ANNOTATION & EXPLAINATION
Lesson One – The author and the book
Rationale:
This is the first class of this course. Students will take time to talk about their experiences with learning English in the past. As a second language learner myself, I have found that getting used the verb tenses between present and past in discourse is not easy since Chinese does not have such language form. Therefore, lesson one would be a good start to emphasize the use of present and past tenses. There are many ways to take notes effectively during listening. I will introduce a simple way to help students learn this strategy.
Speaking objectives:
Students will learn to get used to use two verb tenses, present and past.
Listening objectives:
Students will be able to learn how to take notes effectively during listening.
Introductory activity:
Warming-up
The teacher explains to students about this course, the overview of the coming 5 weeks, and what the class is going to do today, mainly to get to know each other, the author, and her book.
Students are paired up to answer the following questions.
Pre-listening (prediction)
The teacher will give a very simple introduction about the author, who moved from Hong Kong to the States as a young child, and tell students that this book, a fiction novel, is based on some of the author’s personal story. Additional information that can be shared is that the main character is a girl in 6th grade, and her name is Kimberly.
Students will predict what they might hear, and the teacher write their prediction on a poster that everyone can see.
Presentation:
Language
Review present and past tenses, regular and irregular.
Strategy
On a piece of paper, students write down these key words: who, where, and what. They will leave space under each word for taking notes. For example, ‘who’ Jean might talk about, ‘where’ each story occurs, and ‘what’ happens. Students will try to listen to particularly verbs and write down all the verbs that they hear.
Listening:
The listening activity, an interview on Jean’s book (Penguin Books USA, 2010), is divided into four parts.
The teacher will ask some basic comprehension questions by using those key words, who, where, and what, then will play the whole interview once again for them to double check their notes.
Handouts with 10 simple statements will be distributed to check students’ understanding.
Students circle True or False.
The teacher announces the correct answers.
Paired up activity:
Students are given the transcript, and check some of key verbs that they wrote down during their listening.
The students are going to talk to their partners about the following questions.
Speaking:
The teacher explains there are immigrants in all countries and asks student if they know any immigrants who are residing in Taiwan.
The teacher will then discuss the differences between voluntary and non-voluntary immigrants with students and list all the characteristics of each one of them.
Students predict what they will read about Kimberly in part one. Is she considered as a voluntary or non-voluntary immigrant?
Current hot topics with Q & A:
The teacher picks up a current article relating to the issues/challenges that immigrants face. This is going to be a more relaxed setting. The article could be in Chinese. However, they need to use English to discuss what they have read and share their thoughts.
Closure:
Review
Debrief what they have learned today.
Assignment
Students need to go on-line to learn about the social life, economy, and ethnic groups in Brooklyn, New York. Each student needs to be ready to share their findings for 1 to 2 minutes at the beginning of the next class.
Watch For My Parents (Buzz Feed Yellow, 2015)...on YouTube: https://youtu.be/6QhusY1zAHI. The purpose of watching this video is not for their listening practice, but offers a simple understanding of what an international student may encounter.
Rationale:
This is the first class of this course. Students will take time to talk about their experiences with learning English in the past. As a second language learner myself, I have found that getting used the verb tenses between present and past in discourse is not easy since Chinese does not have such language form. Therefore, lesson one would be a good start to emphasize the use of present and past tenses. There are many ways to take notes effectively during listening. I will introduce a simple way to help students learn this strategy.
Speaking objectives:
Students will learn to get used to use two verb tenses, present and past.
Listening objectives:
Students will be able to learn how to take notes effectively during listening.
Introductory activity:
Warming-up
The teacher explains to students about this course, the overview of the coming 5 weeks, and what the class is going to do today, mainly to get to know each other, the author, and her book.
Students are paired up to answer the following questions.
- What have your experience of using English been? In your learning experience do you feel more comfortable with input (reading and listening) than output (writing and speaking) or the other way around? Which one is harder for you to comprehend among 4 of them?
- Do you prefer fiction or non-fiction? Why?
Pre-listening (prediction)
The teacher will give a very simple introduction about the author, who moved from Hong Kong to the States as a young child, and tell students that this book, a fiction novel, is based on some of the author’s personal story. Additional information that can be shared is that the main character is a girl in 6th grade, and her name is Kimberly.
Students will predict what they might hear, and the teacher write their prediction on a poster that everyone can see.
Presentation:
Language
Review present and past tenses, regular and irregular.
