final draft 2 june (1)

Names of participants in group: Date:Dixon, Vladimir, Gyulsanem TEPT FINAL PROJECT OUTLINE Part 1: Context and Rationale

1. General information: Identify your context. Title of project:

All about my country Age of students:Pre-teens (10-12) Language level of students:Low to Moderate Amount of time you meet per week:Up to 3 times, from 45 minutes (Serbia and Uzbekistan) to 1 hour (Malaysia) each time Other relevant information:Basically 21st century skills can be applied. Learners are based on pre-teens in 3 countries, Malaysia, Serbia and Uzbekistan. The demographic of learners will be a mixture of Europeans, Chinese, Malay and Malaysian Natives (Lunbawang). All learners do not speak English as their mother tongue.

2. Project Description: Describe your project-based learning experience. What is your main purpose and general rationale for implementing this project-based learning experience?

The purpose of this project is to enable students to learn about two countries which are distant from their own country. The assumptions is that most students do not know much about these countries and that this will be a golden opportunity for them to learn interesting aspects of these nations and be linked to their peers in these countries through various project activities. In addition to cultural issues, this project will have a linguistic aspect as well and it will primarily deal with vocabulary building. The vocabulary will include words related to geographical features, customs, lifestyle. These words can be applied for describing any country in the world, but there will be the vocabulary specific exclusively for the given countries.Therefore, the goals of this project are:

(1) to promote multiculturalism(2) to get students acquainted with another town/city/country(3) to improve 21st century skills (collaboration, communication, critical thinking and use

of technology)(4) to get students involved in the project-based learning(5) to improve language proficiency(6) to improve students' receptive skills through reading texts and watching videos about

the particular country (countries)

1

(7) to improve students' productive skills through the product created individually and/or collaboratively

(8) to give students international audience and thus make them have a sense of ownership

The world is inhabited with various people with different culture and nationality. With this project, students can collaborate with students from other countries, and to employ their fundamental skills and improve their 21st century skills. At the same time, it is also able to develop children’s imagination, part of building self-esteem and confidence knows where they fit in the world. Apart from that, the students are expected to achieve certain goals as below:

To improve language proficiency To master one or two language skills/ improve all basic language skillsTo let students acquainted with information about another town, such as festivals, or

special event that is held only thereTo promote multiculturalism

What “entry event” will be carried out to capture student interests?

The students will first try to identify Malaysia, Serbia and Uzbekistan from the world map. Teachers expected the students to guess what specialties can be found in the countries mentioned, and then expose students to the three countries in general, climate, culture and learning lifestyle (or schools) of the students.

At the same time, some of the frequently used words of the country (specific to the culture or the location of the country) will be introduced as an introduction to let the students to get acquainted with the language, since we cannot put all into order and study the same thing might be redundant as well. The first lesson plan will generally be related to the country itself regardless of the order. For example, Malaysians will start with Malaysia culture, and then it goes to studying Serbian lifestyle. Serbs will study about Serbian lifestyle first then go to Uzbekistan cities, Uzbekistani will study about Uzbekistan cities and then about Malaysia culture.

What product (artifact or performance) will enable students to demonstrate their learning?

The product for this project will be some infographics and texts about the facts on three countries (Malaysia, Serbia, Uzbekistan). Based on the infographics or texts, students can write a/ some short fact(s) about his/ her own country (written form – linear or non-linear). This product will be individual-based and lesson-based.

For the second objective, the students can make end-product (essay, poster, PPT, short play, etc) to talk and promote about their country (in our case will be travel brochure as it contains both PPT, poster, essay, short play and presentation skills), where they will show their language skills and present their reflections on the cultural issues that

2

they have learned, and show their inner imagination through these products. This product will be collaborative-based. (which is based on lesson plan #4)

What other elements of Project-Based Learning do you plan to incorporate?Public presentation - They share their findings publicly, using mind chart or poster

(non-technology) or PPTs (technology).Driving Question – They can ask something that can draw their attention of the

students.Students voice and choice – The students will choose the aspect of the mentioned

country as their research question.Research and Inquiry – Based on the stimulus (the individual product), the students can

try to generate something new about the specific country for additional information.21st Century Skills – Multiple intelligence, creative and critical thinking skills, and

technology skills will be applied if possible. Reflection and Revision – As the learners are going to present their findings, either in

written form or spoken form, online or offline, the learners will be given opportunity to revise the errors of their peers, except teachers.

