RUNNING HEAD: CLT Justification and Lesson of Sequenced Activities 1

CLT Justification and Lesson of Sequenced Activities

Andrew Hill

The University of Texas at San Antonio

CLT Justification and Lesson of Sequenced Activities 2

Context

I teach sixteen freshman high school students at a public high school in Gangnam-gu,

Seoul, South Korea This foreign language (FL) context offers students few ready-made

contexts for communication beyond the classroom (Brown, 2007, p. 134). This schools

student population is male. Most Korean high schools are single-sex. The makeup of my

class is homogeneous save one native Tamil-speaking Indian student whose father works

as a migrant engineer. This students L2 identity is perhaps more fragile than his Korean

classmates. He has been bullied and pejoratively labelled waygook (foreigner). To

reduce bullying and create an inclusive environment, I have initiated classroom activities

that address conflict resolution, social justice, and exposes students to a variety of people

and environments. I believe teachers are responsible for giving students opportunities to

learn about important [and relevant] social/moral/ethical issues (Brown, p. 515). Our

class meets three times a week. Each meeting is 60 minutes in length. Mine is the only

in-school English language class these specific students attend. With regard to CTFL

proficiency, most of these students qualify as Intermediate Mid. Six students attend

English language classes at private academies (hagwons) each evening. These students,

wealthier than their peers, can afford hagwon tuition and travel opportunities to native

English speaking countries. During the first week of class, I asked students to complete a

questionnaire. I used student responses to address issues in the course syllabus and to

plan instruction to accommodate the reported needs, preferences, and learning styles of

the class (Ferris and Hedgecock, 2014, p. 156). I learned that students primary reason

for English language study is to travel to and study in the United States. They want to

improve their TOEFL and TOEIC scores and their conversational English skills. There is

one other English language teacher Ms. Roberta Welcher at this high school. She
CLT Justification and Lesson of Sequenced Activities 3

has a Masters in Teaching English to Speakers of Other Languages (TESOL), earned

from The University of Manchester. Her undergraduate degree was in Anthropology.

Rationale

The lesson plan I have developed adheres to the Communicative Language Teaching

(CLT) approach, which aims to (a) make communicative competence the goal of

language teaching and (b) develop procedures for the teaching of the four language skills

that acknowledge the interdependence of language and communication [emphases and

underlines added] (Richards and Rogers, 2014, p. 85).

This lesson begins with a brief team-building warm-up activity: Stand Up Sit Down.

The teacher makes nine scripted declarations (Appendix 2) as students listen carefully. If

the statement applies to them, they stand. If the statement does not apply, they remain

seated. Initial statements have limited direct relevance to the main lesson and seek to spur

maximum student participation. For example: Stand up if you study English! Questions

then become more meaningful in nature (and reveal unique information about classmates).

For example: Stand up if you like Big Bang [a Kpop music group]! By the eighth

declaration, statements bear direct relevance to the lesson. For example: Stand up if you

enjoyed Chuseok holiday break. As students stand, they are encouraged to look around

and see which classmates are standing. Teacher may also briefly facilitate discussion of

topic. This activity encourages movement, learning about ones peers, and sharing ones

authentic self. It may help students overcome affective factors such as shyness, anxiety,

enthusiasm, and other motions that language learning may elicit and that may influence

the learners willingness to communicate [in this warm up and subsequent activities]

(Richards and Rogers, p. 28).

CLT Justification and Lesson of Sequenced Activities 4

Activity 1 (like Activities 2 and 3) prepares students to use the [English] language,

productively and receptively, in unrehearsed contexts outside the classroom (Brown,

2007, p. 46). I will discuss with students Koreans tendency to avoid conversation that

asks peers what they did in their personal time (i.e. weekends or holiday breaks). These

Intermediate Mid students are familiar with simple past, present, and future verb tenses.

These questions are important in building relationships with their American peers. Today

I will teach students how to ask these questions. I will now teach them past continuous

verb tenses, a form that typifies intermediate level teaching (Brown, p. 127). I will teach

this concept by initially providing support (the scaffold) and gradually removing

support as learning develops (Richards and Rogers, 2014, p. 28). First, I will write one

day of schedule from my Chuseok holiday break on the board. I will then demonstrate

two spoken and written examples of past continuous tense (ex. At 7am, I was eating

breakfast). I will ask five additional student volunteers to articulate the five remaining

examples by using past continuous tense. I will next give students a schedule (Appendix

3). Having modeled a course schedule on the board, I will tell students that they must

independently select and write seven activities they did on their own Chuseok breaks. At

[time] I was [continuous tense verb]. My advanced students the seven who attend

hagwons may construct complex sentences. These sentences may include additional

prepositional and noun phrases (ex. At [7am] I was [walking my puppy dog in the lovely

park]. As Brown advises, instructors should refrain from setting equal expectations for

all students since abilities can vary widely (Brown, p. 125). As the timer finishes, I

will then ask volunteers to share out.

