{"id":116,"date":"2019-10-18T15:06:14","date_gmt":"2019-10-18T15:06:14","guid":{"rendered":"https:\/\/sites.wp.odu.edu\/engl-390-tesl-draft\/?page_id=92"},"modified":"2019-12-09T22:38:19","modified_gmt":"2019-12-09T22:38:19","slug":"adapted-lesson","status":"publish","type":"page","link":"https:\/\/sites.wp.odu.edu\/390billiter\/adapted-lesson\/","title":{"rendered":"Adapted Lesson"},"content":{"rendered":"\n

Description of Original Activity<\/strong><\/p>\n\n\n\n

Unit 8 of the textbook Interchange: 3rd<\/sup> Edition<\/em> is all about neighborhoods. In this activity, students must answer questions using quantifiers. This activity focuses on acquisition of the previous grammar lesson and has students apply that knowledge in answering these questions. In terms of difficulty, I would give this activity a 2\/5. While quantifiers can be confusing, there is a \u201creference chart\u201d students can look back at and answer the questions with ease. This brings up a concern of if they are learning or if they are just looking at the chart.<\/p>\n\n\n\n

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Strengths<\/strong><\/p>\n\n\n\n

The strengths of this activity are that it has students practice quantifiers using sentences that are both easy to read and that make sense in terms of the activity. This activity still holds the theme of \u201cneighborhoods\u201d, which helps students not only learn about grammar, but pick up new vocabulary that might pop up again within this chapter. It also gives students an opportunity not only to answer questions, but to create questions themselves that they can ask other students. It has both grammatical and writing activities for the students to practice.<\/p>\n\n\n\n

Weaknesses<\/strong><\/p>\n\n\n\n

The weaknesses of this activity are that the questions have multiple answers, which may confuse the students. Now, this could also be seen as a strength with how this also incorporates reading comprehension and context clues, but this is something the students recently learned. It is still fresh in their minds and is not something they have mastered yet. They also have a reference chart due to it being new information, and while that is not bad, it still does not help with students learning the material as they could easily just look at the chart and not actually understand how to use quantifiers.<\/p>\n\n\n\n

Adaptation<\/strong><\/p>\n\n\n\n

I would first get rid of the reference chart so that the students can apply what they have learned rather than answer these questions \u201cmindlessly.\u201d However, I would still be available to answer any questions the students may have. The activity itself also focuses on the student\u2019s neighborhood, which is a term that can be confusing with the questions that are asked. I would change the questions to better fit the term, and also have them focus on one quantifier rather than several. I would also change some of the terms used in these questions to better fit \u201cmodern\u201d times. For the \u201cpartnered\u201d part of this assignment, I would get rid of the vocabulary that they could use in their questions and have them come up with their own new question completely.<\/p>\n\n\n\n

Materials Needed:<\/strong><\/p>\n\n\n\n