Sophia Rombach

Sample Teaching Unit

Background: Providing Context for the Teaching Unit

A. Description of school

This unit was designed for use in a middle school in Germany (Theodor-Frank-Realschule, Teningen). Therefore the context of this unit is an EFL classroom. The unit was designed for a 6th grade. The school is popular for its use of technology within the classrooms. It has a set of iPads, several white boards and cameras for the use in classroom available.

B. Description of students

The class consists of 24 high beginner / low intermediate EFL students from Germany. In a 6th one you would usually only find students with their English being on a low beginner level, however, as this class is a bilingual class, which means that some of their subjects (e.g. History and Geography) are taught in English and as they had English since 1st grade (usually in Germany students start learning English in school in 5th grade) their level of English is higher compared to other 6th graders.

C. Description of the students’ English lessons in general

The students have the subject English four lessons per week. Each lesson is 45 minutes long. Two times a week there is a single lesson and one time there is a double lesson. In the lessons there is focus on promoting speaking, writing, reading and listening, as well as a focus on building up vocabulary. Every week the class has a vocabulary test based on their English textbook which covers different kinds of topics. In terms of reading, the students are reading a book over a longer period of time (“Sherlock Bones”). Speaking is promoted by the students speaking in front of the class as often as possible in so called “5 minute presentations” about any kind of topic the students are interested in. There is a listening CD that goes with the learner’s textbook, which is often used to promote listening. Also the teacher tries to cover lyrics of popular songs to improve listening. A focus on writing is promoted by the project based learning concept of designing a class magazine in which the students put short essays about topics they are interested in (e.g. music star descriptions /recipes). The teacher tries to meet the student’s interests and tries to refer to their real life so that the students are motivated and engaged.

D. Description and overall goal of the unit

As the student’s level of English is already on a high beginning / low intermediate level, the teacher of the class wants to improve the

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student’s English even more with a main focus on promoting the students speaking and listening: Therefore, the whole class and two accompanying teachers are going on a one-week trip to England. There, the students will stay in host families. For that trip the class will be divided in different groups of two or three students so that each group can stay in another host family. Also the teachers will stay in a host family. The future situation of the students going to England makes up the context of this unit and connects the different components.

This unit is made up of five lessons designed to prepare the learners for their trip to England by promoting listening and speaking.

The main reason for the class trip to England is that language use in real life will be made possible. The complete unit functions as a preparation for that trip: Conversations between students and the host family will occur and the unit has the aim to make these conversations successful and to make the students manage these successfully by practicing speaking and listening beforehand in the classroom context.

= talking to the host family when arriving, talking about the characteristics of the area where the students live back in Germany, talking about popular food / things of the area where they live back in Germany, talking about their parents’ jobs, asking polite questions, paraphrase difficult words and terms.

Even though the class is considered as a bilingual class and their level of English is higher than the level of other 7th grades, a preparation for this trip seemed inevitable. After that unit, the students should be prepared for difficult situation in which spontaneous language use will be necessary. The students should feel prepared and confident in relation to listening to the host family during their usual conversations and to speaking with them about every day topics.

E. Recent work

Beforehand, the ongoing topic on which the teacher focused on was “music”. From that topic the class will move to the “preparation for England” topic. However, the first lesson of this unit focuses on the topic music only and not on the preparation for England yet, but already with the goal to improve listening and speaking in relation to the topic music.

F. Assessment(s)

Teacher – Student role playTo assess how much the students have learned / have not learned after this teaching unit, individually the students will have to perform a role play with the teacher. Teacher = host mum, Student = Student. The role play will go through the process of the first meeting of the host mum & student, talking about own regional/culinary aspects, asking polite and grammatically correct questions and paraphrasing difficult terms. The teacher will lead the conversation. The students don’t know before what the teacher is going to

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ask/say exactly. They only know about the process. The teacher could videotape the role play. The students will get graded in terms of a successful / unsuccessful conversation.

Lesson 1 (single lesson, 45 minutes)

I. Getting ready to teach

A. General topic of the lesson: Music preferences.

B. General goal of this lesson: Talking about music preferences as a preparation for the student’s trip to England. Students get prepared to be able to talk about a special topic (=music preferences) during the stay in their host families. Also, students will learn vocabulary related to the topic “music”.

