TAT1 Task 3

This instructional unit is designed for the seventh-grade students at Korean School of Weihai. The framework of this instructional unit adheres to the standards and expectations set by Korean School of Weihai academic administrators. The administrators seek to make sure that all seventh-grade students at the school are able to ask for and give directions using direction phrases, building names, and prepositions in an English dialogue.

Instructional Goal

Middle school students in the seventh-grade class at Korean School of Weihai will be able to ask for and give directions in a roleplay format using proper English dialogue and vernacular.

Instructional Objectives

Students will exhibit proper listening skills and etiquette when asking for and giving directions in English.
Students will know direction phrases such as go straight, turn left, and turn right.
Students will understand that making mistakes is okay.
Students will know nouns such as school, police station, library, and store.
Students will know prepositions such as in front of, across from, near, and behind.
Students will correctly use direction phrases go straight, turn right, and turn left when giving directions.
Students will be able to participate in and understand an English dialogue involving directions.
Students will correctly use prepositions when asking for and giving directions.

Audience

The audience for this instructional goal is for the seventh-grade middle school students of Korean School of Weihai. The seventh-grade middle school students at Korean School of Weihai are beginners to the English language. Their English reading, speaking, and writing abilities are extremely raw. There are only 8 students in the seventh-grade class. There are 3 girls and 5 boys. All the students are Korean citizens and ethnically Korean. The students are all 14 years of age. The English reading level of the students are significantly below grade level. Most of them struggle to read simple English sentences. The students are academically sound students; their English is the only issue. The students are familiar with technology and will have no trouble in using such resources. The students come from upper middle-class backgrounds and have families who have resided in China for quite some time. The students are bilingual, fluent in both Chinese and Korean.

Instructional Approach

The learning theory used for this instructional unit is the Cognitivism Learning Theory. The Cognitivist Learning Theory was chosen because the students at Korean School of Weihai are most comfortable with a teacher centered approach. In Cognitivism Learning Theory the role of the mind is highlighted, how it receives and processes information. Students will be presented information and it is up to the instructor to help students better retain old information and assimilate new information. Furthermore, the seventh-grade students of Korean School of Weihai can use prior learning to learn how to ask for and give directions in English. This is because all the students are capable of giving perfect directions in Korean and Chinese. Thus, they can recall past lessons to aid them during this instructional unit.

The design theory used to create this instructional unit was the Backwards Design Theory. In Backwards Design Theory the final instructional goal acts as a kind of guiding star that keeps all lessons on track and focused on the instructional goal. The unit is designed in a backwards manner to ensure that all lesson materials and goals are relevant to the instructional goal. This theory simplifies the process of finding questions and creating pertinent lessons. The Backwards Design Theory was also used to clearly outline the end goals of our learning initiative for the school principal’s approval. Our school principal, Mr. Oh, requested that the Backwards Design Theory be used when creating this instructional unit in order to keep all English teachers on the same track and page. This was seen as the best way to ensure the completion of the instructional goal.

Materials and Resources

There are a variety of resources and materials needed for this instructional unit. These include:

Computer Table
HDMI Cable
Instructor’s Computer
Huawei Android Tablets
Black board
Pencils
Copies of worksheets for each student
Instructor copies of the worksheets for the instructor
Chalk
Toys of Buildings
Wooden Blocks in red and blue
One copy of Myst by Microsoft
Copy of Listen by Cameron Belt Glue Sticks
Scissors
Google.com/earth
YouTube.com
Ducksters.com

Lesson Overviews

"Proper Listening Behavior"

Overview – To teach students what proper listening behavior looks like, how to display proper listening behavior, and why proper listening behavior is important for the speaker and listener.
Objective – Students will view a series of images and correctly identify incorrect listening behavior and proper listening behavior on a worksheet with 100% accuracy.
Instructional Strategy – Direct instruction
Duration - 45 minutes

"It’ Okay to Make Mistakes"

Overview – To teach students that it’s okay to mistakes and that we can learn from our mistakes. To help students feel more comfortable when speaking in English.
Objective – The goal is to lessen the pressure that Korean School of Weihai students feel when they try to speak English in front of others.
Instructional Strategy – Direct instruction
Duration - 45 minutes

"Roleplay #1: Asking for Directions”

Overview – To teach students how to ask for directions in English and how to respond to someone who is asking for directions in English.
Objective – Students will be able to orally ask for directions in English and respond to someone asking for directions in English.
Instructional Strategy – Direction instruction and Group-based
Length - 45 minutes

"Buildings"

Overview – To teach students the meaning and pronunciation of building names in English.
Objective – Students will be able to pronounce the English word for a set of buildings and identify them visually.
Instructional Strategy - Direct instruction and hands-on learning
Length - 45 minutes

"Basic Prepositions"

Overview – To teach students basic prepositions such as next to, across from, in front of, behind, and under.
Objective – Given a cut and paste worksheet with images of prepositions, students will sequence the pictures according to the order in which they are called.
Instructional Strategy - Direct instruction
Length - 45 minutes

"Buildings with Prepositions"

Overview – To teach students how to use prepositions to locate where certain buildings.
Objective - Given a map of a town with various buildings, students will be able to cut and paste the missing buildings in their correct location.
Instructional Strategy - Direct instruction
Length - 45 minutes

"Roleplay #2: Prepositions"

