Outdoor Activities for English Language Learners

Created by: Kristian Brook Howland MA TESOL Program AL 6715 Teaching Reading Fall 2012

Dear classmates, Here I present to you my unit plan. Its not perfect, but I think weve all learned this semester that no lesson plan is perfect. There are always more student-centered techniques, more innovation and creativity to be adapted. But I do hope you like what Ive created and it proves to be useful to you in the future somewhere out there in the world. My target students were Japanese intermediate students between the ages of 18-20 and they have predominately studied form-focused English, so they lack conversation skills. My unit is based on the Discover Hawaii chapter entitled Hiking and Camping. Although I have gone hiking all around the island, I had difficulty trying to justify making five lessons solely on hiking and camping, since I think it is very rare for English Language Learners to want to have extensive vocabulary about it and I wanted to create opportunities for other activities as well. So I extended the unit to Outdoor activities, the first of which is about hiking and camping. The activities I chose to talk about are as follows: hiking and camping, winter activities, summer activities, sports, and BBQ/picnic. I tried to make my lessons as student-friendly as possible, but Im sure that after some time away I will look back on my instructions and find they are not as clear as I intended them to be. I would also, given more time, like to focus on the homework aspect of the class because I felt that the assignments were too simple for an intermediate class after further revision. I think the best thing about my unit is the attempt to relate the vocabulary students are using to their personal real-life situations. Like in Lesson 4, Sports-Related Vocabulary, I asked students to bring in a photograph of themselves or their family member playing their favorite sport in order to get warm them up to sports-related vocabulary. This way the students are also showing their classmates their interests, which would then lead to a more open classroom. I think I organized my unit well, also. I made sure that all activities that began with pre (i.e. pre-listening, pre-speaking, etc) were truly activities meant to activate students schema before jumping in to the main skill-based activity. Feel free to change the order based off of your own teaching philosophies. I hope this helps in some way one day!

Thank you, Kri

Background Context

A. Program A private university in Nagoya, Japan. Students from different academic backgrounds and majors attend. Two years of foreign language is required from the university, and the most popular program is English. The English Language Program is rather small and consists of a handful of faculty. The goal of the program is to improve students communicative English abilities so as to prepare them for English language use in the workplace and abroad.

B. Students There are 15 students who are between the ages of 18- 20 and speak Japanese as their first language and are ethnically Japanese. They are intermediate students who have studied formfocused instruction of English throughout high school. Their level means their communicative skills were not focused on during previous instruction and therefore need to be enhanced to prepare them for real English use with native and nearly-native speakers. Most students take English because they are required to take two years of a language at the university, but there are a group of students who wish to study abroad in the U.S.

C. Course This is an integrative skills course called ENG 1200 and is the second term course in the program. The course is designed for students with intermediate speaking, listening, writing and reading abilities in grammar, vocabulary, and organization. The class meets three times a week, Monday, Wednesday and Friday, for 1 hour for 16 weeks (1 semester). The course aims to improve spontaneous oral communication in English, reading comprehension, writing ability and listening comprehension and introduce common topics found in English conversation.

D. Goal of Unit The goal of this unit is to introduce students to outdoor activities and related vocabulary, where each lesson will cover one outdoor activity.

E. Recent work

The students have learned how to post pictures and comments on the classroom blog and are expected to do so every week. They have covered topics such as food, travel, health and habits. They have been saving difficult words they come across in a journal with the definitions. F. Assessment The students have just been tested on the previous two lessons and will be again after the next lesson on holidays. The main material they will be assessed on is their ability to produce and recognize topic-specific vocabulary and collocations.