In Activity 2, I ask students to use the target question and responses while asking each

classmate to describe a Chuseok break activity. Students will float around the room while
CLT Justification and Lesson of Sequenced Activities 5

writing classmates responses in past continuous tense beside each student name. These

student pairs active participants in their own learning process (Brown, p. 47) engage

in interactive learning. As students drill continuous tense grammar, they may come to

each others aid if necessary (I will, in fact, encourage them to do so). As Krashen points

out, as learners interact with each other through oral and written discourse, their

communicative skills are enhanced (Brown, p. 47). As students engage in this peer

activity, I will monitor and informally assess.

In Activity 3, I play three holiday-themed film clips. After each clip, I ask student groups

(Appendix 1) to construct sentences describing the activities they witnessed by using past

continuous tense. They may practice writing their answers on their individual Table Pops

(Appendix 6). After each group drafts an answer, each tables group leader in succession

writes their sentences on an anchor chart at the front of the room. Discussion may

follow as students see varying interpretations of the film clips activities. This is yet

another instance of interactional learning. According to the current seating chart, the more

advanced students are seated with lower level students. If any lower-level student has

difficulty identifying the activities, they can rely on their tablemates assistance.

We then shift to the Beyond portion of the lesson plan. According to Brown, foreign

language learners may have access to English language communication via language

clubs, special media opportunities, books but [often] efforts must be made to create

such opportunities (Brown, p. 134). I will have created the high schools English

Language Partners Club. My high school has a sister-school arrangement with

Weatherford High School in Weatherford, Texas, a relationship I founded and maintain.

Each student of English in my class and in Ms. Welchers classes is given an

American pen pal at the beginning of the semester. They are required to communicate
CLT Justification and Lesson of Sequenced Activities 6

twice a month (every other week) via online video chat or type-written messaging (Skype,

Google Hangout, Whatsapp, KakaoTalks, video calling service, email etc.) and journal

their discussion. Both the American and Korean/Indian students are given a shared topic

to discuss, but their conversation may go well beyond that. In doing so, I am acting as

facilitator and guide as students are encouraged to construct meaning through genuine

linguistic interaction with [native English speaking] students (Brown, p. 47). This is

considered regular extra class work. This term utilized by Brown refers to

homework that is not only done at home. This assignment must be planned carefully

and communicated clearly to students (Brown, p. 167).

CLT Justification and Lesson of Sequenced Activities 7

1. Lesson Plan and Description

Date 9/24/2018 Teacher Andrew Hill

Grade/Age 9th grade / 14-15 Students 16 (Males)

ACTFL Proficiency
Students L1 Korean and Tamil Intermediate Mid
Level

Students Score well on TOEFL, EFL classroom,

Place
Motivation Travel to the United States Korean Public High School

Lesson Holiday Activities Topic Interactional Dialogue

Period 1st (60 minutes) Class Organization 4 groups of 4 (Appx. 1)

Terminal
Objective Students will be able to describe holiday activities using past continuous tense.

Students will independently draft schedules using past continuous tense.

Enabling Students will verbalize in pairs their holiday schedule using past continuous tense.
Objectives Students will work in groups to write and verbally describe past continuous tense
activities as seen in three holiday-themed film clips.

Question: What were you doing during Chuseok break?

Target Response 1: At [time] I was [continuous tense verb].
Expressions Response 2: At [time] [student name] was [continuous tense verb].

Positive Feedback. Praise class after each activity. If conflicts occur, emphasize
that class is team and family (as both share attributes). Encourage students also
Key to praise one another (in pair and group work). Seek assistance from Korean co-
Info teacher if necessary.
& Callbacks: Teacher: Whats up? Students: Its all good! Class knows to stop,
Classroom listen, and follow directions after this callback occurs.
Culture Schedule and Survey. Students are familiar with how to utilize both. Model only
briefly.

Documents: Seating Chart (Appx. 1), Stand Up Sit Down (Appx. 2), Student
Schedule (Appx. 3), Student Survey (Appx. 4)
Materials Film Clips: Ferris Buellers Day Off, Mean Girls, A Charlie Brown
Thanksgiving (Appx. 5)
Other: Table Pops (colors correspond to Seating Chart) (Appx. 6)
CLT Justification and Lesson of Sequenced Activities 8

Steps
Stage ESL Teaching
Time Activity Materials
Components
(Minute)

Into Greeting Greet students Language

Ego
Review classroom rules. The classs Awesome
2 (Brown, p.
Leader the role of special classroom helper 72)
that different student occupies each class day
shouts the numbers 1 through 5. After each
number, the entire class shouts the
corresponding rule. These rules are tacked
above the classroom whiteboard.
Remind that classroom is safe space. Each
student is welcome, valued, and should feel safe
taking linguistic and cultural risks.