Strategy
On a piece of paper, students write down these key words: who, where, and what. They will leave space under each word for taking notes. For example, ‘who’ Jean might talk about, ‘where’ each story occurs, and ‘what’ happens. Students will try to listen to particularly verbs and write down all the verbs that they hear.
Listening:
The listening activity, an interview on Jean’s book (Penguin Books USA, 2010), is divided into four parts.
The teacher will ask some basic comprehension questions by using those key words, who, where, and what, then will play the whole interview once again for them to double check their notes.
Handouts with 10 simple statements will be distributed to check students’ understanding.
Students circle True or False.
The teacher announces the correct answers.
Paired up activity:
Students are given the transcript, and check some of key verbs that they wrote down during their listening.
The students are going to talk to their partners about the following questions.
- Which part of the story does Jean use present tense?
- Which part of the story does Jean use past tense?
Speaking:
The teacher explains there are immigrants in all countries and asks student if they know any immigrants who are residing in Taiwan.
The teacher will then discuss the differences between voluntary and non-voluntary immigrants with students and list all the characteristics of each one of them.
Students predict what they will read about Kimberly in part one. Is she considered as a voluntary or non-voluntary immigrant?
Current hot topics with Q & A:
The teacher picks up a current article relating to the issues/challenges that immigrants face. This is going to be a more relaxed setting. The article could be in Chinese. However, they need to use English to discuss what they have read and share their thoughts.
Closure:
Review
Debrief what they have learned today.
Assignment
Students need to go on-line to learn about the social life, economy, and ethnic groups in Brooklyn, New York. Each student needs to be ready to share their findings for 1 to 2 minutes at the beginning of the next class.
Watch For My Parents (Buzz Feed Yellow, 2015)...on YouTube: https://youtu.be/6QhusY1zAHI. The purpose of watching this video is not for their listening practice, but offers a simple understanding of what an international student may encounter.
Lesson two – Chinatown
Rationale:
Students have had to practice paying attention to the use of present and past tenses since last week. It is worthy to spend one more week to reinforce this language form. Taking notes and utilizing predictions will also be addressed. It takes time for these newly learned skills to sink in.
Speaking objectives:
Students will use the past tense to report the method that they used for their research and present tense to describe what they have learned about Brooklyn.
Listening objectives:
Students will learn to how to take notes effectively without writing everything down.
Introductory activity:
Warming-up
The teacher will write down students’ findings about Brooklyn on a poster.
Students will be paired up to answer the following questions by looking at the poster:
Pre-listening (prediction)
The teacher explains that they are going to listen to two parts about Chinatown. One is about Chinatown in general; the second one is about a café.
Students share what they already know about Chinatown and predict what they might hear from the audio.
The teacher writes their answers on the board in an organized way, which will help students to take notes during listening: under where – list locations, stores, business stores, under who – list what kind of people who might show up in Chinatown, under how – list how people live and interact there.
Presentation:
Language (bottom-up approach)
Students are given a list of verbs in the past tense that they will hear.
Students then work in pairs to change them back to present tense.
The teacher will explain words that the students don’t understand.
Strategy
Students will learn how to take notes through a reorganized way under who, where, what, and how.
Listening:
The teacher will let the students listen to both parts, Chinatown and café. Students will not take notes right away.
After listening, the whole class will identity how much they predicted correctly in the audio
Students will then listen to the Chinatown part. The Café part is divided into four parts. This time, students are going to take notes.
After they finish listening to all the audio, the teacher will give them a handout with 10 simple statements to check students’ understanding. Students circle True or False. The teacher then announces the correct answers.
Paired up activity:
The teacher gives students the transcript as a reference.
Students work in pairs to answer the following questions:
Speaking:
Students present their answers from their paired activity.
Current hot topics with Q & A:
The teacher leads students to define the word, “ambassadors”.
Discuss how we all can be ambassadors for Taiwan.
Questions such as, why is it important to be an ambassador, how can we be a good one, what can we do?
Closure:
Review
Debrief what they have learned today.
Assignment
Students are going to research “Chinatown” and its characteristics.
Recommendations: Do not to limit research to the States, but the world if possible.
Watch New York (New York Habitat, 2009) on YouTube: https://youtu.be/tFOrThNwCh4
Rationale:
Students have had to practice paying attention to the use of present and past tenses since last week. It is worthy to spend one more week to reinforce this language form. Taking notes and utilizing predictions will also be addressed. It takes time for these newly learned skills to sink in.