Overview – For this lesson, students will engage in a roleplay about giving directions in English while using building names and prepositions.
Objective – Students will be able to understand and pronounce two lines of dialogue involving building names and prepositions in a roleplay format.
Instructional Strategy - Direct instruction
Length - 45 minutes

"Direction Phrases"

Overview – To teach students direction phrases such as go straight, turn left, and turn right.
Objective – Students will be able use the direction phrases to navigate a maze in less than 2 minutes.
Instructional Strategy - Direct instruction
Length - 45 minutes

"Roleplay #3: Direction Phrases"

Overview – For this lesson, students will engage in a roleplay about giving directions in English while using the direction phrases learned in Lesson 8.
Objective – Students will be able to understand and pronounce two lines of dialogue involving the direction phrases covered in Lesson 8 in a roleplay format.
Instructional Strategy - Direct instruction
Length - 45 minutes

Lesson Plans

Lesson 1 – Proper Listening Behavior

Lesson Overview: To teach students what proper listening behavior looks like, how to display proper listening behavior, and why proper listening behavior is important for the speaker and listener.

Required Materials: Copy of Listen by Cameron Belt, Kahoot application, Huawei tablets for each student, worksheet with a series of images related to improper and proper listening behavior, instructor laptop, and projector.

Performance Objective: Students will view a series of images and correctly identify incorrect listening behavior and proper listening behavior with 100% accuracy.

Instructional Strategy: Direct Instruction

Time: 45 minutes

Step 1: Pre-Instructional Activities: Hold a discussion with students at the beginning of class. Talk about why it’s important to be good listener and what it looks like. Make a list of good listening behavior on the chalkboard and ask the students to add to the list. Then make another category for improper listening behavior and what it looks likes. Talk about why certain types of behavior are frowned upon when someone is speaking. Ask the students how they feel when someone displays improper listening behavior when they are talking. For example, have the students think about a time when someone in class rudely interrupted them while they were speaking. How did they feel when interrupted? Did they want to continue speaking or did they feel like what they had to say did not matter? If students are reluctant to share their experiences, provide examples of improper listening scenarios and the result of such behavior. Lastly, visually demonstrate the improper and proper listening behaviors the class listed during the brainstorming discussion.

Step 2 - Content Presentation: Tell the students that you will be reading them a story about listening and why listening is important. Open up the book Listen and read the story to the students. Translate into Korean as you read along so students fully understand the story. Give the students time to look at the pictures. The pictures will show various characters exhibiting listening behaviors. Ask the students which characters exhibit correct listening behavior and which characters do not. Have the students follow along with the characters that display proper listening behavior. The characters will demonstrate eye contact, closed mouths, and still hands as proper listening behavior. Talk about these 3 behaviors and why they are important when listening. Why is eye contact important when listening to someone? What happens if our eyes wander elsewhere? Why is it important to keep our mouths closed when someone is talking? Keeping our hands still helps us do what when someone is talking? What is the opposite of these behaviors and how do they detract from listening? Lastly, visually demonstrate the proper listening behaviors and ask the students to mimic your movements.

Step 3: Learner Participation: The learners will read along while the instructor reads the story. Difficult words will be repeatedly pronounced and new vocabulary words will be defined by the students. Students will be looking at each picture and describing what is happening in each picture. Thus, the students will be heavily engaged and answering questions during the reading of the story. They will answer questions regarding the 3 behaviors of proper listening described in the book and how they help us become better listeners. Students will also make predictions about the characters that exhibit poor listening behaviors and how they might affect the story. Once the story is finished, review the 3 behaviors of proper listening by holding a class discussion. First, have the students visually demonstrate each of the 3 behaviors with your eyes, mouths, and hands. Next, let the students visually demonstrate improper listening behavior. Finally, wrap things up by rapidly demonstrating the 3 behaviors with your eyes, hands, and mouth, and have the students identify each behavior in quick succession.

Step 4 - Assessment: Given a worksheet with various images of improper and proper listening behavior, students will identify what is proper listening behavior and what is improper listening behavior with 100% accuracy. For each image shown, students will write ‘G’ or ‘B’ in the column next to the image. They will write ‘G’ for images that display proper listening behavior and ‘B’ for images that display improper listening behavior. Appendix A shows the worksheet described above. Instructors are forbidden to give hints or clues while the students undergo this assessment. Directions are given prior to the start of assessment and students will have 10 minutes to complete the assessment.

Step 5 - Follow-Through Activities: Upon completion of the assessment, the instructor will go over the assessment together as a class. Each image will be shown in turn and the instructor will ask whether or not the image displays proper or improper listening behavior. Students will be called upon to give their answers. The final discussion should highlight the negative consequences of improper listening behavior and how it affects the speaker. How would you feel if people did not pay attention while you were speaking? What if they caused distractions while you were giving a presentation?

Lesson 2 – It’s Okay to Make Mistakes

Lesson Overview: This lesson will talk about how making mistakes is normal, that everyone makes mistakes, and that we can learn from our mistakes.

Resources or Materials Needed: Huawei tablets for each student, piece of paper for each student, pencils for each student, personal computer connected to a projector, Appendix E worksheet for each student, and Appendix F worksheet for each student.

Instructional Strategy: Direct Instruction, Group-Based

Performance Objective: The goal of this lesson is not to gauge the student’s academic ability. Rather, it is to encourage students to encourage one another in order to create a safe classroom environment.