How will students benefit from participation in this project?

Basic: All skills, but more into reading and writing

21st century: Communication, collaboration and critical thinking

Other: Learn about their friends in a distant country and thus they will respect more other cultures. They will be engaged in an international project, which is important for building their confidence and self-esteem.

Part 2: Learning Objectives

3. Language Development: Identify the language focus of the project.Language Skills: speaking, listening, reading, writing, grammar, vocabulary, pronunciationAll, (focus onto writing and reading, and at the end of the product, it will involve speaking and listening), grammar, vocabulary (there are some specific terms only found in a particular country). Core vocabulary to be learned:Culture- and country-specific vocabulary, Vocabulary related to tourism, Vocabulary related to demonstrating and presentation. *Malaysia’s learners are mainly in rural areas, so translation and code mixing will be needed to introduce certain vocabularies.

3

Main grammar points and/or sentence frames to be learned:Tenses (Present and Past Tense), Sequencing

4. What are the learning objectives with measurable outcomes of the project? (What will students be able to do at the end of the unit and how will you measure that?) Example objective statement: “Given the following vocabulary, the students will be able to include it in a oral description of their favorite meal with 90% accuracy.”

At the beginning of the project, pre-teens students will be provided with information on the country, such as demographic and geographic location (with about 400 words). A reading comprehension will be asked and they are expected to answer the text with 60% of the answers are correct.

A similar quiz (perhaps in the form of the contest) may be organized in the end of the project, where at least 90% accuracy is expected.

At the end of the project, with all the materials and stimulus provided about the specific country, the learners will be expected to present their findings (such as mind map, poster or power point) in oral form, with 65% accuracy (in any topics that they found interesting about specific country).

By the end of the project, the students will be able to answer (product-based) reading comprehension in content or context with 75% accuracy.

By the end of the project, the students will be able to answer (process-based) presentation about a country that they select (not their own country), in the mind map, poster or role-play in 10 minutes with 70% accuracy.

Part 3: Learning Activities & Assessment

5. Lesson Plans: Describe how students will learn the knowledge and skills identified in your objectives. Include the steps and timeline (schedule) of implementing each phase of your project.

Your lesson plans should include the following: Topic Lesson goals/objectives (Example objective statement: “Given the following vocabulary, the students will be able to include it in a oral description of their favorite meal with 90% accuracy.”) List of materials needed Steps/brief description of activities. (Imagine that you will be teaching this just from what you’re reading in the plan)Identify the grouping for each activity: individual, pairs, small groups, whole classInclude the timing of each activityInclude all hand-outs/materials/weblinks that you design to go with the activities.Explanation of what/how will you assess the student success (rubric, checklist, observation, etc.)

6. How you will assess the learners’ progress both during and at the end of the project? (Include any materials you design for this purpose.)

4

7. What challenges do you anticipate you’ll face in implementing this project, and how will you address those challenges?

Part 4: Example Product by individual

8. Each group member is required to produce his or her own example product and submit it for grading and peer feedback. The example product is for students that are going to be involved in the project-based learning experience. Although the product is based on the learning experience described above, each group member should tailor the example product for their own learners and environment, so that the group member can actually use it with his/her class (es).

5

APPENDIX 1:LESSON PLAN 1:

Lesson Plan #145 minutes

Topic: Serbia – Between East and West

Lesson goals/objectives:

Project goals (2): To get students acquainted with another town/city/countryProject goals (3): To improve 21st century skillsProject goals (6): to improve students' receptive skills through reading texts and watching

videos about the particular country (countries) and their productive skills through the product created individually and/or collaboratively

Lesson objectives: Given the text of a faraway country adjusted to their level, students will be able to do

reading comprehension activities (80% or more). Using the text and definitions of the less known words from the text, students will be

able to do vocabulary practice – matching the words with their definitions (80% or more).

Having done all the planned activities and being familiar with all the words in the text, students will be able to list at least three most interesting facts about Serbia (100%).

