Narrative: Adult TOEFL Students

UNIT 2 LESSON 4 HISTORY AND ARCHAEOLOGY

NARRATIVE: Adult TOEFL students. High intermediate and advanced proficiency level Ss are from various countries.

RATIONALE: building on the previous lesson in the four sections of the exam.

GOAL: practicing the referent reading skill, practicing listening for gist-content, practicing short speeches in a timely manner to build stamina for the exam

OBJECTIVES : BY THE END OF THE CLASS STUDENTS WILL BE ABLE TO 1. Apply reading and test taking strategy to respond to the referent reading question. 2. Use time effectively to answer the reading questions. 3. Determine precisely the content gist of listening passages . 4. Deliver a coherent well supported 45 sec speech about a given topic. 5. Develop body paragraphs for the academic independent skill. MATERIALS: READING 1. Houses of eternity. 2. Neolithic Agriculture Development Cambridge p. 453 3. House of Eternity. 4. Stonehenge Longman p. 272

Listening: 1. Terra cotta In Washington http://www.npr.org/player/v2/mediaPlayer.html? action=1&t=1&islist=false&id=120418660&m=120438140

2. New Discoveries at Egyptian tomb http://www.npr.org/player/v2/mediaPlayer.html? action=1&t=1&islist=false&id=5201034&m=5201035

3. Stonehenge Longman p. 272 3. From Chalk to Bytes: The Digital Classroom http://www.npr.org/player/v2/mediaPlayer.html? action=1&t=1&islist=false&id=124695289&m=125318778

3. Flashcards with speaking questions 5. Rubrics of the speaking independent skill 6. Rubric of the independent writing skill

1. PROCEDURES 15 min 1. T gives general feedback on students responses on audio.org and hands each students his/her own feedback.

2. Presentation

Reading 60 min . 1.. T. gives out “ Hoouse of eternity ” passage and asks students to work individually to identify the referent of the underlined words. 2. T asks Ss to check their answers with a partner and discuss how they arrived at the answer. 3. T. corrects the passage with the students. 4. T. gives out “ house of enternity ”. T. times students ( 15 min) as they identify the referent of the underlined words. 5. T. does a whole class correction. 6. T. gives out “Neolithic Agriculture Development” and gives the students exactly 15 minutes to answer the passage and then does class correction. 7. T. gives out “Stonehenge” and gives the students exactly 10 minutes to answer the passage and then does class correction

Listening: 60 min Gist content

1. T. plays each listening passages only once. 2. T. asks the students to respond to a multiple choice exercise based on each passage. 3 T. asks students to compare their answers. 4. T. does class correction.

Speaking: 45 min

1. T. asks the students to have handout on “Connectors and cohesive ties” and the rubric for the independent speaking skill handy.. 2. T. put students in pairs and give each a card with a question Questions :  What ancient civilization impresses you the most?  Talk about a time when you visited an archeological site.  Should archaeological sites be preserved or should they be demolished and replaced by modern buildings?  Talk about one of the most ancient sites in your city or country.  How can we preserve archeological sites?  Should money be spent on making more discoveries or should it be spent on developing the infra structure of the country?  Learning about the past has no importance. Do you agree or disagree?

3. T asks students to time each other using a stop watch. The listener gives the speaker 15 sec to think and 45 seconds to speak. 4. T. asks the other partner “the listener” to score the speaker using the rubric and give feedback of whether he/she used or cohesive ties or not. 5. Ss switch roles and do the same . 6. Ss. exchange the cards with other classmates and proceed as above. 7. T. rotates around to assist the students. 8. T. calls on students and listens to their speeches and scores them.

Writing : 60 min

1. . T. gives back to students the writing assignment they had done the previous day. 2. T. discusses with the class some common mistakes and answers any questions. 3. T. asks the students to develop an outline, introduction and the body part for one of the following questions . ( 30 min)

 What ancient civilization impresses you the most?  Talk about a time when you visited an archeological site

4. T. asks the students to get out the writing rubric and try to compare what they had written to the rubric and score themselves. 5. T. asks the students exchange essays with a partner. 6. T. asks the students to evaluate each other’s essays using the rubric and write comments. 7. T. asks the students to discuss with one another the comments they had written for their partners. 8. T. collects the essays for further assessment.

EXTENSION T. asks students develop an introduction and body paragraphs for the other question ( the one they had not done in class) on the “Writing blog”