Time: 45 minutes

Step 1 - Pre-Instructional Activities: This lesson is crucial to this unit because students at Korean School of Weihai are deathly afraid of making mistakes in front of their peers. Making a mistake when speaking English is highly embarrassing for many of the students in Grade 7. Talk to the students about this issue. Ask the students how they feel when they make mistakes when speaking English and if they are afraid to speak in English? Do you worry that your fellow classmates will laugh at you? Now, show the students that no one is perfect and that everyone makes mistakes, even instructors. Speak to the class in Korean or Mandarin, whichever language you have the least confidence. Introduce yourself in a language other than English and try saying difficult words that you have difficulty pronouncing. Be open with your mistakes but do your best to communicate in the foreign language. The students might laugh or chuckle, don’t worry, just smile and stay positive. Then tell the students that it’s okay to make mistakes when speaking English. Just like you made mistakes when speaking Korean or Mandarin, it’s okay for students to make mistakes when speaking English. It’s normal and it’s okay. The only important thing is to do your best and learn from your mistakes. Finally, address teasing and heckling with the class. Is it okay to tease someone or make fun of them when they make a mistake? How do you think someone feels when you give them a hard time for making a mistake? How would you feel if the whole class started to laugh at you and put you down because you couldn’t pronounce a word?

Step 2 - Content Presentation: Have the students watch a video that talks about the fear of making mistakes and why mistakes are not so bad. Power up the computer connected to the projector and watch the YouTube video titled, The Girl Who Never Made Mistakes. This video is uploaded by Stephanie Penney and it is about a book authored by Mark Pett. The main character of this story is a girl named Beatrice. Beatrice is famous in her town for never ever making mistakes. She always seems so perfect. However, the climax of the story ends with her making a mistake and talks about how the mistake made her a happier person. After watching the video, come back together as a class and hold a discussion with the students. Talk about the main character, Beatrice. Why was Beatrice so afraid of making mistakes? Was she happy when she was always trying to be perfect? What happened after she made her first mistake? How did the people react? Why do you think Beatrice was so happy the day after making her first mistake? Tell the students to imagine themselves in the shoes of Beatrice. Could they live like that? Could they be perfect forever? Would they feel free if they were always perfect? Lastly, talk about how the entire town supported Beatrice and made her laugh when she made a mistake. When Beatrice wanted to cry and run away after making the mistake, how did the town make her laugh and smile again?

Step 3 - Learner Participation: Throughout the content presentation, the students will be engaged in discussions related to the fear of making mistakes and the story about Beatrice. Students should be encouraged to share their feelings on these topics and think about how they would like to be treated when making mistakes. After most of the students have shared their thoughts and comments, create a list of reasons why making mistakes are okay. Have the students pitch in their ideas and add to the list. Tell them to think about Beatrice and how she became happier after making a mistake.

Step 4 - Assessment: The assessment will be a group assessment where each student will take turns making a mistake. The students will be asked to read an incredibly difficult Old English style poem in English. The poem used is shown in Appendix E. It is the Old English poem called, Beowulf. There is moot possibility that students will be able to read this poem, even instructors will make mistakes. Students will take turns standing in front of the class and attempting to pronounce the ancient words to the best of their ability. Once a student has made a mistake, the entire class will be asked to show their support and encourage the student who made the mistake. Students are allowed to clap or show verbal support. Students will not be graded on this assessment.

Step 5 - Follow-Through Activities: Gather the students back together and hand out the final worksheet for this lesson. The worksheet is shown in Appendix F. The worksheet is simply a piece of paper that states a promise of respect and kindness. The students are to sign this piece of paper as a promise to show respect and kindness to those who are speaking and not to make fun of others when they make a mistake.

Lesson 3 – Roleplay #1: Asking for Directions

Lesson Summary: This lesson will cover the first part of a dialogue about asking for and giving directions in English. The students will be able to verbally take part in the dialogue and fully understand the meaning of the dialogue in a roleplay format.

Resources or Materials Needed: Virtual proxy network for access to YouTube, Huawei tablets for each student with Kahoot installed, and a computer connected to a projector.

Instructional Strategy: Direct Instruction and Group-Based Activities

Performance Objective: Students will be able to ask for directions and respond to someone asking for directions in a roleplay dialogue.

Time: 45 minutes

Step 1: Pre-Instructional Activities: Start up the computer that is connected to the projector and let the students watch the YouTube video titled, Lost in Terraria. The video is about a fictional character lost in a fantasy world. Jessa, the heroine of the story, goes about Terraria asking for directions because she is lost. Pause the video whenever Jessa is feeling lost and when she asks for directions. Make sure the students understand that Jessa is lost and that’s why she is asking for directions. She doesn’t know the way, so she needs help from others. Once someone tells her the directions, she isn’t lost anymore and can find her way around Terraria.

Step 2 - Content Presentation: Open the lesson with a wordless skit of a person lost in a new city. Tell the students that you are lost and need to find your way around the city. You need to find the local school but you don’t know its location. Walk around the class pretending you are lost and in desperate need of help. Once the students are aware of the role you are enacting, ask them if they can help you. Say, “Excuse me. Can you please help me? I’m lost.” This is the first line of the dialogue. Repeat this loudly, clearly, and frequently as you go around the room asking for help. Instruct the students to repeat this phrase back to you several times. Next, have one student stand up and pretend they are lost too. Have them say the first line of the dialogue out loud. Then, quickly switch roles and pretend that you are a stranger offering help. Say, “Yes, I can help you. Where do you need to go?” This is the second line of the dialogue. Act as if you are about to guide the person to where they need to go. It is crucial that the instructor takes the lead with an enthusiastic performance. Students will not follow along if the instructor seems hesitant in their acting. Call for volunteers and replicate this scene with them as well. Repeat this line multiple times and pretend to help the person find their way. End the roleplay and go into detail about the two lines you used during the roleplay. Break down each sentence and give translations when necessary.