Speaking objectives:
Students will use the past tense to report the method that they used for their research and present tense to describe what they have learned about Brooklyn.
Listening objectives:
Students will learn to how to take notes effectively without writing everything down.
Introductory activity:
Warming-up
The teacher will write down students’ findings about Brooklyn on a poster.
Students will be paired up to answer the following questions by looking at the poster:
- Would you like to live in Brooklyn? Why or why not?
- What are the findings that surprise you? Why?
Pre-listening (prediction)
The teacher explains that they are going to listen to two parts about Chinatown. One is about Chinatown in general; the second one is about a café.
Students share what they already know about Chinatown and predict what they might hear from the audio.
The teacher writes their answers on the board in an organized way, which will help students to take notes during listening: under where – list locations, stores, business stores, under who – list what kind of people who might show up in Chinatown, under how – list how people live and interact there.
Presentation:
Language (bottom-up approach)
Students are given a list of verbs in the past tense that they will hear.
Students then work in pairs to change them back to present tense.
The teacher will explain words that the students don’t understand.
Strategy
Students will learn how to take notes through a reorganized way under who, where, what, and how.
Listening:
The teacher will let the students listen to both parts, Chinatown and café. Students will not take notes right away.
After listening, the whole class will identity how much they predicted correctly in the audio
Students will then listen to the Chinatown part. The Café part is divided into four parts. This time, students are going to take notes.
After they finish listening to all the audio, the teacher will give them a handout with 10 simple statements to check students’ understanding. Students circle True or False. The teacher then announces the correct answers.
Paired up activity:
The teacher gives students the transcript as a reference.
Students work in pairs to answer the following questions:
- How have tourists changed the life of Chinatown? In which way?
- Taiwan has had more tourists in recent years. What are your thoughts on this, and what are some pros and cons?
Speaking:
Students present their answers from their paired activity.
Current hot topics with Q & A:
The teacher leads students to define the word, “ambassadors”.
Discuss how we all can be ambassadors for Taiwan.
Questions such as, why is it important to be an ambassador, how can we be a good one, what can we do?
Closure:
Review
Debrief what they have learned today.
Assignment
Students are going to research “Chinatown” and its characteristics.
Recommendations: Do not to limit research to the States, but the world if possible.
Watch New York (New York Habitat, 2009) on YouTube: https://youtu.be/tFOrThNwCh4
Lesson three – First friend at school
Rationale:
Students will continue to review everything they have learned so far, continue getting used to using present and past tenses, and learn the value of the predicting exercise in helping their listening. It’s time to introduce how to listen to the main idea, and speak with contraction form.
Speaking objectives:
Students will learn how to speak by using reduced/contraction form.
Listening objectives:
Students will learn to identity main idea.
Introductory activity:
Warming-up
Students are going to share their findings about China Town.
What did they learn from YouTube assignment: https://youtu.be/tFOrThNwCh4
Write their answers on poster.
Pre-listening (prediction)
Teacher explains today’s topic: the first friend at school
Students are paired up to share a story when they made their first friend at school, at work, or from their neighborhoods.
Teacher will ask students: how did they feel about having a new friend?
Students answer.
Presentation:
Language
The teacher gives the students a list of contractions that they are going to hear today and teach them how to pronounce them if needed.
Strategy
Students are going to practice how to identify main idea. The teacher may use the stories they have learned so far to practice. The YouTube video that they watched at home can also be used as an exercise, too.
Listening:
This part of the story is divided into 3 parts.
Students will be given a fill-in blank worksheet to fill out. The content is mainly taken from the story.
Once they finish the 3 parts of listening, they are going to match each part with a list of main ideas.
Teacher announce the answers, the fill-in-blanks and the main ideas.
Paired up activity:
The teacher gives the students the transcript.
Students are going to find all contraction forms.
Students are paired up to discuss their findings and prepare to report to the class answers to the following questions.
Speaking:
The teacher gives a list of the types of friendships.
Students will try to define those types of friendships and share their thoughts on why it is important to have different types of friends in their lives.
Students share their thoughts on Kimberly’s new friend.
Current hot topics with Q & A:
The topic is how a network works.
Teacher is going to draw three circles like this one showed on the left.
The center circle represents values which is more of why questions, the middle one represents behavioral patterns, which is more of how questions, and the outer circle represents stories, which is more of what questions.