List of materials needed:Computer with the Internet connection (alternatively, a geographic map); handouts

Steps/brief description of activities

I. Warm-up (10 minutes)

Lead in to generate interest and set context

Ask students to list the names of the continents (Asia, Europe, Africa, North America, South America, Australia and Antarctica). Show students national flags of Malaysia, Uzbekistan and Serbia and ask if they can recognize the countries. Elicit the name of the country, and the continent where these countries are located. Using Google Earth (alternatively, a map of the world) ask them to find these countries and ask them how far these are from their own country. Ask them to find out the capitals of these countries.

Brainstorm ideas about Malaysia, Uzbekistan and Serbia. You may refer to the geographical location, natural features, culture, famous people, etc. You may link the content to the real-life context, e.g. Do you have a relative/neighbor/acquaintance who visited that part of the world?

II. Main activity (30 minutes)

6

General features of Serbia; strengthening reading comprehension skills; vocabulary building and improvement

Using the handout created for this lesson, T instructs children about the following activities.

Part 1Directions: Read the text about Serbia. Find the names of the Serbian towns in the text. Students will be acquainted with the text about the country that they might not have known a lot. The text contains the names of several towns and cities. Students should recognize the Serbian ones. First, students do the task individually and then they check the answers in pairs. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 2Directions: There are five paragraphs (A-E) in the text. Match the following headings to the paragraphs (A-E). There is one extra heading. This is a typical activity for reading for gist. Ask students to read the text quickly and then they may check the answers in pairs. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 3Directions: Read the text again and decide if the following statements are true (T) or false (F). This is a typical activity for reading for detail. Advise students to underline the key parts of the sentence/paragraph that help them decide if the statement is true or false. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 4Directions: Look at the numbered words in the text and match them to the definitions below. T chooses ten words and phrases that may be unfamiliar to students. In order to boost cooperation, you may ask students to work together and compose three or more sentences using the given words. Ask students if there are other words they do not understand. Make a list of these words on the board. Ask students to work out the meaning together. They may use online dictionaries or paperback editions. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 5Directions: Watch the following video about Belgrade, the capital of Serbia. Write down famous tourist attractions shown in the video. Check your list with your partner. Watch the video again. In addition to the text and factual information, students will get a visual impression of Serbia’s capital.

7

The video is short but it lists tourist attractions quickly. The Serbian names of the building may sound strange to students. If needed, play the video twice. After the first (or second) watching, pair students up and ask them to compare their lists. Play the video again. Alternatively, in case of unavailability of the Internet connection and the like, you may distribute the pictures of these buildings taken from Google Images. Provide a list of the names and ask students to match the name of the building with its picture. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

III. Closure (5 minutes)

Getting students involved in the project experience

Ask students what they find the most interesting about Serbia. Tell students that they will form groups of three or four for doing homework. They will work collaboratively for homework. Tell students that it is necessary that all members of the group contribute and give ideas for the questions.

8

APPENDIX A

1. Read the text about Serbia. Find the names of the Serbian cities in the text.

A. Serbia is a landlocked1 country located at the crossroads of Central and South-East Europe. Some symbols of Serbia include plum, oak, šajkača (Serbian traditional peasant2 hat) and slava (patron saint celebration).

B. The capital of Serbia is Belgrade, a beautiful city built on the Danube. Belgrade is the third-largest in South-East Europe after Istanbul, Turkey and Athens, Greece. It is the biggest Serbian city and its cultural and economic center. Other major cities are Novi Sad, Niš and Kragujevac. Almost all Serbian cities boast3 long and famous history and at least one important medieval4 battle. Some of those historical moments can be caught in castles and fortresses scattered5 throughout the land.

C. The citizens of Belgrade, Novi Sad and other larger towns in Serbia like all sorts of things: pleasant conversations and long walks, drinking their morning coffee or days off work, they also love it when they find freshly baked warm bread in the local bakery. They like being in motion6 so the streets, walkways, cafes and restaurants are always filled with people.

D. Our guests can see the natural hospitality7 and warmness of the hosts when staying in a Serbian village. A tourist will not be made to feel like an outsider in any village in Serbia; he or she will be accepted by the host like a close relative.