Into Warm Up Stand Up Sit Down

(Hook) Stand Up
Make ten declarations. If statement applies to Sit Down
5 Declarations
student, they should stand. If statement does not
(Appx. 2)
apply to student, they should remain seated.
Questions begin broadly and encourage max
participation (ex. Stand up if you study
English), to more specific (ex. Stand up if you
did something fun over Chuseok holiday break).
Teacher may initiate informal conversation with
class about statements and responses during
activity.

Th- Activity 1 Draft Schedule Using Continuous Tense

rough
15
Korean students (compared to their American
Comm.
counterparts) are often less comfortable asking Comp.
personal questions to peers (ex. What were you (Brown,
doing last weekend?) p. 72)
Ask students if they have native English
speaking friends or acquaintances.
Ask students to raise their hand if they have
ever noticed differences in the way their
American friends and Korean friends converse
with one another. If many students raise hands,
give them a moment to discuss in pairs and then
share out. If just a few raise their hands, ask
those few to share with the class.
Tell students that part of forging friendships
includes asking questions to and about ones
peers. Students may do so if/when they visit and
forge friendships in America.
CLT Justification and Lesson of Sequenced Activities 9

Tell students that during todays activities, they

will learn how to ask meaningful questions
about their classmates Chuseok break activities
(and ultimately any activity that happened in the
past) by using past continuous tense.
Write on board mock schedule of your first day
of Chuseok (or any recently holiday).

7:00am Eat breakfast

8:00am Run around Gangnam

1:00pm Eat lunch with friends

2:00pm Watch Intl Market at DVD Bang

5:00pm Eat Samgyeopsal for dinner Chuseok

Schedules
7:00pm Listen to Big Bang (Appx. 3)

9:00pm Sleep

Share two of these activities with class

(emphasize the italicized was and verb,
below).
o At 7am, I was eating breakfast.
o At 8am, I was running around
Gangnam.

After you speak, write both examples on board

(will serve as model for Activity 1s Student
Schedule worksheet).
Ask student volunteers to describe what you
were doing at 9:00am, 2:00pm, 7:00pm,
10:00am, and 5:00pm.
After responses, do a quick comprehension
Table Pops
check. Write two activities in present tense
(Appx. 6)
on the board. Tell students to rewrite these
activities in past continuous tense on their
Table Pops. Re-explain continuous tense if
necessary.
After five students respond, tell students they
will next be given blank schedules. Students
will complete their schedule independently,
writing in activities for one day of Chuseok
break. Students may fill in any day, any time,
and any activity. They should write activities in
complete sentences using past continuous tense
(as modeled on board).
CLT Justification and Lesson of Sequenced Activities 10

As they do this, monitor and informally assess

Distribute schedules and set timer.
Begin activity.

Activity 2 Complete a Survey

20 Refocus class (callback). Language

Ego
Praise class.
(Brown
Ask student volunteers to share schedules. p. 72)
Before students speak, write target expressions Student
Question 1 and Response 1 on board. Surveys
As students raise hands, call on one and ask: (Appx. 4)
[Student name], what were you doing during
Chuseok Break?
Example response: At 7am I was sleeping.
After each student volunteer speaks, model
target expression Response 2 on board, then
speak: At [time] [student name] was
[continuous tense verb].
Ask several more students.
Tell class they will now complete survey
(students have surveyed peers in-class several
times before, briefly redefine). They will
receive a survey worksheet with sixteen lines.
To the left of each line are students names.
Students will walk around room and survey
each of their classmates by asking them one
thing they did during break.
They will write down their partners activities in
the form of target expression Response 2 on
the line next to their name. Each student will
verbally respond in this form as well.
As they do this, monitor and informally assess.
Set timer, begin.

