LESSON+TEMPLATES

1. Infer meaning, make hypotheses, etc. · Watch the video clips without the sound 2. Global comprehension · Watch the video clips with the sound // The activities establish **visual context** for the linguistic elements to be introduced in the later lessons of the unit. The student is intentionally presented with language they will not understand with the specific objective of making hypotheses and inferring meaning based on what they do know – like reading body language, facial expressions, recognizing familiar locations and objects. The point of this is to encourage students to use the life skills they already have to process the new language. The lesson serves as an orientation/preview and what the student is required to do is simply to make educated guesses.) // ||   ||  1. Targeted comprehension (Preview of lexical, grammatical, phonetic, prosodic structures)    · Watch the video clips with the sound    · Listening and discriminating activities with the audio track of the video clips   // Similar to Lesson One in that it is global and focuses on listening skills – recognizing and distinguishing different sounds, tones of voice, pauses, etc – rather than meaning. While students are asked to make meaning with visual information and other co-textual clues there will be many words (often the vast majority) in Lesson 2 (and Lesson 1) that they will not understand. //  // *Phonetics/pronunciation topics can go here in Lesson 2 or in Lesson 3 or 4, depending on where they best fit pedagogically. // ||   || “My Dictionary” is accessible by clicking on the “My Dictionary” button. //Refers back to/incorporates video from Lesson 1 & 2 where appropriate.//
 * ** Reflexive diagnostic: ** //“What can I do and what will I be able to do?”// ||  ||
 * Lesson 1 ** : Global listening comprehension, based on the unit video clips
 * Lesson 1 ** : Global listening comprehension, based on the unit video clips
 * Lesson 2 ** : Focused listening comprehension, based on the (3-6) unit clips
 * Lesson 2 ** : Focused listening comprehension, based on the (3-6) unit clips
 * Lesson 3 ** : Expansion - Focus on lexicon as well as speaking
 * Lesson 3 ** : Expansion - Focus on lexicon as well as speaking

// This Lesson is where new language is first introduced in the unit. Students are introduced to and practice the pronunciation topics of the unit. Here the practice is limited – although still contextualized – but these topics will be recycled in Lessons 4, 5, 6, 7, 8, 9 and 10. //

// Usually includes one oral assignment that requires feedback from instructor. Could also be in Lesson 4. //

// *Note lessons 3&4 are interchangeable where it makes more sense to introduce grammar before lexicon. // // *Phonetics/pronunciation topics can go here in Lesson 3 or in Lesson 2 or 4, depending on where they best fit pedagogically // ||   || · Deductive approach · More explicit grammatical explanations are accessible by clicking on the //“Grammar Cards”// button. // Refers back to/incorporates video from Lesson 1 & 2 where appropriate. //
 * Lesson 4 ** : Expansion - Focus on grammar and syntax
 * Lesson 4 ** : Expansion - Focus on grammar and syntax

// This Lesson is where new grammatical structures and syntax are first introduced in the unit. Students are introduced to and practice all the new grammar of the unit. Here the practice is limited – although still contextualized – but these topics will be recycled in Lessons 5, 6, 7, 8, 9 and 10. //

// Either this lesson or Lesson 5 will include one written assignment that requires feedback from instructor. //

// *Phonetics/pronunciation topics can go here in Lesson 4 or in Lesson 2 or 3, depending on where they best fit pedagogically // ||  ||
 * Lesson 5 ** : Focus on reading comprehension and writing
 * Lesson 5 ** : Focus on reading comprehension and writing

// This lesson focuses on incorporating both the lexical and grammatical structures introduced in Lessons 3 & 4 for more open-ended and extensive practice in the context of reading and writing. // ||  || Students are exposed to a specific element of the target culture through the use of: · Video clips · Audio files · Still images, maps · Text Through a variety of activities, students will be asked to recognize, identify, and reflect about a variety of products and practices. // This lesson focuses on developing a new or deeper understanding of the culture elements related to the topics of the unit while also incorporating both the lexical and grammatical structures introduced in Lessons 3&4 for more open-ended and extensive practice. // ||  ||
 * Lesson 6 ** : Focus on culture
 * Lesson 6 ** : Focus on culture
 * Lesson 7 ** : Review
 * Lesson 7 ** : Review

// The review is, like the lesson activities, contextualized. It reflects the unit objectives. It is a preparation for the assessment (Lesson 10) and therefore “looks like” Lesson 10 so students know what is expected of them and whether they are fully prepared. It includes at least one spoken and one written open-ended (teacher-graded) activity that will give them feedback before the assessment //. ||  ||  · Exploration Project (i.e. Language quest) This is a space where students will have opportunities to reflect about similarities and differences between self and other, that is, between the home cultures and home live style and target culture and life style. It is also the space where students will be making connections to other disciplines, using their existing knowledge in some disciplines and expanding their knowledge in other disciplines: history, sciences, art, etc. // The exploration projects are based on the unit objectives and thus reflect – and recyle - the linguistic elements introduced in Lessons 3&4 and practiced and reviewed in Lessons 5, 6 & 7. // ||  ||  · Creation Project The main purpose is to promote social interaction outside of the “classroom” environment, as well as to promote learning about other communities, and make connections between their own community and others. // The creation projects are based on the unit objectives and thus reflect – and recyle - the linguistic elements introduced in Lessons 3&4 and practiced and reviewed in Lessons 5, 6 & 7. // ||  ||
 * Lesson 8 ** : Out of the box activity #1
 * Lesson 8 ** : Out of the box activity #1
 * Lesson 8 ** : Out of the box activity #1
 * Lesson 9 ** : Out of the box activity #2
 * Lesson 9 ** : Out of the box activity #2
 * ** Reflexive self-diagnostic: ** //“What I have accomplished”//

// Reviews the self-diagnostic done at the beginning of the unit. Student evaluates his/her own progress. This should come either at the end of Lesson 9 or before the L10 Unit assessment. It not only helps student reflect on their progress in the unit, it is a way for them to identify topics they may need to review before doing the L10 assessment. // ||  ||  · // Contextualized. //  · // Reflects the unit objectives. //  · // Includes at least one spoken and one written open-ended (teacher-graded) activity. // ||  ||
 * Lesson 10 ** : Test / assessment
 * Lesson 10 ** : Test / assessment