportation we have talked about. Watch the video a second time to answer comprehension questions on the back of the crossword.

• Locomotives [08:43]
  
  
  
  


• Before You Know It: Transportation [03:35]
  
  

5. On the back of your crossword puzzle answer the following questions. Feel free to work with partners and/or ask me for help.
1. List transportation that you see in the video:

2. How did humans 1,000 years ago travel? (Locomotive video)
a. by car b. by foot c. by plane d. by bike

3. What is ethanol made up of?

4. What is a hybrid car?
a. electric/gas
b. solar power/gas
c. electric/wind power
d. gas/vegitable oil

5. Challange question: What does this cartoon mean to transportation?
*Product recall=returning something

6. Draw a picture of your dream vehicle:
Answer the following questions about it: Can you drive it/steer it/or fly it? What does it run on (gas, oil, hybrid, water, foot power)?

Review/Analysis

1. How will you use this resource to meet the needs of your instructional purposes?
I will use this resource as part of a chapter of Interchange 2 called Past, Present, and Future. Part of the Chapter focuses on different forms of transportation. Although I have created worksheets with pictures and communication topics, technology makes it more interesting. Flashcards, a video, and a crossword should create more interest than book work. In addition, transportation is a part of the yearly ACCESS test, so it is really important that ELL students are proficient with transportation words.

What handouts or directions will you provide students to focus learning and adapt this resource for your instructional purposes?
I will provide a handout with the directions and objectives. I will start off reviewing my self-created flashcards with students. Then, I will hand out the crossword for students to do with questions of the video on back. Depending on students responses I will do the videos as a class or individually.

Are the format, organization, design and language level of this resource appropriate for your instructional goals?
Yes, because they go along with the Level 2 book. As I wrote before, students in the past have done worksheets with vocabulary and information around transportation, and this will make it more interactive and less threatening. I always have INCLUDED as many flashcards that I feel are less babyish than colored clip art.

What are the potential problems, either language based or technical, that you may need to troubleshoot or prepare for?
I will need the projector and the lap top hooked up ahead of time. I will have to make sure my self-made flashcards are working correctly. I will have to see with the first student group how difficult the Nye videos are, although I feel they will comprehend at least 50% of the video .

Tell Me About it!

Assignment 3

Tell me about it!: Your digital story.

Digital Story Web site

My Digital Story--See below!

Level: Intermediate English in Interchange Textbook Blue: Unit 12 It could happen to you!

Time: 90 minute block schedule.

Content Objective: Tell a story to the class orally using Photo Story 3 for Windows.

*(Take the typed story you wrote about that relates to your childhood (simple past +past progressive) Chapter 10 Interchange. We are Creating a Digital Story so that you can present your story to your classmates.

Language Objective: Students will take the story they have written using simple past and past progressive and orally present it to the class using digital media.

Summarized directions: *We will be watching Ms. Wolters's Digital Story(see below) and how she created a small sample of her digital story. After, I have written directions, but I will be going around helping because it is a very hands on assignment.

1. Create a file with pictures from the Internet that match your story “One time when I was little”. *Right click the mouse and save the pictures to a file with your name. IE) Woltersdigitalphotos.

2. Open on the computer Photo Story 3 for Windows and browse and insert pictures. (Click next when you are ready to go on.)

3. After you have put all pictures into your digital story, write sentences for your story. * Open up your blog page that you wrote and corrected about when you were little and copy paste if you would like (control c, control v ). (Click next)

4. Record your voice using the headphones with a speaker as you see the words One you finish putting your sentences into your digital story. (click next)

5. Select transition slides by clicking each slide and modify.

6. Enter background music—be careful with volume.

7. When you finish, let me see your story and be ready to present it to the class via the projector.


1. How will you use this resource to meet the needs of your instructional
purposes?
I read about Digital Stories from this Hamline University class and then I created my own. I thought it would be great if the students created one as well. This resource is a great way to get students speaking more and comfortable presenting in front of the class. I think it is a great way to get students to take ownership of their English use and to see the value in language, which is communicating.

2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?
This will make each student’s story very authentic to them and will help me as a teacher find ways to take written English into a speaking activity. This activity probably works best towards the end of the year for beginners and anytime for intermediate and advanced students. I think students will feel more comfortable being able to re-record.

3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional goals?
I have made my own model and will put it on the projector. They can use the blog as a guide, and a half sheet of paper to reread how to do it. However, because I believe it will take a lot of prompting to demonstrate the technology component of this assignment.

5. What are the potential problems, either language based or technical, that
you may need to troubleshoot or prepare for?
I am not sure that I can download the program on our school computers. Therefore, students may have to do it on my computer or I will have to call tech. support. Also, this assignment needs to be highly modeled because I believe it is a whole new form of using technology than the students have seen.