1. Celebrity Adoption Nayoung kim LLT 895, section 2 December 2, 2009

2. 1. Objectives 2. Warm-up activities (Worksheet A,B) 3. Schema building activities through reading (worksheet C,D) 4. Vocabulary building activities through reading (worksheet E,F) 5. Role-play (worksheet G) 6. Listening activity (worksheet H) 7. Vocabulary building activity through listening (worksheet I) 8. Learning expressions for discussion (worksheet J) 9. Debate (worksheet k) Overview

3.  Students will be able to understand celebrity adoption, and produce their opinions about it  Students will be able to identify the main idea and details in the reading and listening materials.  Students will be able to acquire vocabulary related to the court of law in the reading material, and learn verb phrases in the listening material.  Students will be able to learn expressions to give their opinions and use them properly in debate. Objectives

4. What do they have in common? Madonna LouiseAngelina Jolie Worksheet A

5.  What words can you think of related to celebrities ? Celebrity adoption  Celebrity: a widely know person (From Oxford dictionary )  What words can you think of related to adoption?  Adoption: A legal proceeding that creates a parent-child relation between persons not related by blood (From Oxford dictionary) Worksheet A

6. Let’s think about it! Read a question, and write down your opinion about the question shortly for three minute! Talk about your opinion about the question. While your classmates are presenting their questions and opinions, take notes in the table! Worksheet B

7. (http://www.cnn.com/2009/SHOWBIZ/Music/05/04/madonna.adoption /index.html/index.html)  This reading activity is for students’ schema building for the next listening activity  Teacher asks students to only focus on the main idea and several important details of the article while reading. Madonna’s adoption appeal begins in Malawi Worksheet c

8. (http://www.cnn.com/2009/SHOWBIZ/Music/05/04/madonna.adoption /index.html/index.html)  Q1. Write down the main idea of the article in one sentence.  Q2. True-False Question. Madonna’s adoption appeal begins in Malawi Worksheet D

9. (http://www.cnn.com/2009/SHOWBIZ/Music/05/04/madonna.adoption /index.html/index.html)  The second reading activity is for enhanced vocabulary learning  Teacher asks students to read the same article again, but, this time, students have to identify the meaning of words in bold in context. Madonna’s adoption appeal begins in Malawi Worksheet E

10.  This activity is for helping students to acquire new words in context 1. Ss write down the words in bold into the table 2. Ss guess the meaning of words “in context” 3. Ss get into groups of three or four, and compare their answers each other 4. Teacher goes over the meaning of words with students to check whether the students get the right meaning of words after students’ pair work. Guess the meaning Worksheet F

11. Role Play TV interview with Madonna Imagine you are a CNN television news reporter. You have an interview with Madonna(student B). Prepare three questions you want to ask her about her adoption of an orphan from Africa for 3 minutes. And while interviewing, student A has to take notes to report it later. Student A Imagine you are Madonna! You have an interview with a CNN TV news reporter (student A) about her adoption. Think about three things you want to mention in the interview, and write them down for 3 minutes. Student B Worksheet G

12.  First, teacher provides a short description of the video clip, and asks students to read the questions on the worksheet H  After reading the questions, students watch the short video news clip, “Larry King Live-Madonna’s Adoption” ( http://www.youtube.com/watch?v=M8_sVJXFBZU )  Students answer to the three questions on the worksheet H, and then compare their answers in pairs  After pair work, students talk about the answers as a whole class Listening activity Worksheet H

13.  While watching the same video clip again, students fill out the blanks with proper verb phrases  After students finish filling in the blanks, teacher provides the students with the answers on the slide, and goes over the meaning of words with the students Fill-in-the-blanks Worksheet I

14.  Before ‘debating activity,’ teacher provides expressions that students can use in discussion  Students also provide one or two expressions for each category in groups  After group work, the students and teacher share their sentences of expression together Expressions for discussion Worksheet J

15. Debate Student A Imagine you support celebrity adoption. Think about several reasons to support your opinion, and debate this with your partner using expressions on the worksheet K Student B Suppose that you are against celebrity adoption. Think about several reasons to back up your opinion, and debate this with your partner using expressions on the worksheet K Worksheet K

16.  Write a short paragraph about what you think about celebrity adoption, and give several reasons to support your opinion. Suggested homework

17. Thank you!