Step 3 - Learner Participation: Instruct the students to gather in groups of 2. Give the students 5 minutes to enact the roleplay shown during the content presentation with their partner. Students will take turns asking for directions and giving directions in English using the 2 lines they learned during the content presentation. The students should be encouraged to act out the lines and have fun with the roleplay. Encourage the students to step out of their comfort zone and be a bit silly. Prior to the roleplay activity, stimulate recall of the proper listening behaviors and improper listening behaviors learned in Lesson 1. Students should exhibit proper listening behaviors when their partner is speaking. Remind the students of how we use our hands, eyes, and mouths to exhibit proper listening behavior when someone is talking. Discourage improper listening behaviors and redirect students who need assistance.

Step 4 - Assessment: The assessment for Lesson 3 will be ungraded. Instead, the students are to perform the roleplay learned during the content presentation in front of the class with their partner. Once the students have finished practicing both roles, have each pair stand in front of the classroom and perform the roleplay. Tell the students to be loud and proud. Make sure they understand that this is not a test. Lead hearty rounds of applause for all the students as they begin and end their performances. If students make grammatical errors, give corrections after they have finished their performance and not during.

Step 5 - Follow-Through Activities: Review the elements of proper listening behavior and talk about how proper listening behavior was important to this lesson. Ask the students how they felt when someone was exhibiting proper listening behavior when they were speaking. How would they feel if someone was not paying attention while they were asking for directions? Tell the students that someone who is lost is already a bit nervous, worried, and afraid. “A person in this situation might feel even worse if we do not properly listen.”

Lesson 4 – Buildings

Lesson Overview: This lesson will cover buildings that students can use when asking for or giving directions in English. The students will not be required to know the spelling for each building, they are only required to learn the pronunciation for now. However, the students will be able to identify the buildings from pictures with 100% accuracy upon lesson completion.

Resources or Materials Needed: Computer connected to the projector, PowerPoint presentation of buildings, laser pointer, tablets for each student with Kahoot application installed, USB drive, toys of buildings, Appendix G worksheet for each student.

Instructional Strategies: Direct Instruction, Hands on Learning

Performance Objective: Students will undertake a virtual quiz using the Kahoot application on their Huawei tablets. The quiz will consist of 5 multiple choice questions. Each question will state the name of the building in audio format. Students are to listen to the audio and determine which picture correctly corresponds to the building stated in the question. Each question will have 4 different pictures of buildings. Students will have 10 minutes to complete this assessment. Students will work alone and instructors should not provide hints to the students.

Time: 45 minutes

Step 1 - Pre-Instructional Activities: Turn on the computer connected to the projector and open up the PowerPoint presentation with pictures shown in Appendix H. Each slide will display various buildings. The following buildings are shown in the presentation: a police station, a library, a hospital, a school, and a store. As you go through each slide, talk about all the pictures on each slide and ask the students if they know the names of each building. It’s okay if the students only know the Chinse or Korean names for the buildings. Use a laser pointer to highlight each picture and have the students identify the picture in Korean or Chinese. Ask them what the picture shows and what kind of building it is. Also, discuss with the students what each building is for and why they are needed by people. Finally, talk to the students about their neighborhood and the kind of buildings they have in their neighborhood. Do you guys have a library in your neighborhood? What about a bridge? How many rivers do you have in your town? How many stores?

Step 2 - Content Presentation: “Now, we will learn the English words for these buildings! Does anyone know the English names for these buildings?” This is when you will introduce the English names for the buildings to the students. Go back to the first slide and go through each picture one by one. Loudly and clearly state the English name for each building. Have the students follow along and repeat what you say. Do this multiple times for each picture and make sure all the students are participating. Break up the words into syllables and pronounce each syllable slowly and clearly for the students.

Step 3 - Learner Participation: Now, it is the students turn to be more involved and engaged. They will use their Huawei tablets to showcase their understanding of the lesson. Each student will be sent images of the buildings used during the content presentation via USB transfer. Once all the students have received the images, the teacher will conduct a verbal activity with the students. Students will carefully listen to the building the instructor calls out in English and find the picture that matches with what the instructor said. Once they have found the correct picture the students will raise their tablets and show their answer to the instructor. This activity should cycle through all the images in random order and be done multiple times to give students as much practice as possible. Lastly, students will be given the worksheet shown in Appendix G. This is a cut and paste worksheet with images of buildings. The students must cut out the buildings and place them in the order in which they are called. The instructor will call out the building names with a clear pronunciation and repeat the order 3 times. The pictures used in this worksheet are the same pictures used in the PowerPoint presentation.

Step 4 - Assessment: The assessment will be conducted using the Kahoot quiz application. Kahoot should be installed prior to instruction on every student’s Huawei tablet. Students will access a premade quiz by entering an identification code. Upon entering the virtual quiz room, students will listen to 5 different questions. The questions are simply the English names of buildings that were covered in the lesson. Each question will be repeated 3 times, so each student will have 3 chances to listen to the word. The questions are in multiple choice format; students will have 4 answers to choose from. Each question will have a time limit of 1 minute. The assessment should not last longer than 10 minutes. Students will answer the questions on their own with any additional help from the instructor.

