Time Machine (Lesson Plan)

                                                                                                                    Christy Kim

Time Machine   

    

Summary - This is a lesson to discuss the subject of History becoming a mandatory subject in Korean high schools from 2012. The concept of a Time Machine will be used to activate creative processes in the Ss and to gain their interest. For the activity Ss will learn Conditional type 2 grammar to meet curriculum requirements. Grammar will be shown both inductively and deductively. Ss will choose one person from the past and imagine they have traveled back in time to meet the person. So, Ss will use the learned grammar to complete the activity.

Level – Intermediate level

Students – High school students

Goal – Give Ss who are familiar with the issue - History becoming a mandatory subject in Korean high schools from 2012 - an opportunity to use prior knowledge to think critically about how it affects their daily life and possible future implications. Give Ss who are not familiar with this issue a chance to learn about the issue and to think critically about how it affects their daily life and possible future implications. An activity will be done to active critical thinking processes to see if Ss perceptions or opinions change from the warm-up discussion to the end of the activity. Ss will learn a grammar and vocabulary lesson that will be needed to complete the activity due to several limitations such as: English ability, the need to study for the Korean SAT that involves specific grammar, vocabulary and expressions, the need to fulfill other study requirements, limitations within the classroom setting, time constraints, and the need to meet the expectations of parents/faculty/school etc.

Grammar focus – Conditional type 2, Vocabulary related to the reading and history

Objective

1. Go back in time to meet any historical figure and talk about the reasons why and what the Ss would say to the historical figure.

2. Use what Ss learned while doing activity to discuss and answer questions critically

Material – PPT, 5 hand-outs: Article, Survey, Brainstorming, Grammar, Activity hand-out

Lesson time – 50 minutes

Procedure

Warm-up

The teacher will start off the lesson by giving the Ss a survey before the lesson. The questions in the survey are: What do you think about history? What do you think about History becoming a mandatory subject next year? Do you think learning history is important? How will learning history affect you? Ss will answer briefly. Afterwards the survey the teacher will take up the papers. The answers will be compared to similar questions after the lesson to see if there are any changes in Ss perceptions or opinions.

Survey 1.     What do you think about history? 2.     What do you think about History becoming a mandatory subject next year? 3.     Do you think learning history is important? 4.     How will learning history affect you?

Then the teacher will say, “Imagine we have a time machine and we can go back in history and meet a historical figure like Admiral Lee Soon Shin or the martyr, Yoo Kwan Soon. Who would you want to meet? Why do you want to meet this person? What would you say? What would you do if you were that person? Why is this person important? Students will brainstorm using a handout where they can write down some of their thoughts and any vocabulary or expressions they need to know in English related to their historical figure that the teacher will provide on a case by case basis.

Brainstorming Sheet 1.     Who would you want to meet? 2.     Why do you want to meet this person? 3.     What would you say? 4.     What would you do if you were that person? 5.     Why is this person important? Vocabulary / Expressions needed in English : Other information needed in English :

Study Part

Part 1 – Introduce lesson & learn vocabulary before reading

Vocabulary will be inferred from the text.

Required subject – Math is a required subject so I must take it at school. Unveiled – The company, Apple unveiled the Ipad 2 yesterday and everyone loved it. Sovereignty – Korea declared its sovereignty from Japan which resulted in the Samil Movement. Overshadowed – My brother always overshadowed me in basketball because he is so tall. Assertion – She made the assertion that she is the most qualified to lead the team. Pacifism – Gandhi believed in pacifism so he didn’t use violence.