E. Today, Serbs are a precious part of global community and world heritage8. They live just as anyone in USA or elsewhere. They use iPhones, wear Nike and Adidas, buy Ray-Bans, eat at McDonalds, drive German or Japanese cars, listen to Michael Jackson and watch Bruce Willis movies. One of the few things that make them different is the tradition – the customs9 and the beliefs. Looking for better jobs, they settled10 all around the world, some of them maybe in your very own neighborhood. Find them and get to know them better.

Fast Facts

Population:7,498,000Capital:Belgrade; 1,576,000Area:77,474 square kilometers (29,913 square miles)Language:SerbianReligion:Orthodox Christian, MuslimCurrency:DinarLife Expectancy:74GDP per Capita:U.S. $2,200Literacy Percent:96

9

Taken and adapted from:Dino Lingo – Language Learning Sets for Kids http://dinolingo.com/blog/2012/11/19/serbian-famous-places-and-fun-facts-serbian-culture-for-kids/

Wikipedia – The Free Encyclopedia http://en.wikipedia.org/wiki/Serbia

National Tourism Organisation of Serbia http://www.serbia.travel

Tourist Organization of Belgradehttp://www.tob.rs/en/index.php

2. There are five paragraphs (A-E) in the text. Match the following headings to the paragraphs (A-E). There is one extra heading.

1. Modern trends in Serbia …..2. Serbian cities ….. 3. A warm welcome in Serbian villages ….. 4. How to travel to Serbia ….. 5. Lifestyle of people in Serbian cities …..6. Geographic location of Serbia …..

3. Read the text again and decide if the following statements are true (T) or false (F).

1. Serbia has the exit to the sea.2. Belgrade is the largest city in South-East Europe.3. People in Serbian cities have interesting social life.4. You should have relatives if you want to visit a Serbian village.5. Today, Serbs are modern people like Americans and other nations.6. There are a lot of Serbs living outside Serbia.

4. Vocabulary Look at the numbered words in the text and match them to the definitions below.

a) to have something good, interesting or important ……b) generous and friendly treatment of guests and visitors ……c) to move to a place and make it your own home …..d) traditions, results and objects that are part of the history of a group

or nation …..e) surrounded by land and without exit to the sea …..f) of or relating to the Middle Ages …..g) to move around …..h) a farmer; a person who lives in a village …..i) traditional actions and behavior among people in a region or country

…..10

http://www.tob.rs/en/index.php

http://www.serbia.travel/

http://en.wikipedia.org/wiki/Serbia

http://dinolingo.com/blog/2012/11/19/serbian-famous-places-and-fun-facts-serbian-culture-for-kids/

http://dinolingo.com/blog/2012/11/19/serbian-famous-places-and-fun-facts-serbian-culture-for-kids/

j) to be in different places ……

Taken and adapted from:Merriam-Webster Dictionary http://www.merriam-webster.com/dictionary

Longman Online Dictionary of Contemporary Englishhttp://www.ldoceonline.com/dictionary

5. Follow-up activity Watch the following video about Belgrade, the capital of Serbia. Write down famous tourist attractions shown in the video. Check your list with your partner. Watch the video again.

The link to the video:

Vladimir Široki Bloghttp://englishvasa.wordpress.com/category/video/

or

YouTubehttps://www.youtube.com/watch?v=eDKTlL-Ra9c

11

https://www.youtube.com/watch?v=eDKTlL-Ra9c

http://englishvasa.wordpress.com/category/video/

http://www.ldoceonline.com/dictionary

http://www.merriam-webster.com/dictionary

ANSWER KEY

1. Belgrade, Novi Sad, Niš, Kragujevac

2. 1E, 2B, 3D, 4(extra heading), 5C, 6A

3. 1F, 2F, 3T, 4F, 5T, 6T

4. a) 3, b) 7, c) 10, d) 8, e) 1, f) 4, g) 6, h) 2, i) 9, j) 5

5. Knez Mihailova Street, Terazije Square, The Victor, the Old Palace, Temple of St Sava, the National Bank of Serbia, the Serbian Academy of Sciences and Arts, Miroslav’s Gospel, The Beogradjanka, Belgrade Arena

12

APPENDIX B

HOMEWORK

In groups of 3 or 4 make a list of questions related to one of the following aspects of Serbia. You will send the questions to your peers in Serbia. Try to find the answers on the Internet.

