Authentic+Instruction+Activity+Description

= Authentic Instruction Activity Description - IAP = By shin (Oct. 12, 2010) Instructor: Dr. Milligan ****[i]**** **Licensure Area ** (ESL K-12) ****[ii]**** **Title and Audience ** l **Title **: Small Talk l **The subject **: Basic communication skill l **Grade or Course Level **: Intermediate to Advanced ****[iii]**** **Objectives ** l **Speaking Accomplishments Grades 1-2The subject **: Basic communication skill **S.1-2.1 Ask a simple question. **   **S.1-2.2 Use formulaic language. **   **<span style="font-family: 굴림;">S.1-2.11 Use language to clarify, organize, agree and disagree. **    ****[iv]**** **<span style="font-family: 굴림; font-size: 11pt;">Description ** **<span style="font-family: 굴림;">Outline ** Which topics are appropriate for small talk discussions? For those topics which are appropriate, think of one interesting comment to make when the teacher calls on you. For those topics which are not appropriate, be able to explain why you believe they are not appropriate for small talk. Small Talk – socially Mixing Play this game quickly in small groups. Throw one die to move forward from one subject to the next. When you get to the end, return to the beginning to start again. You have thirty seconds to begin making a comment about the suggested subject. If you cannot, you lose your turn! ****[v]**** ** Scaffolds ** 1. To help students understand what small talk is teacher introduces some sites related ([]) 2. Vocabulary glossary necessary in a specific story might be provided ([]) ****[vi]**** **<span style="font-family: 굴림; font-size: 11pt;">Technology to Support Authentic Instruction ** 1. Enjoying Jazz Chanting by using voice file. 2. Using Robot English site, students get chance to create their own expression with robot talker ([]) ** Related Articles **
 * Write 'Small Talk' on the board. Ask students to brainstorm as a class to define small talk. Write examples on the board.
 * Discuss the importance of small talk skills with the class.
 * Divide students into groups of 3 - 5.
 * Give students the small talk work sheet. Ask them to complete the first section: **Small Talk - Appropriate?**.
 * Once students have discussed the various situations, solicit responses on the various subjects from the class as a whole. Make sure to ask for examples of comments on appropriate subjects and explanations for those topics which students feel are not appropriate. Feel free to let students debate the issue (thus developing their conversational skills!), as some subjects are sure to be controversial.
 * Have students get back into their groups and play the small talk game. Circulate around the room helping the students when they run into difficulties.
 * Take notes on subjects that students find difficult and brainstorm on appropriate comments for those subjects after the game has finished.
 * # Small talk - Appropriate **
 * **The latest films**
 * **The local basketball team**
 * **Cars**
 * **A product you would like to sell to everyone**
 * **The Death Penalty**
 * **Your home town**
 * **How much you make**
 * **Your last holiday**
 * **Your favorite movie-star**
 * **The correct political party**
 * **The weather**
 * **Gardening**
 * **Your health problems**
 * **Your family**
 * Your best friend
 * The last film you saw
 * Pets
 * Rock and roll
 * A magazine
 * Learning a language
 * Playing tennis
 * Your current job
 * An interesting excursion nearby
 * The Internet
 * Marilyn Monroe
 * Keeping healthy
 * Human cloning
 * Your favorite food
 * Finding a job in your country
 * The last book you read
 * Your worst holiday
 * Something you've never done, but would like to do
 * Teachers - what you like
 * Teachers - what you don't like
 * [|English as 2nd Language, - Articles]
 * [|Appropriate and Inappropriate Small Talk Subjects]
 * [|Small Talk - Making Small Talk for English Learners]
 * [|Looking for Things to Talk About?]
 * [|Language School: An Inside Look]

[i] **<span style="font-family: 굴림; font-size: 12pt;">L ****<span style="font-family: 굴림; font-size: 9pt;">icensure Area **<span style="font-family: 굴림; font-size: 9pt;">: (List your actual licensure area). [ii] **<span style="font-family: 굴림; font-size: 9pt;">Title and Audience **<span style="font-family: 굴림; font-size: 9pt;">: (List the title of your lesson, the subject, and the grade or course level) [iii] **<span style="font-family: 굴림; font-size: 9pt;">Objectives: **<span style="font-family: 굴림; font-size: 9pt;"> (Copy the performance indicator, checks for understanding, or accomplishment that you used as <span style="font-family: 굴림; font-size: 12pt;"> the <span style="font-family: 굴림; font-size: 9pt;">objective directly from the state curriculum and place here. Be sure to include the number.) [iv] **<span style="font-family: 굴림; font-size: 9pt;">Description: **<span style="font-family: 굴림; font-size: 9pt;"> Describe the the activity that you created. Remember that later on in the semester you will have to make this into a lesson plan so you need to make sure that every material and resource you refer to actually exists. Your description should be clear and provide enough information so that someone else easily understands what will take place during the activity. Make sure that you include all the elements of authentic instruction in your lesson. [v] **<span style="font-family: 굴림; font-size: 9pt;">Scaffolds **<span style="font-family: 굴림; font-size: 9pt;">: Describe the kind of scaffolds or structures that would be necessary for different types of learners to successfully the activity [vi] **<span style="font-family: 굴림; font-size: 9pt;">Technology to Support Authentic Instruction **<span style="font-family: 굴림; font-size: 9pt;">: Describe the ways that technology is used to support authentic instruction in your activity. List the specific resources you will use (For example internet or search the internet is not a specific resource.)