C. Student learning outcomes for this lesson: By the end of this lesson, students will:1. Be able to express their likes/dislikes in relation to music.2. Be able to use vocabulary related to the topic “music”3. Form questions correctly.

D. Vocabulary, grammar, pronunciation, and other key language to be taught in this lesson: Grammar (question forms), vocabulary in relation to music preferences, speaking in front of the class (=oral outcome), listening to a role play = Main focus on listening and speaking.

E. Materials: black board, role play dialog, worksheet 1 (“Find someone who…”), worksheet 2 (partner interview).

II. Teaching the lesson

Activity 1: Opening = music preference role play (20 minutes)

1. Teacher introduces topic of lesson = music, music preferences, first lesson that prepares for the trip to England.

2. Pre- Listening Activity 1: Language preparation: Teacher draws cluster “music” on blackboard. Students are supposed to come to the front and write down anything that comes into their mind in relation to the topic “music” (e.g. music genres (Hip Hop, Jazz, Funk…), instruments, music stars / bands, songs, how to listen to music (radio, iPod…). Afterwards the teacher plays sample songs of each genre and the students are asked to identify the genre. The teacher than adds the names of the songs to the cluster by writing the names of the songs next to each genre as examples.

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3. Pre-Listening Activity 2: Game: “Find someone who…” Teacher explains that students will play a game called “Find someone who”. Teacher explains game:

“You will get a worksheet with several sentences on it referring to the different music genres. For example: Find someone who likes Jazz. I want you to walk around in the classroom and find someone who likes Jazz by asking several students. If you find someone, write his/her name next to the sentence. After you wrote down the name you have to ask the person one additional question relating to the particular topic. E.g. Why do you like Jazz? / Have you been to a Jazz Concert? / Who is your favorite Jazz musician? Write down your additional question and the person’s answer. Conversations like these are likely to happen when staying with your host family. You have 5 min. in total. You have to speak English. Ask questions in English e.g.: “Do you like Jazz?”

Teacher hands out worksheet 1. Students walk around in the classroom and ask each other the questions on worksheet. After 5 minutes, students sit back down. Teacher asks the class some of the questions on worksheet 1. E.g.: “Who found someone who likes Jazz music?” Students are supposed to answer in complete sentences: “I found someone who likes Jazz music and it is Lisa. I also asked her the following question (…) and her answer was (…)”.

4. While-Listening Activity: Students will watch/listen to a role play that the teacher will perform with another teacher (T1 + T2) in front of the class (=dialog about personal interest in music). Students are supposed to write down the music preferences of T1 and T2. (Dialog: Appendix page 3)

5. Post-Listening Activity: Students get together in pairs. One student pretends to be T1 and the other student pretends to be T2. With the help of their notes, the pairs try to reproduce the dialog.

Activity 3: Partner interview: Music preference (15 minutes)

1. Teacher explains task assignment for worksheet 2: “Now you have to work with your partner sitting next to you. The person sitting on the left side will be the host parent and the person sitting on the right side will be the exchange student. Host Parent: ask your partner the questions that are on the work sheet you will get (e.g.: Who is your favorite male music star?”). Exchange student: Answer in complete sentences and write your answer down on the work sheet.

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Afterwards some pairs are asked to come to the front and perform a short role play dialog based on the work sheet (= Host parent asks any question and exchange student answers- about three questions in total).

2. Teacher hands out worksheet 2.

3. Students fill out worksheet 2.

Activity 4: Closing: Students’ presentations (oral outcome) (15 minutes – till the end of the lesson)

1. Teacher explains that each pair has to come to the front and perform a role play (= Host parent asks any question and exchange student answers- about three questions in total).

2. The first pair comes to the front and performs the role play (=three questions).

3. Presentations continue till the end of the lesson. If it won’t be every pair’s turn, in the beginning of the next lesson the other presentations will take place.

III. Appendix

Dialog – music preference

T1: (Listens to music).

T2: Hey, how are you? (No reaction from T1). Hellllloooooo? (T2 pokes L1) (T1 startles).

T1: Sorry, I lost myself in this song.

T2: What song is it?

T1: It’s my new favorite song. It’s from Rihana and Shakira – together! It’s called ‚Can’t remember‘.