Lesson 1

Goal: Students will learn to prepare for a reading assignment, read, and strengthen hiking and camping vocabulary. Objectives: By the end of this lesson, the students will be able to: 1. Recognize hiking and camping-centered vocabulary (Act.1.1.C.) 2. Explain their experience with hiking and camping to a partner ( Act.4.3.a ) 3. Record (handwritten) a partners experience with hiking and camping on a handout (Act 4.3.b ) 4. Discuss reading questions with classmates (Act. 5.3.c) Materials: 1. 2. 3. 4. 5. 1 Board Markers Vocabulary flashcards Handout #1 and #2 Discover Hawaii text with red words

Opening (2 minutes) 1. Greet Ss 2. Ask how their weekend was Activity #1: Vocabulary Review (8 minutes) 1. Review vocabulary a. Use flash cards with pictures (HO #1) b. Model i. Ask a student, Whats this word? ii. Ask the student to use the word in a sentence iii. Ask the student to write the word on the board. Explain that the Ss will be writing their words on their own sheet of paper. c. Form pairs and pass out pictures. Each person gets 5 words and then they switch. Activity #2: Pre-Listening: Activating Student Schema (3 minutes) 1. 2. 3. 4. Ask Ss what they like to do outside Write some answers on the board Mention hiking and camping as possible outdoor activities Tell Ss the reading today will be about hiking and camping in Hawaii

Activity #3: Listening (7 minutes) 1. Pass out HO #2 and explain the instructions a. Model the activity by doing Question #1 together 2. Play audio two times each 3. Tell Ss to check answers together with a partner Activity #4: Pre-Reading: Hiking and Camping Experience (15 minutes) 1. Tell Ss to choose a partner 2. Pass out HO #3 3. Explain and model the activity a. Partner A will be telling Partner B about their experience with hiking and camping. b. Partner B will fill in the answers on the handout. Then, youll switch c. Model the activity by calling up a volunteer and playing the part of Partner A 4. Ss perform the activity 5. When time is up, call on Ss to volunteer their partners answers so they can practice saying the vocabulary in a sequence Activity #5: Reading (15 minutes) 1. Tell Ss to choose two other classmates (different from their previous partner) and sit together. 2. Pass out Discover Hawaii text facedown 3. Explain activity to students a. Ss will read the text once each for 5 minutes b. Ss will read the text again for 2 minutes to improve their reading speed c. Group will answer the questions at the bottom with the group but write down the answers individually on a separate sheet of paper 4. Ss perform activity Activity #6: Homework Assignment (9 minutes) 1. Pass out Winter vocabulary with definitions (HO #4) 2. Explain each word by writing it on the board and asking students to volunteer to read the definitions 3. Explain the Homework a. Write each word in a sentence using the past tense. b. Model by writing on the board so they can see appropriate length i. I had to wear mittens last night because it was cold. c. Tell students to write the words they struggle with the most in their vocabulary journals

Closing (1 minute) 1. Ask for questions 2. Dismiss a. Good class today everyone! Feel free to talk after class if you have questions and Ill see you all on Wednesday!

Lesson 2

Goal: Students will learn to prepare for a speaking activity, perform a skit, and strengthen winter-activity related vocabulary. Objectives: By the end of this lesson, the students will be able to: 1. Recognize winter activity-centered vocabulary (Act 1.1.C) 2. Negotiate orally a script for a skit based off solving a problem with their classmates ( Act 2.5.a) 3. Perform a skit based off solving a problem with their group in front of their classmates (Act 3.1 ) Materials: 1. 2. 3. 4. 1 Board Markers Pictures of vocabulary words Realia of winter-related items (scarf, boots, etc)

Opening (2 minutes) 1. Greet Ss 2. Ask how their week has been going so far Activity #1: Vocabulary Review (15 minutes) 1. Review vocabulary a. Take out realia (scarves, mittens, coats, boots) and pictures of skiis, snowboards, etc. (HO #1) b. Refresh students memory on vocabulary words by asking what is what i. Example: Wrap scarf around neck and ask a student, What is this? 2. Ask the students to write one of their sentences on the board from their homework (its okay if they have to look at their homework from last night to help) a. Model i. I always bring a scarf with me when its cold outside. 3. Ss perform activity 4. Go over sentences and correct grammar mistakes only if other Ss cant find the mistakes (if there are any) Activity #2: Pre-Speaking: Activating Student Schema (25 minutes) 1. Form groups of five students