1. Serbia – its location in Europe and relations with other European nations

2. An ordinary day in the life of a person living in a Serbian town3. An ordinary day in the life of a person living in a Serbian village4. Natural features of Serbia5. Symbols of Serbia

13



Topic: Malaysia Truly Asia - Festivals


Project goals (1): To promote multiculturalismProject goals (2): To get students acquainted with another town/city/countryProject goals (3): To improve 21st century skillsProject goals (6): To improve students' receptive skills through reading texts and

watching videos or presentation about the particular country (countries) and their productive skills through the product created individually and/or collaboratively

Lesson objectives: Given the slide show of a faraway country adjusted to their level, students will be able

to do reading comprehension activities (60% or more). Having done all the planned activities and being familiar with all the words in the text,

students will be able to list at least 1 out of 4 festivals found on the text, and 3 supporting statements (date, who celebrate it, and purpose) in spoken form, with 50% accuracy or more.

List of materials needed:Computer with the Internet connection (alternatively, a geographic map); Power Point Slide Show (or pictures and manila cards about festivals), handouts




Ask students to list the names of the continents (Asia, Europe, Africa, North America, South America, Australia and Antarctica). Show students national flags of Malaysia, Uzbekistan and Serbia and ask if they can recognize the countries. Elicit the name of the country, and the continent where these countries are located. Using Google Earth (alternatively, a map of the world) ask them to find these countries and ask them how far these are from their own country. Ask them to find out the capitals of these countries.

Brainstorm ideas about Malaysia, Uzbekistan and Serbia. You may refer to festivals celebrated at your country. You may link the content to the real-life context, e.g. Which festival is celebrated by only you and your friends? Do you think Malaysia have such festivals?

14


General festivals celebrated in Malaysia; strengthening reading comprehension skills; vocabulary building and improvement

Using the handout created (or power point) for this lesson, T instructs children about the following activities.

Part 1 (Refer to Section A)Directions: There are four parts in the text. Read and list the festivals such as what they celebrates, who, where and when they celebrate in Malaysia. Students will be acquainted with the text about the country that they might not have known a lot. The text contains the names of special festivals. Students will try to pronounce in Malaysian context by using their language. Students do the task individually and then they check the answers through discussion. This is a typical activity for reading for gist. Ask students to read the text quickly and then they may check the answers in pairs. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 2 (Refer to Section A and B)Directions: Teacher will go through the slide and answer the questions lies in the last two slides (Slide 14 and 15). (Measure Objective 1) This is a typical activity for reading for detail. Advise students to underline the key parts of the sentence/paragraph that help them decide their answer. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 3 (Refer to Section C)Directions: Based on the situation card, present your findings in 2-3 minutes. (Measure Objective 2) Teacher provides a list of situation cards, with 2 or 3 groups are sharing the similar situation of a role play. Teacher provides the general ways to present based on the role play card. Students will works in pairs or groups to present their information publicly. Students will be given 5 minutes to prepare. Students will present their findings in front of their friends. Each group will only present in 2-3 minutes. Depends on the time, teachers can ask for other groups to present if there is any extra. Procedure: Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T



15

Ask students what they find the most interesting about Malaysia festivals. Students will try to find other information about Malaysia festivals other than the four listed, or with additional information about the four listed festivals, such as origins, and additional information. Tell students that they will form groups of three or four for doing homework. They will work collaboratively for homework. Tell students that it is necessary that all members of the group contribute and give ideas for the questions.

16

APPENDIX A

17

Adapted from:Tourism Malaysia http://tourism.gov.my/ Visit Malaysia 2014 http://www.vmy2014.com/

B READING COMPREHENSION

23

http://www.vmy2014.com/

http://tourism.gov.my/

ADDON:Teacher can encourage the students to make a table based on their ability. This is to encourage the students to do and making notes while read the text.