T2: Ah, they play that song on the radio all the time! But it’s not my kind of music though.

T1: Why not? What kind of music do you like? Which is your favorite song right now?

T2: I like Eminem and Rap music.

T1: Oh, I don’t like him. Rap is a bit too much for me. But do you know who I like? It’s a little bit embarrassing. I like Britney Spears. I’m even going to her concert next week.

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T2: Oh really? Are you kidding me? I also got tickets. Let’s go together.

T1: Great idea!

Worksheet 1: Find someone who...

→ Talk to as many fellow students as possible. Find at least one name for each

sentence and then ask an additional question relating to the sentence.

… prefers listening to HipHop

Name:

Additional question and answer:

… prefers listening to Rock

Name:

Additional question and answer:

… prefers listening to Country

Name:

Additional question and answer:

… prefers listening to Electro

Name:

Additional question and answer:

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… prefers listening to Rap

Name:

Additional question and answer:

Worksheet 2

Partner interview – music preference

Host Parent: Ask your partner the following questions: Exchange Students: Answer in a complete sentence and then write your answer down here:

1. Who is your favorite male music star?

2. Which female music star do you like the most?

3. Which music star do you not like?

4. Which is your favorite song?

5. When do you listen to music?

6. Do you play an instrument? If yes, which one?

7. How do you listen to music? (IPod/radio/TV/CD)

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8. Which kind of music do you like the most? Why? (Hip Hop/Rock/Pop/Jazz/House/Electro/Blues/Rap/Country/Techno)

Afterwards you have to perform a short role play

Lesson 2 + 3 (double lesson, 90 minutes)

I. Getting ready to teach

A. General topic of the lesson: Preparation for the trip to England = “Arriving at my host family’s home”.

B. General goal of this lesson: Students will be prepared for the situation when first meeting their host families.

C. Student learning outcomes for this lesson: By the end of this lesson, students will be able to have a conversation with their host family when meeting them the first time and use related vocabulary correctly. Students will be able to answer questions spontaneously during the first meeting with the host family.

D. Vocabulary, grammar, pronunciation, and other key language to be taught in this lesson: Vocabulary in relation to the “first meeting” conversation, Grammar (answer correctly), listening to a role play, speaking on front of the class = main focus on speaking and listening.

E. Materials: role play dialogue (= successful conversations in different “arriving” situations: a student meeting his/her host family for the first time at a bus station, driving with the host family to their home by car, entering the host family’s house for the first time), worksheet 1 (= unknown words – role play), worksheet 2 (= helpful English words / phrases), worksheet 3 (=preparation for “question game”).

II. Teaching the lesson

Activity 1: Opening= Dialog: Meeting my host family the first time (30 minutes)

1. Teacher introduces topic of lesson = Preparation for trip to England = “Arriving at my host family’s home”.

2. Pre-listening-activity: Language preparation: Teacher asks class: “What is important when you meet your host family for the first time?” Teacher draws cluster

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on black board (“First meeting with host family” = be friendly, say thank you, present = ideas, conversation topics….).

Students will watch/listen to a role play that the teacher will perform with another teacher in front of the class (= successful conversations in different “arriving” situations: a student meeting his/her host family for the first time at a bus station, driving with the host family to their home by car, entering the host family’s house for the first time).

3. While-listening activity: Students are supposed to note down unknown words that occur in the dialog on a worksheet (=worksheet 1).

4. Post-listening activity: Teacher asks Students about unknown words. Students name unknown words. Teacher explains words to students. Students get together in pairs. For each unknown word which they noted down on worksheet 1 they are supposed to come up with one sentence including this word. Pairs read out loud their sentences to the class.

Activity 2: Question game (30 minutes)

1. Teacher explains “question game”: At the end of the lesson, teacher pretends to be the host mum and will ask questions that occurred in the role play to some students. Teacher picks any student and asks him/her any question. Students don’t know which questions the teacher will ask to which students. = preparation for spontaneous language use. After the teacher asked some questions to some students, students get together in pairs and ask each other any questions.