Based on each type of friendship, students are invited to share their thoughts on these three questions: What values hold each type of friendship together? How do these values tell us about their behavioral patterns? What kinds of stories will be generated from this networks of friends?
Questions can be discussed: How is Kimberly’s network like for you?
Closure:
Review
Debrief what they have learned today.
Assignment
Students are going to research how Taiwan’s government funds schools located in poverty-stricken neighborhoods, and how the U.S. funds their schools: students might want to focus on elementary school, middle school, and high school.
Watch Strong Schools | K-12 School Funding (California teachers, 2014) on YouTube: https://youtu.be/xcLs-9VskO8
Rationale:
Students will continue to review everything they have learned so far, continue getting used to using present and past tenses, and learn the value of the predicting exercise in helping their listening. It’s time to introduce how to listen to the main idea, and speak with contraction form.
Speaking objectives:
Students will learn how to speak by using reduced/contraction form.
Listening objectives:
Students will learn to identity main idea.
Introductory activity:
Warming-up
Students are going to share their findings about China Town.
What did they learn from YouTube assignment: https://youtu.be/tFOrThNwCh4
Write their answers on poster.
Pre-listening (prediction)
Teacher explains today’s topic: the first friend at school
Students are paired up to share a story when they made their first friend at school, at work, or from their neighborhoods.
Teacher will ask students: how did they feel about having a new friend?
Students answer.
Presentation:
Language
The teacher gives the students a list of contractions that they are going to hear today and teach them how to pronounce them if needed.
Strategy
Students are going to practice how to identify main idea. The teacher may use the stories they have learned so far to practice. The YouTube video that they watched at home can also be used as an exercise, too.
Listening:
This part of the story is divided into 3 parts.
Students will be given a fill-in blank worksheet to fill out. The content is mainly taken from the story.
Once they finish the 3 parts of listening, they are going to match each part with a list of main ideas.
Teacher announce the answers, the fill-in-blanks and the main ideas.
Paired up activity:
The teacher gives the students the transcript.
Students are going to find all contraction forms.
Students are paired up to discuss their findings and prepare to report to the class answers to the following questions.
- Is it easy to listen to contraction forms?
- Is it easy to speak contraction forms?
Speaking:
The teacher gives a list of the types of friendships.
Students will try to define those types of friendships and share their thoughts on why it is important to have different types of friends in their lives.
Students share their thoughts on Kimberly’s new friend.
Current hot topics with Q & A:
The topic is how a network works.
Teacher is going to draw three circles like this one showed on the left.
The center circle represents values which is more of why questions, the middle one represents behavioral patterns, which is more of how questions, and the outer circle represents stories, which is more of what questions.
Based on each type of friendship, students are invited to share their thoughts on these three questions: What values hold each type of friendship together? How do these values tell us about their behavioral patterns? What kinds of stories will be generated from this networks of friends?
Questions can be discussed: How is Kimberly’s network like for you?
Closure:
Review
Debrief what they have learned today.
Assignment
Students are going to research how Taiwan’s government funds schools located in poverty-stricken neighborhoods, and how the U.S. funds their schools: students might want to focus on elementary school, middle school, and high school.
Watch Strong Schools | K-12 School Funding (California teachers, 2014) on YouTube: https://youtu.be/xcLs-9VskO8
Lesson four – A true gift
Rationale:
This is the fourth week. By this time, students might feel more comfortable and are getting to know each other. This is a good time to invite students to join me to plan hot topic sessions for the upcoming 5 classes after 2 weeks. People may choose and pick which week’s topic they would like to work with me on.
As usual, the class is going to continue to practice taking notes and getting used to predict what they might hear from today’s lesson. If they have already read ahead, it is still fine.
Speaking objectives:
Students are going to pay attention to and practice intonation. Chinese language has a very different way of using intonation compared with English. Therefore, it will take some time to get used to it.
Listening objectives:
Students will continue learning to identify main idea.
Introductory activity:
Warming-up
Students are going to share their findings on how a government funds the school system.
The teacher will write “U.S.” on one side of a poster and “Taiwan” on the other side, and write down students’ findings.
Pre-listening (prediction)
Today’s topic is True Gift.
The teacher asks students to define the meaning of a ‘true gift’.
Students are paired up to share their experiences of receiving or giving a true gift.
The teacher asks the class to predict what they might hear. Hint: they have been so cold without proper clothing and heater for a while.