Step 5 - Follow-Through Activities: Reinforce the building names learned in the lesson with an additional activity. Use the toys and miniature sculptures of the buildings to conduct a lesson review. Tell the students to gather together in the middle of the classroom. Set the toys and miniature sculptures on an empty table in the middle of the classroom. Pick up each toy one by one and have the students identify the English name for each one.

Lesson 5 – Basic Prepositions

Lesson Overview: In this lesson, students will learn basic prepositions such as next to, across from, in front of, behind, and under.

Resources or Materials Needed: 1 Huawei tablet for each student, the Kahoot Android application installed on each tablet, Crazy Blox application installed on each tablet, YouTube video called Prepositional Exercises, a copy of the worksheet shown in Appendix B for each student, wooden red blocks, wooden blue blocks, and a computer connected to a projector.

Instructional Strategy: Direct Instruction and Group-Based

Performance Objective: Students will know meaning of basic prepositions such as in front of, behind, near, and across from.

Time: 45 minutes

Step 1 - Pre-Instructional Activities: Inform the students that today’s lesson is about prepositional words. Tell the students that these words can be used when giving someone directions. Now, open up YouTube on the computer connected to the projector and watch a video titled, Prepositional Exercises. The video will show a cat and the cat’s owner. The cat will roam about while the owner stays put. As the cat is shown in various locations, the owner will call out where the cat is in relation to him. The words he uses are the prepositions we will learn in class today. Once the 3-minute clip finishes, play the video again and this time pause at each preposition. Repeat the preposition out loud to the class and have the students repeat what you say. Do this for each preposition shown in the video. The prepositions are: next to, across from, in front of, behind, and under.

Step 2 - Content Presentation: Now, you will do a demonstration of the prepositions. Set up a table in the middle of the classroom and have the students gather around it. Prepare two wooden blocks and set them on the table for students to see. One wooden block must be red, the other wooden block must be blue. Position the wooden blocks according to each preposition learned during the pre-instructional activity. First, keep the red block still and position the blue block right next to the red block. They should be touching each other and side by side. Clearly tell the students that the blue block is next to the red block. Point to each block as you tell the students that the blue block is next to the red block. Repeat this exercise for all 5 prepositions. Place the blue block across from the red block. Clearly tell the students that the blue block is across from the red block. Keep doing this with the blocks until all prepositions have been shown to the students.

Step 3 - Learner Participation: During the pre-instructional activity and content presentation, the students must participate by repeating the prepositions spoken by the instructor. Once the visual demonstration is complete, students will now have the chance to show their understanding of the above prepositions. However, they will not be using wooden blocks, they will be using virtual blocks! The students will turn on their Huawei tablets and open up the Android application called, Crazy Blox. This application features virtual blocks of all shapes and colors. The students will gather in pairs and move the virtual blocks around to show various prepositions. The instructor will call out each preposition one by one. The students will have 10 seconds to move their blocks around and share their answers with their partner.

Step 4 - Assessment: For the assessment, the students will each be given the worksheet shown in Appendix B. This worksheet features cut and paste pictures of blocks arranged in the prepositions learned during this lesson. The prepositions are: next to, across from, under, behind, and in front of. There will be 1 image for each preposition listed above. The students will be given blunt scissors and glue for this assessment. The students will be instructed to cut along the dotted line for each picture and then sequence the pictures within the boxes numbered 1 to 5. Students will then paste each picture according to the order in which the instructor calls them out. For instance, if the instructor says “next to” as the first preposition, the students will find the picture that fits this preposition and paste the picture into Box 1. The assessment should take no longer than 15 minutes. 5 minutes for cutting the pictures, 5 minutes for explaining the directions, and 5 minutes for getting through all 5 prepositions. The instructor will not provide additional aid to the students.

Step 5 - Follow-Through Activities: After the assessment is finished and the worksheets have been collected, have the students move their chairs and desks to the sides of the classroom. Play a simple game with the students using the learned prepositions. First, group the students in pairs and have them work as a team. The instructor will call out a preposition that the students learned in the lesson. The students must then quickly work with their partner to demonstrate the preposition using their bodies.

Lesson 6 – Locating Buildings with Prepositions

Lesson Overview: In this lesson, the students will learn how to locate buildings with prepositions.

Resources or Materials Needed: Fictional map of a town for each student shown in Appendix C, 1 red and 1 blue block for each student, a computer connected to a projector, and assessment worksheet for each student shown in Appendix D

Instructional Strategies: Direct instruction

Performance Objective: This assessment will incorporate a cut and paste assignment alongside a listening activity. Students will be given a fictional map of a town with 4 missing buildings. The missing buildings will be listed during the content presentation. The students are required to identify the buildings and paste the buildings in the correct location. To do this, they need to understand various prepositions alongside the building names. An audio recording will state the location of 4 buildings using prepositions. Students need to listen carefully in order to correctly paste the buildings in their proper place. The audio recording will last for 40 seconds and will be played twice. Students will have 10 minutes to complete this assignment and are expected to complete the assessment without any help from the instructor. The map used in this assessment is shown in Appendix C.