2. Preparation for “question game”: Teacher hands out worksheet 2 which contains helpful English words/phrases. One Student reads worksheet 2 aloud. Teacher asks for unknown words/phrases. Students name them. Teacher explains them. Students are supposed to take worksheet 2 with them to England. Teacher hands out worksheet 3 which contains questions that occurred in the role play. Teacher will ask some of these questions at the end of the lesson to some students. Students get 10 minutes to answer these questions by writing down the answers.

3. “Question game”: Teacher will pick some questions of worksheet 3 and ask these to any student. Students answer spontaneously with help of their answers they wrote down. Students will get together in pairs and ask each other any questions.

Activity 3: Closing: Students’ role plays: Arriving at my host family (30 minutes)

1. Students get together in pairs. One student pretends to be the host mum. The other student pretends to be the student. With the help of worksheet 3, they will have to perform a role play in front of the class “Arriving at my host family”. They can use any kind of questions/answers from worksheet 3.

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2. Students get together in pairs. They write down their role play dialog.

3. Pairs have to come to the front and perform their role play in front of the class.

III. Appendix

Role play dialog – Arriving at my host family’s home

At the bus station:H: Hello, are you Anna?S: Yes, I am! Nice to meet you Mrs. Parker! How are you? H: Nice to meet you too Anna! How are you? S: I am fine, thanks.H: You look just like the picture your school sent to us! Can I help you carry your bags to the car?S: Yes, thank you very much. And thank you so much that I can stay in your home!

In the car:H: So, Anna, how was your trip?S: I beg you pardon, can you speak a little louder/ slower?H: How was your trip, Anna?S: It was fine, but the bus ride was really long.H: You must be tired. Are you hungry too?S: A little bit.H: It is amazing that there is a bus connection between Germany and England!S: Yes it really is. The good thing is that it is cheaper than flying but the bus ride takes forever. H: I agree! I promise that this car ride will only take one more minute! S: I’m fine! I actually enjoy seeing the area you are living in passing by. It is beautiful here! What is the building over there?H: Oh that’s our shopping mall! We will definitely take you there!S: That sounds great! I love shopping. H: Here we are, that’s our house!

Arriving at the house:H: Come in, welcome to our home. S: Thank you. What a nice house. H: Let's go upstairs, I will show you your room.S: Thank you so much. Excuse me, I need to go to the bathroom, where is it?H: Just turn left, go straight and use the second door. Do you need anything else?S: Oh yes, I forgot to bring my towel. Could I have one, please?

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H: Sure, I'll bring you one.S: That's so nice of you. Thank you very much.Oh, Mrs. Parker, I almost forgot that I brought something for you. This is a little present from the black forest. H: Oh thank you, that's very kind of you!S: You're welcome.

Worksheet 1

Roleplay – Arriving at my host family’s home

Words / Phrases I don’t know:

-

-

-

-

-

-

-

For each unknown word / phrase , after the teacher explained it to you, get together in pairs and write down sentences including one unknown word:

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Worksheet 2

Helpful words/phrases for your stay at your host family’s home:

Excuse me, can you show/tell me ..., please?I'd like to have/do...Have you got any..., please? Where is... ?

Can you speak a little slower/louder, please?I beg your pardon,... / Excuse me, ... Could you say that again, please?

Would you mind if I … ? /Is it all right with you if …? Am I disturbing you? Excuse me, may I ask you something?

What have you got planned?I was told...

I would like to...I'm sorry, I don't know. I'm sorry, I didn't mean that.It makes me sad that... Never mind. That's fine./Thank you, I'm fine. I'm so happy that...

I brought something for you/I brought you some...

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Do you like...?

See you later. I wish you all the best.Have a nice day!Take care!Thanks for everything!

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Worksheet 3 ( Preperation for „question game“)

You will be asked the following questions / Form possible answers:

- How are you (today)?

- Can I help you with your bags/baggage/luggage?

- How was your trip/your day?

- Are you hungry/thirsty?

- Are you tired?

- Do you need anything?

- Do you have any questions?

You may want to speak about the following things / Form possible

sentences:

- your present.

- your country.

You may want to ask the following questions / Form possible questions:

- if they could speak louder/slower.

- if someone could repeat what they just said.

- for the bathroom.

- for your bedroom.

- for the time.

Some of the following questions may also be asked / Be prepared! :

- What are your hobbies?

- What do your parents do?

- Where in Germany do you live?

