Lesson Plan

LESSON 50 TARGET
World Historic Places TIME 2nd yr HS
PLAN minutes LEVEL

Target Language
tangible, intangible, promote, remarkable, relics, unique, category, traditional, heritage,
preservation, universal, globalization, monument, historic, architect, endanger, ritual,
revitalize
Grammatical Point
spontaneous and deliberate use of passive voice (it was built/located/constructed);
present perfect(have/has p.p.)

Communicative Function
ask for/give info about historic sites using “As far as I know,; Do you know anything
OBJECTIVES
about…?; Are we allowed to…?”
SWBAT:
SLO:
1. Students will be able to categorize world cultural heritages into two area: tangible or
intangible by sorting them out into two kinds.
2. By the end of the lesson, students will be able to ask for and give information
about historic sites using, “as far as I know; do you know anything about…?;
are we allowed to…?” by role play.
3. By the end of lesson, students will be able to use spontaneous/deliberate passive by
card game.

TIME PROCESS/STEPS INTERACTIONS MATERIALS

Pre-Task

1. Introduction
2 - T asks Ss to glance at PPT images & discuss (in groups) PPT(slide 2)
their titles, national origins, historical background, etc. T-Ss

2. Classifying
3 - Ss divide cultural things into tangible and intangible. T-Ss PPT(slide 3,4)

3. Video video tutorial

5 - Ss watch a video tutorial about world cultural heritage. T-Ss PPT(slide 5)

4. Self-Discovery Quiz
2 - Ss survey themselves on their attitude/knowledge of individual worksheet 1
world cultural heritage

5. Listening & Identifying

3 - Ss listen/choose which places speakers are talking T-Ss audio clip
about. PPT(slide 6,7)

6. Fill-in-the-blank
4 - Ss look at the picture; then complete dialogue with T-Ss worksheet 2
appropriate expressions.

5
TIME PROCESS/STEPS INTERACTIONS MATERIALS

2 7. A Single-Slot Substitution Drill

- Ss repeat a sentence from the dialog and replace T-Ss PPT(slide 8)
a word or a phrase T gives them as a cue.

Task

- Write a dialogue and make a role play before the class.

8 1. planning: Ss make dialogues using the Ss-Ss, groups worksheet 3,4

information about the historic sites in group work.
T facilitates their work with gapped dialogues.

10 2. report: Ss make presentation in role play at the front of Ss-Ss, groups assessment
the class. check list
T arranges their presentation while evaluating their
performance.

Post-task

2 Ss watch a recorded video of role play between native T-Ss video clip
speaking English teacher and Korean English teacher PPT(slide 9)

Language Focus

1. Analysis
3 Focus on Form Activity T-Ss, Ss-Ss PPT(slide
target language form: spontaneous or deliberate 12,13)
passive.
Ss discuss in teams which sounds more natural between
passive sentence and active equivalent.
4 2. Practice
Ss transform active sentence into passive equivalent Ss-Ss (pairs) flash cards
on a given card as they rotate to meet each other for an observation list
interview.

2 Ss engage in vocabulary game. Ss-Ss(pairs) mix & match

T provides vocabulary and definition in mix & match strips
strips. Ss match word and definition in pairs.

Evaluation(ongoing assessment)
observation and performance-based assessment during the
report & focus on form activity

1 Closure/Wrap-up
- summarize teaching points or SLOs

2
 Assessment Tool for Lesson Plan

How well can the student ... Not very Okay Well Very
well well

Content

define and categorize world cultural heritage; tangible and

intangible?

Vocabulary

use a variety of nouns, adjectives such as heritage, globalization,

ingredient, cradle, stitch, worship, intangible, indigenous,graceful?

Grammatical Structures

use spontaneous and deliberate passive(e.g. it was built..., it was

constructed..., they were made....)?

Discourse Structures

use a variety of asking and giving opinions(e.g. Do you know

anything about? As far as I know..., Are we allowed to...?) in a role
play?

Rubrics in Scoring

Focus Not Very Well Okay Well Very Well

Content unable to define and able to adequately able to define and able to define and
categorize world define and categorize categorize world categorize world
cultural heritage world cultural cultural heritage in cultural heritage in
heritage some detail great detail without
difficulty

Vocabulary unable to use a variety able to adequately able to use a variety able to easily use a
of nouns, adjectives, use a variety of of nouns, adjectives, variety of nouns,
verbs, verb nouns, adjectives, verbs, verb adjectives, verbs, verb
phrases,idioms, and verbs, verb phrases,idioms, and phrases,idioms, and
collocations phrases,idioms, and collocations with collocations in several
collocations occasional mistakes contexts

Grammatical unable to use a able to adequately able to use a able to use a a

Structures spontaneous and use a spontaneous spontaneous and spontaneous and
deliberate passive and deliberate deliberate passive deliberate passive
sentences passive sentences sentences with sentences without
occasional mistakes difficulty

Discourse unable to use a variety able to adequately able to use a variety able to use a variety
Structures of asking and giving use a variety of of asking and giving of asking and giving
opinions; sequential asking and giving opinions; sequential opinions; sequential
words and phrases; opinions; sequential words and phrases; words and phrases;
other discourse words and phrases; other discourse other discourse
markers in other discourse markers in markers in
presentation or markers in presentation or presentation or
discussion presentation or discussion with discussion without
discussion occasional mistakes difficulty