Presentation:
Language
The teacher will give examples of intonation and how it is used in English to change meaning and emphasis and compare it to how we use intonation in Chinese.
Strategy
This week students are going to practice the same strategies in identifying the main idea.
Listening:
The listening is divided into 4 parts. Like last week, students will be given a fill-in blank worksheet to fill out. The worksheet will follow content taken from the story.
Once they finish the 4 parts of listening, they are going to match each part with a list of main ideas.
The teacher announces the answers to the fill-in-blank and the main ideas worksheet.
Paired up activity:
Students are given the transcript
In this exercise, they are going to listen to the audio without stopping and mark the parts where intonation and sentence stress are used.
Students then are paired up. They need to pick one paragraph and read it with proper intonation by taking turns.
Students need to report to the group what they have noticed and learned.
Speaking:
Students are going to share their thoughts on the relationship between expected and unexpected, true or wrong gifts.
Current hot topics with Q & A:
The topic is gratitude.
The teacher will give a list of how different nations and ethnic groups express gratitude, and emphasize how some forms of gratitude are expressed non-verbally.
Students are asked to share how they express their gratitude with the following questions.
Closure:
Review
Debrief what they have learned today.
Assignment
Students are going to do some research on holidays throughout the world that involve exchanging gifts. Any nation is fine. They need to be ready to share what similarities and differences with Taiwan’s holiday.
Watch the following Omiyage Gift Giving in Japan お土産)(Shiro, 2015) from YouTube:
https://youtu.be/3UR95UIn35M
Rationale:
This is the fourth week. By this time, students might feel more comfortable and are getting to know each other. This is a good time to invite students to join me to plan hot topic sessions for the upcoming 5 classes after 2 weeks. People may choose and pick which week’s topic they would like to work with me on.
As usual, the class is going to continue to practice taking notes and getting used to predict what they might hear from today’s lesson. If they have already read ahead, it is still fine.
Speaking objectives:
Students are going to pay attention to and practice intonation. Chinese language has a very different way of using intonation compared with English. Therefore, it will take some time to get used to it.
Listening objectives:
Students will continue learning to identify main idea.
Introductory activity:
Warming-up
Students are going to share their findings on how a government funds the school system.
The teacher will write “U.S.” on one side of a poster and “Taiwan” on the other side, and write down students’ findings.
Pre-listening (prediction)
Today’s topic is True Gift.
The teacher asks students to define the meaning of a ‘true gift’.
Students are paired up to share their experiences of receiving or giving a true gift.
The teacher asks the class to predict what they might hear. Hint: they have been so cold without proper clothing and heater for a while.
Presentation:
Language
The teacher will give examples of intonation and how it is used in English to change meaning and emphasis and compare it to how we use intonation in Chinese.
Strategy
This week students are going to practice the same strategies in identifying the main idea.
Listening:
The listening is divided into 4 parts. Like last week, students will be given a fill-in blank worksheet to fill out. The worksheet will follow content taken from the story.
Once they finish the 4 parts of listening, they are going to match each part with a list of main ideas.
The teacher announces the answers to the fill-in-blank and the main ideas worksheet.
Paired up activity:
Students are given the transcript
In this exercise, they are going to listen to the audio without stopping and mark the parts where intonation and sentence stress are used.
Students then are paired up. They need to pick one paragraph and read it with proper intonation by taking turns.
Students need to report to the group what they have noticed and learned.
Speaking:
Students are going to share their thoughts on the relationship between expected and unexpected, true or wrong gifts.
Current hot topics with Q & A:
The topic is gratitude.
The teacher will give a list of how different nations and ethnic groups express gratitude, and emphasize how some forms of gratitude are expressed non-verbally.
Students are asked to share how they express their gratitude with the following questions.
- Who taught or influenced you most on your ideas of gratitude?
- What kind of gratitude touches your hearts the most? Why?
Closure:
Review
Debrief what they have learned today.
Assignment
Students are going to do some research on holidays throughout the world that involve exchanging gifts. Any nation is fine. They need to be ready to share what similarities and differences with Taiwan’s holiday.
Watch the following Omiyage Gift Giving in Japan お土産)(Shiro, 2015) from YouTube:
https://youtu.be/3UR95UIn35M
Lesson five – Perfect my English
Rationale:
By this time, students might start getting used to the use of past tense orally and aurally because that’s what they have been hearing from the audiobook the most and have been talking about in class. It’s time to build up their skills of using comparative and superlative adjectives in their conversations.