2. Explain activity a. Ss will be performing a skit during class today b. Each group will get a problem they must work out i. Example: Youre at a ski resort and you cant agree on what to do tomorrow c. Ss must create a script with equal parts for each group member d. They will have 30 minutes to create their script and practice e. Each person must write their own lines on a separate piece of paper f. They are allowed to use their books and ask T for help 3. Pass out the problem to each group (HO #2) 4. Give each group three items from the realia of the previous activity that goes along with their problem 5. Ss perform activity a. T walks around while Ss are working, giving advice and correcting grammar errors on script. Encourages Ss to orally debate what would be best to do. Activity #3: Speaking (25 minutes) 1. Each group performs their script 2. T asks comprehension questions to other groups a. So the first group had this problem: ___. How did they solve it? b. Write answers on the board Activity #4: Homework Assignments (2 minutes) 1. Pass out homework HO with examples (HO #3) a. First paragraph prompt: Describe a hiking and camping experience youve had. If you have no experience hiking or camping, you can make it up. Be sure to use the vocabulary words youve learned. b. Second paragraph prompt: Describe activities you can do in the winter time in Japan versus activities you can do in the wintertime in the U.S. What would you like to try? 2. Tell Ss to keep reviewing their vocabulary Closing (1 minute) 1. Remind Ss to stay after class if they have any questions 2. Dismiss

Lesson 3

Goal: Students will learn to prepare for a listening activity, formulate a guess based off vocabulary with their classmates and strengthen summer-activity related vocabulary. Objectives: By the end of this lesson, the students will be able to: 1. Review previously learned vocabulary by using the words in context (Act 1.1.b) 2. Recognize summer activity-centered vocabulary (Act 3.5) 3. Produce summer activity-centered vocabulary in context (Act 3.7) Materials: 1. 1 Board 2. Markers 3. Vocabulary flashcards Opening (4 minutes) 1. 2. 3. 4. Greet Ss Ask about their plans for the weekend Collect writing homework Tell Ss theyll have their corrections of the homework back by Monday

Activity #1: Vocabulary Review (5 minutes) 1. Review vocabulary a. Point out to the class the new wall decorations (vocabulary words that have been taped on the side walls before class) b. Refresh students memory on vocabulary words by going around the room and asking each student to use a word in a sentence Activity #2: Pre-Listening: Activating Student Schema (25 minutes) 1. 2. 3. 4. 5. Ask Ss what English words they know regarding summertime Write them on the board Form groups of three Pass out list of vocabulary words with pictures (HO #1) Ask group to look at the words with their group members and try to guess what the reading will be about 6. Ss perform the activity with their group

7. Ask each group to tell the class what their guess is an reveal the title of the reading Activity #3: Listening (25 minutes) 1. Pass out the reading to each person (HO #2) 2. Tell the Ss to listen for the vocabulary words they looked at in the previous activity 3. Read the passage out loud with a pause after each sentence so Ss can hear the correct pronunciation of the vocabulary words 4. Read the passage a second time, with less pauses but just as clearly 5. Tell Ss to read to themselves with a highlighter and highlight each of the vocabulary words they looked at in the previous activity 6. Tell Ss to get back into their groups and write one original sentence using one of the vocabulary words 7. Ss perform activity 8. Ask one representative from each group to come to the board and write their sentence 9. Ask a different group member to read the sentence when its their sentences turn 10. Go over the sentences together with the class, correcting grammar mistakes or misuse of vocabulary words Activity #4: Homework Assignment(s) (2 minutes) 1. Tell Ss to write about what activities they did last summer in a two paragraph assignment 2. Ask Ss to bring in a picture of them or their family members doing some type of sport 3. Tell them to be prepared to talk to a classmate about it in English Closing (1 minute) 1. Remind Ss to stay after class if they have any questions 2. Dismiss

Lesson 4 Goal: Students will learn to prepare for a writing assignment, produce an outline, and strengthen sports-activity related vocabulary. Objectives: By the end of this lesson, the students will be able to: 1. 2. 3. 4. Review previously learned vocabulary by using the words in context (Act 1.1.b) Recognize sports activity-centered vocabulary (Act 2.2) Explain their favorite sport and describe a picture to a classmate (Act 2.5) Create an outline for a writing assignment with the prompt: What is your favorite sport? (Act 3.5)