ANSWER KEY

SECTION B:1. Hari Raya Puasa, Chinese New Year, Tadau Kaamatan and Gawai

Festival, Deepavali. 2. Malays or Muslims3. Harvest Festival

24

4. Family reunion feasts and open houses and children receive 'ang pows' or little red money packets from the elders

5. Chinese New Year and Hari Raya Puasa.6. Kolam7. Chinese New Year8. Hari Raya Puasa

SECTION C: (TEACHER MAY DUPLICATE IF NEEDED)

Teacher informs the students that there are some specific information that they need to follow. To make sure they are on the right track, teacher will emphasize the duration of role play and also preparation time, as well as what they are expected to inform during the role play. (This can be added based on class level)

A: Tourist GuideB: Tourist

As a tourist guide, try to tell your tourist about a special festival that celebrated by West Malaysia.

A: MalaysianB: Friend in another country

Tell your friend about a festival that celebrated nationwide.

A: MalaysianB: Foreigner

The Malaysian wanted to know about a specific festival for the purpose. Tell him/ her about the difference of a festival that celebrated in your country, and not in Malaysia.

25

D FOLLOW UPThe information in the handouts are not detailed enough. Could you make them into more detailed, with origin or some other specific purposes? Or you know there are some other festivals celebrated in Malaysia but not mentioned here? And can you include a festival celebrated in Serbia and Uzbekistan? Feel free to make your own info chart!

For example:1. Wesak Day2. Thaipusam3. Christmas4. Hari Raya Haji5. Malaysia’s national day

26



Topic: Uzbekistan – Republic of Karakalpkastan city Nukus


Project goals (1): To get students acquainted with another town/city/countryProject goals (2): To improve 21st century skillsProject goals (4): to improve students' receptive skills through reading texts and watching

videos about the particular country (countries) and their productive skills through the product created individually and/or collaboratively

Lesson objectives: Given the text of a faraway country adjusted to their level, students will be able to do

reading comprehension activities (80% or more). Using the text and definitions of the less known words from the text, students will be

able to do vocabulary practice (80% or more). Having done all the planned activities and being familiar with all the words in the text,

students will be able to list at least three most interesting facts about Serbia (100%).




This matching activity helps students to remember the capital cities of numerous countries. The class is split into groups of three. Each group is handed a set of cards. The students separate country cards (blue) and capital cards (black) into two piles. The two card piles are then spread out face down on the table. The first student chooses one card from each pile and shows the two cards to the group. The student then makes a sentence using the two cards, e.g. Bangkok is the capital of Thailand. If the statement is true, the student keeps the two cards. If it is not true, the student puts them back in the same place they came from. The students must try to remember the location of the cards in order to win the game. The student who has the most pairs of cards is the winner.

27


General features of Karakalpakstan; strengthening reading comprehension skills; vocabulary building and improvement


Part 1Directions: Teacher introduces about the country Karakalpakstan which is situated in Uzbekistan. Students will be acquainted with the text about the country that they might not have known a lot. The text contains the names of several towns and cities. Students should recognize the Uzbek and Karakalpak.

Students will be acquainted with the text about the country that they might not have known a lot. The text contains the names of special festivals. Students will try to pronounce in Malaysian context by using their language. Students do the task individually and then they check the answers through discussion.

This is a typical activity for reading for gist. Ask students to read the text quickly and then they may check the answers in pairs.

Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 2Directions: Each student is given an identity card. On the card is a traditional name, country and national language. Students walk around and introduce themselves to their classmates. They ask each other questions and write down the information they find out on their worksheet. This is a typical activity for reading for gist. Ask students to read the text quickly and then they may check the answers in pairs. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 3Directions: Read the text again and students complete a list of sentences by writing the name of the country. An answer key is provided. Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 4Directions: Ask the class to name as many Asian countries and Pacific Islands as they can. Make a list on the board. Ask students to think of someone to interview about what it is like to leave a home and start over somewhere else. Hand out the sheet with some sample interview questions and a description of the assignment. Students should be clear with their interview subjects about the purpose of the interview. This sheet should also outline the kinds of basic information that students should gather before the interview. Successful interviews rely on good preparation; students should think about what they already know about the person they will interview and try to learn more relevant information before the interview. Explain to students that before an

29

interview, they should think about the kinds of questions they want answered. Have students brainstorm some of the questions they might ask.

Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T



Ask students what they find the most interesting about Karakalpakstan. Tell students that they will form groups of three or four for doing homework. They will work collaboratively for homework. Have students write an assignment about the interview experience. This essay should focus on the interview experience rather than the content. Tell students that it is necessary that all members of the group contribute and give ideas for the questions.

Karakalpakstan (Karakalpak: Qaraqalpaqstan Respublikası (Қарақалпақстан Республикасы); Uzbek: Qoraqalpog'iston Respublikasi (Қорақалпоғистон Республикаси) is an autonomous republic of Uzbekistan. It occupies the whole northwestern end of Uzbekistan. The capital is Nukus (Karakalpak: No'kis (Нөкис)). The Republic of Karakalpakstan has an area of 160,000 square kilometres (62,000 sq mi). Its territory covers the classical land of Khwarezm, though in classical Persian literature the area was known

GeographyKarakalpakstan is mostly desert and is located in western Uzbekistan near the Aral Sea, in the lowest part of the Amu Darya basin It has an area of 164,900 km²[ and is surrounded by desert. The Kyzyl Kum desert is located to the east and the Kara Kum desert is located to the south. A rocky plateau extends west to the Caspian Sea

30

http://en.wikipedia.org/wiki/Caspian_Sea

http://en.wikipedia.org/wiki/Kara_Kum

http://en.wikipedia.org/wiki/Kyzyl_Kum

http://en.wikipedia.org/wiki/Persian_literature

http://en.wikipedia.org/wiki/Khwarezm

http://en.wikipedia.org/wiki/Nukus

http://en.wikipedia.org/wiki/Uzbekistan

http://en.wikipedia.org/wiki/Autonomous_republic

http://en.wikipedia.org/wiki/Uzbek_language

http://en.wikipedia.org/wiki/Karakalpak_language



Topic: Making a travel brochure


Project goals (1): To promote multiculturalismProject goals (3): To improve 21st century skillsProject goals (6): To improve students' receptive skills through reading texts and

watching videos about the particular country (countries)Project goals (7): To improve students' productive skills through the product created

individually and/or collaborativelyProject goals (8): To give students international audience and thus make them have a

sense of ownership

Lesson objectives: Using the function list students will be able to use phrases for agreeing and

disagreeing (100%). Assign the role of the note taker who will keep a record of the frequency of the use of the given phrases.

Upon completion of the quiz, students will be able to design their travel brochure according to given requirements (90-100%).

Adhering to the rubric, check how successful is the students’ product (having at least four out of five categories graded with 4).





Ask students which countries they have been learning about in the previous classes. Elicit Malaysia, Uzbekistan and Serbia. Pair students up and ask them to brainstorm as much information as possible under the categories (nature, music, customs, other) for each country.

Make sure you have a large piece of paper or, ideally, an outline map of the world (or Asia and Europe). If possible, you may use online outline maps (for example, Worldatlas http://www.worldatlas.com/webimage/testmaps/maps.htm). Ask students to find Malaysia, Uzbekistan and Serbia. Instead of inserting the place name, they should write down a typical word/item for these countries or stick a photo.

34

http://www.worldatlas.com/webimage/testmaps/maps.htm


Making a travel brochure


Part 1Directions: Show students some travel brochures or your product. Tell students that you like travelling and that every time you travel you consult various sources primarily travel brochures. Show students these travel brochures. Tell them that they are going to present information about the countries they have been learning about to their friends and family. Ask them what they are most interested in when they travel. What about the people they know? Tell them to talk about their preferences. Elicit some categories, e.g. location, cities, climate, historic sites, entertainment, food, etc.) Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 2Directions: Show students the brochures again. Ask students what they like about the brochures. Ask them to pay attention to the content and visual features (pictures, graphics). You can ask them the following: How many pages/slides are there? Is the text connected or in bulleted lists? Are the sentences long or short? Is the language too formal? What vocabulary is used? Are there any quotes of the locals or visitors? Procedure: Individual action – Pairwork – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 3Directions: Decide how much the information in the travel brochure is important. Ask students about the role/function about the travel brochure. Clarify that it is informative and should make people choose the destination. Ask students to work on giving reasons for accepting or rejecting the fact which will be included in the tourist brochure. Provide students with the function list (I agree / disagree). Students will discuss the reasons in groups. Each group should have a note taker who will record how often the given phrases are used. Procedure: Individual action – Group work – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 4Directions: Write True (T) or False (F) next to each statement. Tell students that they will do a short quiz about travel brochures. They will work in groups. After OCF ask the note takers how many correct answers their groups have. Procedure: Individual action – Group work – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 5