Time: 45 minutes

Step 1: Pre-Instructional Activities: Gather the students together to the middle of the class. Set up a table and place 1 red and 1 blue block on it. Using the 2 blocks, go over the prepositional terms learned in the previous lesson. The prepositional terms are as follows: next to, behind, in front of, under, and across from. Arrange the blocks next to, behind, in front of, under, and across from each other while saying each preposition out loud. Have the students say each preposition out loud as the blocks are arranged. Next, have the students get back into their seats and give 1 blue and 1 red block to each student. Inform the students to listen carefully to what you say and arrange the blocks according to the preposition you give. Clearly use the words red and blue to denote the relation of the two blocks.

Step 2 - Content Presentation: Tell the students to go back to their seats and hand out the worksheet with a map of a fictional town to each student. Power up the computer connected to the projector and display the electronic copy of the map on the screen. The fictional map includes the location of a police station, a school, a hospital, a zoo, a store, a bank, and a library. Pointing to each building projected on the screen, identify each building and clearly state the name of each building. Have the students repeat what you say and give the Korean translation for each building. For example, point to the building with the police badge and tell the students that this is the police station. Ask the students what the police station means in Korean and what the police station is for. Who works at the police station? Why is a police station necessary? Do this for all the buildings. Once all buildings have been talked about, use prepositions to describe the location of each building. For example, tell the students that the police station is next to the library, the store is across from the hospital, and the bank is in front of the zoo. Do this for all the buildings. Next, ask the students what would happen if some of the buildings switched places. What if the hospital and the bank switched places? Then the hospital would not be across from the store and the hospital would be next to the zoo. Lastly, quiz the students on what they have learned. Point to all seven buildings and have the students state the building name and use prepositions to describe the location of each building. The students should say things like, “The hospital is across from the store. The bank is next to the zoo. The library is next to the police station. The school is in front of the store.”

Step 3 - Learner Participation: For learner participation, have the students gather in pairs and use prepositions to denote the location of each building. One student will randomly point to the buildings shown on the map of the fictional town and the other student will state the name of the building and use prepositions to denote the location. Students will take turns pointing to the buildings and talking about where the buildings are located.

Step 4: Assessment - For the assessment, the students will use a map similar to the one they used during the content presentation. However, in this map the buildings are located in different places and 4 buildings will be missing. The missing buildings are shown on the worksheet and they must be cut and glued onto the correct location. The correct location will be given using an audio recording that states each building name and gives their location using prepositions. The students are to listen to the audio recording twice. They are to remember the locations of all 4 buildings stated in the audio recording and use the information to glue the buildings to their correct positions. This assessment will take 10 minutes and will be undertaken by the students without help from the instructor. This assessment is shown in Appendix D.

Step 5 - Follow-Through Activities: The assessment should be followed by a roleplay activity. Have the students pair up and have one student pretend that they are lost in town. The student who is lost will ask the other student where certain buildings are located. The student with the map will then give directions to the student who is pretending to be lost in town. For example, the student who is pretending to be lost will ask where the hospital is located, the other student would then give the location of the hospital using prepositions.

Lesson 7 – Roleplay #2: Giving Directions with Prepositions

Lesson Overview: This lesson will cover the second part of the dialogue about giving directions with prepositions. The students will be able to verbally take part in the dialogue and fully understand the meaning of the dialogue in a roleplay format.

Resources or Materials Needed: Fictional map of a town for each student shown in Appendix I, PowerPoint presentation with fictional map of town shown in Appendix I, and a laser pointer.

Instructional Strategies: Direct instruction

Performance Objective: Students will be able to ask for directions using building names and give directions using buildings and prepositions in a roleplay dialogue.

Time: 45 minutes

Step 1: Pre-Instructional Activities: Refresh the students’ memory of the first roleplay they learned in Lesson 3. Perform the roleplay with the entire class. Ask the students for help using the first line of the dialogue, then have the students answer back with the second line. Make sure to pretend that you are lost and in desperate need of help. Once the students have answered back and have showed eagerness to help, tell them to switch roles and act as the person who is lost. Have them say the first line of the dialogue while you respond with the second line of the dialogue. Be loud and encourage the students to speak in unison. After stimulating recall of Lesson 3, hand out a worksheet with a map similar to the one used in Lesson 6. However, this map will have buildings located in different places. Power up the computer connected to the projector and show the electronic copy of this map on the screen. Point to each building and refresh the students’ memory of prepositions and building names. Ask them to identify the buildings and give the location using prepositions. Where is this police station? Where is the school? What building is this?

Step 2 - Content Presentation: Now, it is time for the students to learn the third and fourth lines of the dialogue about asking for and giving directions in English. Using the map projected on the screen, point to the police station and say “I’m looking for the police station. Can you tell me where it is?” This is the third line to the dialogue. To help the students understand, point to yourself first, then put your hand to your brow as if you are a sailor looking for land, then point to the police station on the map. As you say “Can you tell me where it is?”, point the students and then open your hands and shrug. Since the students have already learned the meaning of the words police station, can, and where, the students should have no problem understanding what you are saying. Nonetheless, use hand gestures to further reinforce their understanding. Put on your acting shoes and walk about the class telling the students that you are looking for the police station and ask them where it is. Look under books and pencils as if you are looking all over the classroom for the police station. Next, repeatedly say “Where is it?” as you spread out your hands and shrug. Now, it is time introduce the third line of the dialogue. Quickly switch roles and pretend that you are someone who can help. Loudly say, “Yes, I can help you! The police station is near the hospital!” Upon saying this line, make sure to point to the screen and show that the police station is indeed next to the hospital. Then, tell the students that you are now looking for the hospital. Where is the hospital? Can you tell me where it is? Quickly switch back to the helpful stranger and tell the students that hospital is near the police station as shown in the map. Let the students have a turn giving directions. Ask them where the library is. They should reply that the library is near the store. If not, point to the library on the map and refresh their memory on prepositions. Continue to ask the students where each building is located. Tell the students to answer together as a class. Go through all the buildings so that the students get enough practice.