Today’s story offers students an opportunity to listen to patterns: problem and solutions. The topic of today’s lesson is Perfect my English, which conveys a problem. Kimberly identifies some solutions, which are strategies to improve her English. This is a great topic, because any second language learners can relate to it very much.
Speaking objectives:
Students will make comparisons in English by using past tense.
Listening objectives:
Students will learn to listen to patterns by identifying the problem (main idea) and solution(s) from listening to the audio.
Introductory activity:
Warming-up
Students are going to share their findings on holidays from other nations where gifts exchange is involved. Are there any similarities or differences in comparison with Taiwan’s holiday?
Pre-listening (prediction)
Today’s topic tells us that Kimberly wants to perfect her English.
Students predict what they might hear.
Presentation:
Language
Give a list of basic information on how to make comparisons. This will be used more later in speaking practice.
Strategy
They are going to learn how to identify the main idea, which conveys the problem of the solutions. Today students are going to focus on listening to solutions.
Listening:
This part of the story is going to be divided into 6 parts.
After each part, students need to write down the main ideas, including Kimberly’s solutions.
Paired up activity:
The teacher will give the transcript to students.
Students are paired up to work on the following questions.
Speaking:
The teacher gives a list of strategies under two categories, metacognitive strategy and cognitive strategy.
Students will talk about how they use each strategy or how they will use some of new strategies.
Current hot topics with Q & A:
The teacher gives a list of motivations, intrinsic, extrinsic, instrumental, and integrative.
Students will share how each of them works for them now and for people they know.
Students will compare how those motivations worked for them when they were younger.
Discuss questions like: Why are motivations important? How do you keep being motivated?
Closure:
Review
Debrief what they have learned today.
Assignment
The teacher explains a little bit about cultural views, and ask students to research on collectivism (justice) and individualism (honor).
Be ready to share which cultural view influences you more, is the value of honor more important than the value of justice, or vice versa?
Watch Mulan brings honor (Bancroft & Cook, 2012) on YouTube: https://youtu.be/ZnUEDaeoF0Q
Rationale:
By this time, students might start getting used to the use of past tense orally and aurally because that’s what they have been hearing from the audiobook the most and have been talking about in class. It’s time to build up their skills of using comparative and superlative adjectives in their conversations.
Today’s story offers students an opportunity to listen to patterns: problem and solutions. The topic of today’s lesson is Perfect my English, which conveys a problem. Kimberly identifies some solutions, which are strategies to improve her English. This is a great topic, because any second language learners can relate to it very much.
Speaking objectives:
Students will make comparisons in English by using past tense.
Listening objectives:
Students will learn to listen to patterns by identifying the problem (main idea) and solution(s) from listening to the audio.
Introductory activity:
Warming-up
Students are going to share their findings on holidays from other nations where gifts exchange is involved. Are there any similarities or differences in comparison with Taiwan’s holiday?
Pre-listening (prediction)
Today’s topic tells us that Kimberly wants to perfect her English.
Students predict what they might hear.
Presentation:
Language
Give a list of basic information on how to make comparisons. This will be used more later in speaking practice.
Strategy
They are going to learn how to identify the main idea, which conveys the problem of the solutions. Today students are going to focus on listening to solutions.
Listening:
This part of the story is going to be divided into 6 parts.
After each part, students need to write down the main ideas, including Kimberly’s solutions.
Paired up activity:
The teacher will give the transcript to students.
Students are paired up to work on the following questions.
- Recall those days when you were a beginning learner. Share what strategies you used that were helpful.
- Compare your strategies with your partner’s strategies by using the past tense.
Speaking:
The teacher gives a list of strategies under two categories, metacognitive strategy and cognitive strategy.
Students will talk about how they use each strategy or how they will use some of new strategies.
Current hot topics with Q & A:
The teacher gives a list of motivations, intrinsic, extrinsic, instrumental, and integrative.
Students will share how each of them works for them now and for people they know.
Students will compare how those motivations worked for them when they were younger.
Discuss questions like: Why are motivations important? How do you keep being motivated?
Closure:
Review
Debrief what they have learned today.
Assignment
The teacher explains a little bit about cultural views, and ask students to research on collectivism (justice) and individualism (honor).
Be ready to share which cultural view influences you more, is the value of honor more important than the value of justice, or vice versa?
Watch Mulan brings honor (Bancroft & Cook, 2012) on YouTube: https://youtu.be/ZnUEDaeoF0Q
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