Materials: 1. 1 Board 2. Markers 3. Vocabulary flashcards Opening (2 minutes) 1. 2. 3. 4. Greet Ss Ask how their weekend was Collect writing homework Tell Ss theyve have their corrections of the homework back by Friday

Activity #1: Vocabulary Review (5 minutes) 1. Review vocabulary a. Point out to the class the wall decorations (vocabulary words that have been taped on the side walls) with the added summer vocabulary from last lesson b. Refresh students memory on vocabulary words by going around the room and asking each student to use a word in a sentence Activity #2: Pre-Writing: Activating Student Schema (25 minutes) 1. Ask Ss to take out their pictures of them or their family member playing a sport 2. Ask students to say the name of the activity they (or their family members) are playing (if they dont know, ask other students for help) 3. Find out what the most popular activity is and ask Ss if its the most popular sport in: a. Japan? If not, what is? b. The U.S.? If not, what do they think it is? 4. Tell Ss to explain the picture they brought and what their favorite sport is to a partner

5. Ss perform activity Activity #3: Writing (25 minutes) 1. Have Ss stand up and stretch to prepare for writing activity 2. Tell Ss to start writing an outline for a writing assignment with the prompt: What is your favorite sport and why? 3. Tell Ss theyre allowed to use their dictionaries or ask the T for help 4. Model the outline on the board 5. Ss perform the activity Activity #4: Homework Assignment(s) (2 minutes) 1. Tell Ss to take their writing assignment home to work on and turn in next class Closing (1 minute) 1. Remind Ss to stay after class if they have any questions 2. Dismiss

Lesson 5

Goal: Students will learn to prepare for a speaking activity, prepare for the next unit on holidays, and strengthen picnic/bbq-activity related vocabulary. Objectives: By the end of this lesson, the students will be able to: 1. 2. 3. 4. 5. Materials: 1. 1 Board 2. Markers 3. Vocabulary flashcards Opening (2 minutes) 1. 2. 3. 4. Greet Ss Ask how their week has been going so far Collect writing homework Tell Ss theyve have their corrections of the homework back by Friday Review previously learned vocabulary by using the words in context (Act 1.1.b) Recognize and discuss pictures of picnics (Act 2.2) Discuss their experiences with picnicking (Act 3.2) Present their ideas about picnicking to the class (Act 3.3) Recognize Fourth of July related vocabulary through HO #2 (Act 5.4)

Activity #1: Vocabulary Review (5 minutes) 1. Review vocabulary a. Point out to the class the wall decorations (vocabulary words that have been taped on the side walls) with the added sports vocabulary from last lesson b. Refresh students memory on vocabulary words by going around the room and asking each student to use a word in a sentence Activity #2: Pre-Speaking: Activating Student Schema (15 minutes) 1. Show pictures of picnics (HO #1) and ask Ss if theyve ever been on a picnic before Activity #3: Speaking (15 minutes) 1. Have Ss form groups of three 2. Each group member shares experiences of going on a picnic with their group 3. Volunteers share experiences with the whole class after

Activity #5: Prep for Next Unit on Holidays (20 minutes) 1. Ask Ss when Japanese students would go on a picnic (possible answers might include Sakura season) 2. Explain that many Americans go on picnics when the weather first gets warmer, during summer, and during July 4th where they might also BBQ 3. Pass out July 4th vocabulary worksheet (HO #2) 4. Go over each word and what it means Activity #6: Homework Assignment(s) (2 minutes) 1. Tell Ss to fill out July 4th vocabulary sheet for next class 2. Tell Ss to bring their vocabulary journals in for review next class Closing (1 minute) 1. Remind Ss to stay after class if they have any questions 2. Dismiss

Hiking and Camping Stories!

Partner A will be telling Partner B about their experience with hiking and camping. Partner B will fill in the answers on the handout. Then, youll switch!