- Which are your favourite school subjects?

- Do you have siblings (sisters/brothers)?

- What do you want to do after you finished school?

- How do you like England/London?

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- what you did during the day. - Do you feel comfortable in our home?

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Lesson 4 + 5 (double lesson, 90 minutes)

I. Getting ready to teach

A. General topic of the lesson: Preparation for the trip to England = conversations in general.

B. General goal of this lesson: Students get familiar with communication patterns for any kind of conversation (e.g. paraphrasing, answering polite /grammatically correct / describing one’s own homeland characteristics).

C. Student learning outcomes for this lesson: At the end of the lesson students will be able to describe own regional and culinary characteristics, to paraphrase difficult English words and terms and to answer polite and grammatically correct.

D. Vocabulary, grammar, pronunciation, and other key language to be taught in this lesson: paraphrasing, answer polite and grammatically correct, vocabulary related to parents’ jobs / homeland characteristics, listening to a role play.

E. Materials: role play dialog, black board, worksheet 1 (three part chart), seven pictures “Southern Germany”, seven papers with definitions of Southern Germany terms, “Tabou” game cards, worksheet 2 (answer polite and grammatically correct).

II. Teaching the lesson

Activity 1: Opening= Dialog: Speaking about own regional and culinary characteristics (30 minutes)

Pre-Listening Activity: The teacher asks what is important when talking to the host family in general = draws cluster on board (to thank, to be polite, to be interested ….)

Students are going to listen to a dialog which two teachers perform in front of the class (Host mum and student). In that role play, the host mum asks about typical characteristics of the students’ homeland (regional and culinary aspects). The student tells his/her host mum about these aspects by paraphrasing complex words /terms. Also the student asks polite and grammatical correct questions.

While-Listening Activity: Students are asked to note down aspects why the conversation in the role play was successful.

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Post-Listening Activity: Teacher draws a three part chart on the black board in which area characteristics of Baden-Württemberg, typical things and food related to Germany and the English expressions of the parents’ jobs are collected. Teacher hands out worksheet 1 (three part chart) and students copy the points on the black board in their chart on worksheet 1. In terms of the category ‘jobs of your parents’ the students have to name only the German terms and then had to try to find single simple English words to paraphrase them with.

Activity 2: Game: “Tabou” (30 minutes) = Listening for specific information & promote student’s fluency in speaking

The teacher points out that the host family will be interested in their visitors, want to find out more about them and thus are going to ask all kinds of questions. Teacher asks students what the host family could ask beside questions about the students’ personalities in order to find more about them (= Home country: Area, food, festivals …). Teacher asks students how their home country is called (= Germany, namely Southern Germany). Teacher draws cluster “Southern Germany: Area, Food, Festivals” on board. Teacher asks students what the students know about the area, food and festivals of Southern Germany. Teacher collects students’ answers in cluster. To each correct answer, teacher shows fitting pictures and sticks it next to the term in the cluster. Teacher adds missing terms and gives a short explanation.

There are seven terms and pictures in total:

Black Forest Black Forest Cake Spätzle Maultaschen The Oktoberfest Pretzel Bratwurst

Teacher explains that each student will get a paper with the definition of one of the terms on the board. Student’s task is it to read aloud each term. While one student is reading, the others have to listen carefully and try to remember as much as possible about each term (=Listening for specific information). For the upcoming activity they will need to know as much as possible about each term. One student after the other reads aloud his/her term definition.

See Appendix for pictures & term definitions

Teacher explains that students will get together in pairs of three and play a game called “Tabou”. Each group will get a deck of cards. On these cards are the names of the

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terms of the board. One student after the other will pick a card. His/her group members are not allowed to see the term. Students have to describe/paraphrase the term to the others without using/stating the name of the term. Every student explaining the term has to talk for 30 seconds without being interrupted by the others and without stopping for 30 seconds (= promote student’s fluency in speaking).

After 30 seconds the other group members have to give feedback to the student who was paraphrasing the term: -Do they know which term is meant?-Was the explanation good/not so good? Why?-Do they know more about the term? What?

When every group is finished with giving feedback, it is the next student’s turn.

Activity 3: Closing: Answer polite and grammatically correct (30 minutes)

1. The third part of the lesson engages in the topic of answering polite and grammatically correct. Therefore the students have to think about correct and polite questions, which are collected on the blackboard. Mistakes are corrected together with the whole class.