Step 3 - Learner Participation: The students will now practice the roleplay in pairs. Give the students 10 minutes to gather into pairs and practice with their partner. One student will be asking for directions to a certain building and the other student will be giving directions to the building using prepositions. Walk around the class to make sure the students are correctly asking for directions and correctly giving directions using the additional two lines of dialogue learned in the lesson. Encourage the students to loosen up and act out the roleplay. Let them know it’s okay to be silly and to have fun with the dialogue. Instructors should also support positive listening behavior and redirect students who have trouble exhibiting proper listening behavior.

Step 4 - Assessment: The assessment for Lesson 7 will be ungraded. Instead, the students are to perform the roleplay learned during the content presentation in front of the class with their partner. Once the students have finished practicing both roles, have each pair stand in front of the classroom and perform the roleplay. Tell the students to be loud and proud. Make sure they understand that this is not a test. Lead hearty rounds of applause for all the students as they begin and end their performances. If students make grammatical errors, give corrections after they have finished their performance. Avoid interrupting the students during their performance.

Step 5 - Follow-Through Activities: Wrap up the lesson by combining the first roleplay and second roleplay into one roleplay. Ask the students if they remember the first roleplay they learned in Lesson 3. Call for a volunteer and have him or her start off the dialogue. The student should say, “Excuse me. Can you please help me? I’m lost.” Respond to the student by saying, “Yes, I can help you. Where do you need to go?” Once the first part of the dialogue is complete, the student should begin the second part of the dialogue by asking for directions to a building of their choice using the line they just learned in the lesson. The instructor will then respond with the last part of the dialogue and give directions using prepositions. Lastly, switch roles and let the entire class participate in the complete dialogue. Ask them for help and end the roleplay with them telling you the location of where you need to go.

Lesson 8 – Direction Phrases

Lesson Overview: In this lesson, students will learn direction phrases such as turn left, turn right, and go straight.

Resources or Materials Needed: Ducksters website, Slot Car Racing game, worksheet of a maze for each student shown in Appendix J, a copy of the worksheet shown in Appendix K for each student, and a computer connected to a projector.

Instructional Strategy: Direct Instruction

Performance Objective: Students will navigate a maze blindfolded by listening to the direction phrases learned in this lesson.

Time: 45 minutes

Step 1 - Pre-Instructional Activities: Introduce the site Ducksters to the class. Write the web address to the Ducksters’ website on the blackboard. The web address will directly lead the students to a 2D car racing game called Slot Car Racing. The students will access the game page on their tablets. Once the students have arrived at the site, tell them to hit the play button and begin playing. This game uses the phrases turn left, turn right, and go straights turn in its gameplay. Players must use visual and audio clues to navigate a car in a virtual race. The controls are superimposed on the screen. Students will have 10 minutes to play this game before the start of instruction.

Step 2 - Content Presentation: Instruct the students to turn off their devices and come back together as a class. Write the direction phrases turn left, go straight, turn right on the blackboard. Pronounce the words for the students. Make sure to repeat the pronunciation multiple times. Have the students read each word out loud. Next, read each phrase again but this time introduce hand signals. Face away from the class and use your left hand to point to the left as you say “turn left”. For “turn right”, point to the right. For “go straight”, point directly forward. Face the class again and have the students use hand signals as they repeat each phrase once more. Then, turn around again and add an additional action for each phrase. As you say “turn left” and point to the left, literally turn to the left and start walking. Go back to your starting location and do this for the last two phrases. As you say “turn right” and point to the right, literally turn to the right and start walking. As you say “go straight” and point directly forward, literally go straight forward until you hit the wall. Face the class once more and have the students clear the middle of the room. Then, say each phrase and let the students move accordingly as you demonstrated just moments before. Once this exercise is complete, ask the students to guess what each phrase means. What does “go straight” mean? What does “turn left” mean? What do these phrases mean in Korean? To be absolutely clear, use the computer connected to the projector to display the Korean translations for each phrase.

Step 3 - Learner Participation: Students will now return the desks and chairs back to their proper places. With the computer connected to the projector, open up an electronic image of a maze. This maze is shown in Appendix J. The students do not have to find the correct path out of the maze, the correct path is already shown in this maze. Instead, students are to use the directions phrase learned during the content presentation to retrace the path out of the maze. For example, whenever the path veers to the left, the student will say “go left”.

Step 4 - Assessment: Tell the students that they will be navigating a maze blindfolded using only the direction phrases they have just learned. Tell the students that you will arrange the desks and chairs to form a maze. Then, they will be blindfolded and led to the maze starting location. One student at a time. From there, the students must listen to the direction phrases spoken by the instructor to successfully navigate their way out of the maze. Once the students understand the instructions, blindfold all of them so that they cannot see how the maze is arranged. Arrange the chairs and desks according so that all direction phrases must be used at least once. Next, hand out ear muffs to every student so that they cannot hear the directions given until it is their turn. Students who successfully complete the maze are allowed to remove their blindfolds but must be completely silent during the assessment. Emphasize that this assessment is not a race and is not a graded assessment. They must not run during the assessment.