1. Where did your partner go hiking/ camping?

2. Did they have any problems while hiking/camping?

3. Who did they go with?

4. How long was their trip?

5. Did they hike a famous mountain?

6. What was the temperature like?

7. What type of items did they bring with them?

8. Was there anything else they told you about their hiking/camping experience?

Listening!

Where did they go hiking/camping?

Did they go with (write one): family/friends/alone

What was the problem?

Lola

Bob

Chris

Angelina

Jenn

Paige

Cyrus

Hiking and Camping!

Hawaiis weather is good most of the year. Because of this, the people like to spend a lot of time outdoors. It is not surprising that hiking and camping are popular activities. Both the beaches and the mountains are favorite places to hike and camp. Many beaches have camping areas. If the weather is very good, a camper may just have to sleep under the stars in a blanket or sleeping bag. Of course, it is always safer to camp with a group. Many families bring tents. You might see one family in a tent or an extended family in many tents together. During the day everyone swims, fishes, surfs, or just sunbathes. In the evening, many like to eat around a fire, sing, and drink beer. It is also interesting to hike along the beaches, looking for shells and watching all the life in the tide pools. The more difficult hiking and camping is in Hawaiis mountains. It often rains in the mountains, so that trails are usually muddy and slippery. Also, the grass, trees, and plants grow very quickly so that the trails are sometimes hard to find. The mountain ridges are often dangerous because of steep cliffs and loose ricks. Camping in the mountains requires a tent and sleeping bad as it may become very cool at night. Although there are dangers, hiking in Hawaiis mountains is very rewarding. The views of the beaches, waterfalls, and valleys are beautiful, and there are many strange and wonderful plants to see. 1. Where do people go hiking and camping in Hawaii? 2. What are some common activities of people camping at beaches? 3. What are some of the problems in hiking and camping in Hawaiis mountains? 4. What do you find difficult in hiking or camping? 5. If hiking in Hawaiis mountains can be dangerous, why would anyone want to try it? What are some of the dangers of hiking in your country?
Views: Hiking: Camping: Staying outside in a tent

Extended family:Youre your siblings or parents (Examples: Cousins, Aunts) Around a fire:

Along the beach: Up and down the beach

Tide pool: Trail: The path that hikers follow Slippery: Wet and difficult to walk on; causes people to fall if they are not paying attention Dangerous: Not safe Require: Necessary; need

Lesson 2 Activity 2.2.3 HO# 2

Cut out these strips and give them to students.

Problem #1: Youre at a ski resort and you cant agree on what to do tomorrow __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Problem #2: You want to do a lot of activities on your trip, but you dont know what items youll need to do them __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Problem #3: The mountain was closed today because they need to repair the ski lift and you have to find something else to do

Winter Sports!

1.

2.

3.

4.

5.

6.

7.

Instructions: 1. Write two paragraphs based on the following prompt. 2. You are expected to use the vocabulary and grammar you have learned thus far in the course.

First paragraph prompt: Describe a hiking and camping experience youve had. If you have no experience hiking or camping, you can explain a different outdoor activity. Second paragraph prompt: Describe activities you can do in the winter time in Japan. Are there any you havent tried before? What would you like to try?

Example: Last year, I went on a camping trip with my family in the mountains. We collected firewood and made a campfire. Everyone found sticks and toasted marshmallows etc.

The Worst Summer Vacation

Last summer, I wanted to swim everyday with my friends and eat ice cream every night. I wanted to go to the beach and build sandcastles. But the day after school ended, I got really sick and had to go to the hospital. So every day I had to look out the window and think about my friends having fun. My friend Tommy visited me one day. We went surfing! Tommy said with a smile. I tried to smile too, but I was sad. And Marias mom is taking us to the water park in two weeks. Can you go? Tommy asked. Yes, I said, feeling very happy. I was going to be home by then. But on the day that Marias mom took everyone to the water park, something terrible happened! I hadnt finished any of my homework and school started the next day! So I stayed home while everyone had fun.

Vocabulary

Swim:

Surf:

Water park:

Ice Cream:

Sandcastles:

1.

2.

3.

4.

5.

6.

Vocabulary Fourth of July

Picture

Used in a sentence:

Flag

Parade

Firework

Picnic