2. The teacher shows a transparency and hands out worksheet 2 that goes with it (questions & answers). The students have to identify the mistakes, correct them and formulate rules for polite and grammatically correct answers.

III. Appendix

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Role Play 'Talking about Germany'

Host mother: Tell me something about the area where you come from! I’ve never been to

Germany, you know.

Student: Sure. I’m from Bavaria, that’s a federal state in the South of Germany. We’re

famous for our beer festival. It’s called “Oktoberfest” and people from all over the world go

there to drink good German beer and eat “Brezeln”.

Host mother: “Brezeln”? What’s that?

Student: It’s a kind of bread in a knot-like shape. It has salt on top and it’s very delicious.

Host mother: That sounds interesting!

Student 2: I’m from Southern Germany, but my federal state is called Baden-Wurttemberg.

The village I come from lies 800 meters above sea level and the landscape is very lovely with

lots of hills. Actually, we have a beer festival, too. It’s called “Cannstatter Wasen”, but it’s

smaller than the 'Oktoberfest'.

Host mother: Oh, I didn’t know that! And do you have any kind of typical food?

Students 2: Yes, we do! We eat a lot of 'Spätzle'!

Host mother: Pardon?

Student 2: Oh, sorry. You don’t know it. It’s a special kind of egg noodle. We often eat them

with cooked lentils and Vienna sausages. We call this dish “Linsen mit Spätzle”.

Host mother: Thank you. Now I know so much more about Southern Germany!

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Worksheet 1 (Three Part Chart)

Things to talk about with your host family

Area Typical things/food Partents‘ jobs

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Southern Germany pictures

Spätze

Black Forest Cake

Bratwurst

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The Oktoberfest

Maultaschen

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Pretzel

Black Forest

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Southern Germany Term Definitons

The Black Forest is a wooded mountain range in Baden-Württemberg (state in Germany),

southwestern Germany. It is bordered by the Rhine valley to the west and south. The Rhine

is a popular river. The highest peak of the Black Forest is the Feldberg.

The Black Forest cake is the name for the German dessert Schwarzwälder

Kirschtorte literally "Black Forest cherry-torte", where it originated.

Typically, Black Forest cake consists of several layers of chocolate cake, with whipped

cream and cherries between each layer. Then the cake is decorated with additional whipped

cream, cherries, and chocolate shavings.

Oktoberfest is the world's largest funfair held annually in Munich, Bavaria, Germany. It is a

16-day festival running from late September to the first weekend in October with more than

6 million people from around the world attending the event every year. The Oktoberfest is

an important part of Bavarian culture, having been held since 1810. Other cities across the

world also hold Oktoberfest celebrations, modeled after the original Munich event.

Spätzle are a kind of soft egg noodle or dumpling found in the cuisines of southern Germany.

A bratwurst , is a sausage usually composed of veal, pork or beef. The name is derived

from Old High German Brätwurst, from brät-, which is finely chopped meat and Wurst, or

sausage. Though the brat in bratwurst described the way the sausages are made, modern

Germans associate it with the German verb “braten”, which means to pan fry or roast.

Bratwurst is usually grilled or pan fried, and sometimes cooked in broth or beer.

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A pretzel is a type of baked bread product made from dough most commonly shaped into a

unique knot. Pretzels originated in Europe. The traditional pretzel shape is a distinctive

symmetrical looped form, with the ends of a long strip of dough intertwined and then

twisted back into itself in a certain way ("a pretzel loop"). Pretzels now come in different

shapes. Salt is the most common seasoning for pretzels,

Maultaschen is a traditional German dish that originated in the region of Swabia (in Baden-

Württemberg). It consists of an outer-layer of pasta dough which encloses a filling

traditionally consisting of minced meat, smoked meat, spinach, bread crumbs

and onions and flavoured with various herbs and spices (e.g. pepper, parsley and nutmeg).

Maultaschen are similar to the Italian ravioli but are typically larger in size—each Maultasche

being approximately 8-12 centimeters (3-5 inches across). They are almost invariably square

or rectangular in shape.

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Worksheet 2

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Worksheet 2 (filled out)