Activity 3 Film Clips

20 Refocus class (callback).

Direct students to return to their seats.
Praise class. Language
Tell students you will play three short film clips. Ego Film Clips
After each clip, table-groups should work to (Brown, (Appx. 5)
p. 72)
discuss what happened in the clip. Ask groups
to verbally construct a sentence that describes
activities on screen. They can take notes on
Table Pops if necessary (Appendix 6). Give Teaching Table Pops
group time to discuss. Student answers Teens (Appx. 6)
specifically choice of verbs may vary. Be (Brown,
p. 106)
CLT Justification and Lesson of Sequenced Activities 11

prepared to explain each clips context (look for

teachable moments).
Ask each student to independently write each
action on their Table Pop using past
continuous. After each student has done so, ask
each group to share with answers within their
group. One student acting as official scribe
drafts groups consensus answer on their
Table Pop. Each groups scribe then writes
their groups answer on an anchor chart at the
front of room. Students will be able to observe
variations in answers. Teacher may facilitate
class discussion of answers.
To determine group order, ask the Awesome
Leader to roll color-spot die that correspond to
colors of groups Table Pops.
Play film clip #1 Ferris Buellers Day Off
(Ferris is singing on holiday float)
Play film clip #2 A Charlie Brown
Thanksgiving (The Peanuts Gang is fighting)
Play film clip #3 A Christmas Story (Ralphie
is opening gift)

Beyond Assign Extra Class Work and Recommendation

Extra
Class Encourage students to practice past continuous EC Work
Work tense verbs in meaningful conversation: (Brown,
p. 167)
5
o Converse with English Language
Partners Club partner. Write about your Autonomy
conversation in journal. (Brown,
p. 70, 71)
o Practice using past continuous tense
orally or verbally. Write down what
this experience was and how it made
you feel in your journal. They can
submit during Fridays class.
SL and FL
Contexts
(Brown,
p. 134)

Assessment Terminal (and enabling) objectives will be assessed during class.

CLT Justification and Lesson of Sequenced Activities 12
CLT Justification and Lesson of Sequenced Activities 13

Appendix 2

Worksheet: Stand Up Sit Down

1. Stand up if you study English.

2. Stand up if you are a student at Seoul High School.

3. Stand up if you study more than two languages.

4. Stand up if you are tired.

5. Stand up if you attend a hagwon.

6. Stand up if you like Big Bang?

7. Stand up if you like Girls Generation?

8. Stand up if you enjoyed Chuseok Holiday Break?

9. Stand up if you did something fun over Chuseok Holiday Break?

CLT Justification and Lesson of Sequenced Activities 14

Appendix 3:

Worksheet: Chuseok Schedules

Time Activity

At __________, I was _________________________________.

CLT Justification and Lesson of Sequenced Activities 15

Appendix 4

Worksheet: Student Survey

1. Hyun: ___________________________________________________

2. Bong: ___________________________________________________

3. Chong: ___________________________________________________

4. Hyang: ___________________________________________________

5. Ho: ___________________________________________________

6. Hye: ___________________________________________________

7. An: ___________________________________________________

8. Do: ___________________________________________________

9. Chang: ___________________________________________________

10. Prameen: ___________________________________________________

11. In: ___________________________________________________

12. Kwang: ___________________________________________________

13. Jin: ___________________________________________________

14. Soon: ___________________________________________________

15. Shin: ___________________________________________________

16. Sang: ___________________________________________________

CLT Justification and Lesson of Sequenced Activities 16

Appendix 5

Film Clip: Ferris Buellers Day Off

(Ferris Bueller)
CLT Justification and Lesson of Sequenced Activities 17

Appendix 5 contd

Film Clip: A Christmas Story

(A Christmas Story)
CLT Justification and Lesson of Sequenced Activities 18

Appendix 5 contd

Film Clip: A Charlie Brown Thanksgiving

(Charlie Brown)
CLT Justification and Lesson of Sequenced Activities 19

Appendix 6

Table Pop

("Clever idea! Use wall pop vinyl stickers on a table as a personal dry erase board.")
CLT Justification and Lesson of Sequenced Activities 20

Works Cited

A Christmas Story". Retrieved December 14, 2016, from

https://www.youtube.com/watch?v=58DnxT54STU&t=68s

Brown, H. D., (2007). Teaching by principles: An interactive approach to language

pedagogy (4th ed.). NY: Pearson.

Charlie Brown". Retrieved December 14, 2016, from

https://www.youtube.com/watch?v=7-fCt1nitmk&t=8s

Clever idea! Use wall pop vinyl stickers on a table as a personal dry erase board. (n.d.).

Retrieved December 14, 2016, from http://indulgy.com/post/Uy8MjAYpq2/clever-idea-

use-wall-pop-vinyl-stickers-on-

Ferris Bueller". Retrieved December 14, 2016, from

https://www.youtube.com/watch?v=tRcv4nokK50

Hedgecock, J. S., & Ferris, D. R. (2014). Teaching L2 Composition: Purpose, Process,

and Practice (3rd ed.). New York, NY: Routledge.

Richards, J.C. and Rodgers, T.S. (2014). Approaches and Methods in Language Teaching,

3rd Ed. New York: Cambridge University Press