***Note: for KSAT preparation these words will be defined using synonyms/antonyms and finally in Korean if the meaning cannot be inferred from the text***

Part 2 – Read Article

Reading Comprehension Questions (Discuss while reading to ensure comprehension)

1. After reading (A), why is it now a very critical time for Koreans to have a stronger sense of history?

2. According to (B), why do you think History will be concentrated on modern history instead of ancient history?

3. What is the main point of the article? (Done after reading)

Korean history to be required subject

Korean history will become a required subject at every school from 2012 and teachers should pass a history exam to be appointed. The Ministry of Education, Science and Technology on Friday unveiled a plan to strengthen history education. (A) “In new schoolbooks, Japan renewed its sovereignty claim over Dokdo and distorted historic facts regarding Korea. Now is a very critical time for Koreans to have a stronger sense of history,” said Education Minister Lee Joo-ho in a news conference. Currently, all schools teach Korean history, but for high school students Korean history is optional, with only 10 percent of them choosing the subject. “The plan is meaningful as it will pave the way for young students to build up their consciousness of history. The ministry will make history classes easier and more interesting to study by adopting various activities such as field trips,” said the minister. The importance of history will be taught through interesting experiences rather than stressful examination,” Lee said. Therefore, the ministry decided not to include Korean history in the subjects of the nation’s highly competitive college entrance exam.
 
(B) The nation’s history education has concentrated on its modern history, according to Lee Tae-jin, president of the National Institute of Korean History. Right after independence from Japanese colonial rule, school education emphasized nationalism among children. However, over past decades marked by the rapid development of Korea, history education has been overshadowed by economic values. Critics say the country has a weak assertion to dispute claims made in recently strengthened history education in neighboring countries such as Japan and China. “In this globalized era, we have to take a pride in our own culture. And the pacifism found in our history can be the value through which we can appeal to the international community,” Lee said. “We need to approach history education from a new perspective, not just from the previous test-oriented angle,” he said.

Part 3 – Grammar Focus (Deductive)

Conditional type 2: use if + past (if I knew / if you were / if we didn’t etc) If I could go back in time, I would meet _______________. (I would meet _______________ if I could go back in time.) If I could meet ________________, I would meet her/him because _________________. If I could meet ________________, I would tell her/him __________________. If I were ________________, I would have _____________. Exercises A. Put the verb into the correct form. 1. If I _____________ (know) her number, I would call her for a date. 2. I _______________ (not / buy) that computer if I were him. 3. This sandwich isn’t very good. It ________________ (taste) better if it was fresh. B. Write a sentence with if… for each situation. Ex. I can’t meet you tomorrow – I have to work late. If I didn’t have to work late, I would meet you tomorrow.                   1. She doesn’t see him very often because he lives far away.                                                                           2. These shoes are too expensive, so I’m not going to buy them.                                                                          3. He can’t buy the car because he can’t afford it.

Activity

Part 4

Handout activity sheet to Ss to write down which historical figure they would want to meet and why by using the learned grammatical structure and the given example answer. Ss will discuss the questions in pairs or group. Ss will fill out their activity sheet from the discussion. Finally students will present their information to the class. After all the presentations, the class will review the issue and offer any other suggestions.

Activity Sheet

Grammar Activity Example answer: If I could go back in time, I would meet Yoo Kwan Soon. If I could meet Yoo Kwan Soon, I would meet her because I admired her heroism and bravery. If I could meet her, I would tell her that Korea will be free eventually. If I were Yoo Kwan Soon, I would not have been captured so I could fight longer. She is important because she fought for Korea’s independence from Japan. Your answer:

Discussion Activity 1. After this discussion, what do you think about History becoming a mandatory subject next year? Do you have the same opinion as before or not? Ex) I think it is… or In my opinion, I agree/disagree because… 2. What are some advantages and disadvantages of this policy? 3. What could result from this in 10 years, 20 years or 100 years? 4. How will this affect you/Korean society/Korean culture? 5. How will this affect Korean and Japanese relations? Note: Do Reflection after the lesson. Reflection: What did you feel about today’s lesson?

Part 5 – Accuracy Review: Optional depending on time constraints

Teacher will close the class by reviewing some errors that Ss made in class that the teacher jotted down while Ss were talking.