Step 5 - Follow-Through Activities: Upon completion of the assessment, have the students do the cut and paste worksheet shown in Appendix K. The students will cut out the directional arrows on the worksheet and paste them according to the direction phrases called out by the instructor. There are 10 direction phrases that will be given by the instructor. The students are to arrange the arrows in order and according to the direction phrases given by the instructor. For example, if the first direction phrase given by the instructor is “turn left”, the students will cut out one arrow and paste the arrow pointing left next to the number 1.

Lesson 9 – Roleplay #3: Direction Phrases Roleplay

Lesson Overview: Students will learn a dialogue that uses direction phrases when asking for and giving directions in English. The students will be able to verbally take part in the dialogue and fully understand the meaning of the dialogue in a roleplay format.

Resources or Materials Needed: Myst computer game by Microsoft, computer connected to the projector, a digital image of a school, and worksheet for each student shown in Appendix L.

Instructional Strategies: Direct Instruction

Performance Objective: Students will be able to perform a roleplay of a dialogue that uses direction phrases.

Time: 45 minutes

Step 1 - Pre-Instructional Activities: Power up the computer connected to the projector and open up the computer program called, Myst. Myst is a game where you play a character that traverses intricate environments by turning left, right, or by going straight. It’s a point-and-click adventure that was created by Microsoft. Play the first level with the students for 5 minutes. Ask the students to guide the character through the dungeon hallways. Let the students call out the direction phrases learned in Lesson 8. Navigate the character according to what the students call command.

Step 2 - Content Presentation: It’s time to introduce the final roleplay for the students. This dialogue will be similar to the dialogue learned in Lesson 7. But instead of using prepositions to denote the location, students will use direction phrases to give directions. Demonstrate the roleplay by performing a short skit for the class. First, power up the computer connected to the projector and project a digital image of a screen onto the projection screen. Then, frantically look around the classroom and walk about the room as if you were lost. Face the students and ask them a question that will be the first line of this lesson’s dialogue: “Excuse me. Can you help me? I’m looking for the school. Can you tell me how to get there?” The students should already know most of the words in this dialogue, it is very similar to the question used in Lesson 7. The only difference is that this question asks how to get to the location instead of where the location is. Repeat this line loudly and clearly for the students. Ask the students to repeat this line until their pronunciation is clear. Then, quickly walk to the back of the room and turn around facing the projection. Continuing to face the screen, keep walking to the left as far as possible. Now, point to the picture of the school and say the phrase once more. After pointing to the school and repeating the first line, quickly switch roles and say “Yes, I can. Go straight and then turn right.” This is the second line of the dialogue. Once you have repeated this line multiple times for the class to hear, walk straight towards the front of the room and then turn right and keep walking until you reach the screen. Do this multiple times and loudly say the direction phrases as you are moving. Lastly, go back to the back of the room once more but this time to the opposite corner. From the opposite corner ask the students how to get to the school using the first line of the dialogue. Let them know that there will be a small change in how they answer. If they answer you with the same line they used before, demonstrate that it is incorrect by walking straight and then turning right. You will end up hitting the wall! Keep trying again until the students figure out the answer. If they are having difficulty, give them some help by using your pointer fingers to denote the direction phrases learned in Lesson 8. Once they make the correct changes to the second line of the dialogue, show them that they are correct by walking straight and then turning left to reach the projection screen. Compliment the students on a job well done!

Step 3 - Learner Participation: Transition to the next phase of the lesson, roleplay practice. Hand out the worksheet shown in Appendix L to each student. This worksheet contains a map of a town with a designated starting location. The students will group up in pairs and use this map to give directions to their partner. One student will initiate the roleplay by using the first line introduced during the content presentation. This student will ask their partner how to reach a certain building shown on the map. The other student will respond by giving directions using direction phrases. The directions will begin from the starting location indicated on the map. There are 4 buildings on this map and each building will require a different set of direction phrases in order to be reached. All 4 buildings must be used to complete this activity. Students will take turns playing the role of the person asking for directions and giving directions. Encourage the students to pretend as if they were really lost or really helping someone who is lost.

Step 4 - Assessment: This assessment will be like the assessment in Lesson 7. Students will perform the roleplay they practiced during the learner participation phase. However, this time the students will be given a different map with a different location they have to reach. The students are to use this map to ask for directions and give directions using the direction phrases learned in Lesson 8. The map that will be used for this assessment is found in Appendix M. Each pair will take turns performing the roleplay twice so that each student has the chance to display both roles. Students who are waiting for their turn will wait outside and will be called in once a group finishes their assessment. This measure will safeguard the fairness of the assessment. The students will be assessed based on their pronunciation of the dialogue and the correct use of direction phrases when giving directions in English.

Step 5 - Follow-Through Activities: As the final lesson for this unit, talk with the students about how they felt throughout the unit. Were you afraid of speaking in front of others? Did it help working with a partner? Did you become more comfortable as you got more practice speaking in front of others? Did you feel supported by the other students when performing the roleplay? Did the acting aspect help you feel more relaxed? Would you be able to ask a stranger for directions in English? Would you be able to help someone with directions in English?

References

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