35

Directions: Consider and discuss the Travel Brochure Rubric. Ask students what the requirements for the project must be. Elicit the categories of the rubric. Show them the final rubric. Procedure: Individual action – Group work – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T

Part 6Directions: Distribute the handouts containing the information about Malaysia, Uzbekistan and Serbia, and/or the replies from your students’ pen pals. Students may use the photos from these countries or search for images on the Internet. In groups students work on their travel brochures in the form of the wallpaper or PowerPoint presentation. Make sure you assigned roles appropriate for PBL. Ideally, form groups of six where there will be the following roles: Group Leader, Note Taker, Research Runner, Observer, Timekeeper and Presenter. Procedure: Individual action – Group work – Open-class feedback (OCF) Interaction: T-Ss, Ss-Ss, Ss-T



Make a display of students’ products. This can be done as a display of wallpapers or students can upload their presentations on the blog or elsewhere on the internet. Encourage students to ask travel agencies to publish their brochures.

36

APPENDIX 1 – FUNCTIONS LIST

Adapted from Longman Essential Activator, Longman 1997 (pp. 884, 885)

AGREEING

When you agree strongly When you agree When you agree but not strongly

Absolutely! Yes. That’s a really good idea.

I suppose so.

Exactly! I know. I guess so.I couldn’t agree more. I agree.

That’s right. / You’re right.

DISAGREEING

When you disagree but you want to be polite

When you disagree strongly

I know, but… No, it isn’t.I see your point, but… That’s not true.

I know what you mean, but… I disagree with you.I’m not so sure about that. I completely disagree with you.

37

APPENDIX 2 – QUIZ

Write TRUE (T) or FALSE (F) next to each statement.

1. Your travel brochure should have a sentence that will get your audience to read the rest of your brochure.

2. Travel brochures are intended only for people who travel a lot.3. Always try to include in-depth detail of the location.4. You should list main features of the location in bullet points.5. You should write short sentences.6. Your travel brochure should have correct spelling, grammar and punctuation.7. The visuals (photos, graphics) are not so important for the travel brochure.8. If you take information from textbooks or websites, you should document the source.9. If you want to share the information about the place that you got from your pen pal,

you do not need to write down his/her name because he/she is not a famous person.10. Your travel brochure should have practical information such as weather conditions,

local food, transportation or entertainment.

KEY:1. T2. F3. F4. T5. T6. T7. F8. T9. F10. T

38

APPENDIX 3

Making A Brochure : Travel Brochure Rubric

Teacher Name:

Student Name: ________________________________________

CATEGORY 4 3 2 1Writing - Organization

Each section in the travel brochure has a clear format and layout.

Almost all sections of the travel brochure have a clear format and layout.

Most sections of the travel brochure have a clear format and layout.

Less than half of the sections of the travel brochure have a clear format and layout.

Content - Accuracy

All facts in the travel brochure are accurate.

99-90% of the facts in the travel brochure are accurate.

89-80% of the facts in the travel brochure are accurate.

Fewer than 80% of the facts in the travel brochure are accurate.

Sources Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.

Sources are not documented accurately or are not kept on many facts and graphics.

Vocabulary and Grammar

The travel brochure contains correctly used several new words. There are no grammatical mistakes in the text.

The travel brochure contains correctly used a few new words. There are no grammatical mistakes in the travel brochure after feedback from a teacher.

The authors try to use some new vocabulary, but may use 1-2 words incorrectly. There are a few grammatical mistakes in the brochure after feedback from a teacher.

The authors do not incorporate new vocabulary. There are several grammatical mistakes in the brochure even after feedback from a teacher.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Date Created: Jun 08, 2014 02:27 pm (CDT)

39

final draft 2 june (1)

Documents