Vermont Housing for International Students
Web Quest for Intermediate level
International Students at College level
1. (15 min.) Teacher shows students different types of housing and starts to discuss with class about if they need to rent a place to live what type of housing they want, what kinds of equipment or furniture they may need, how much rent they can afford or they think reasonable, and some things they should consider.
2. (10 min.) Teacher instructs students read a rent advertisement in print and talk about what information it provides.
3. (15 min.) Teacher hands out a sheet of paper with several rent advertisements in print and has students in groups of two or more. Teacher asks each group discuss the advertisement on the paper and then gives an oral report about where they think is most suitable for them.
4. (15 min.) Teacher introduces abbreviations .
5. (15 min.) Teacher hands out a paper of matching questions about abbreviation taught in Day 1 and ask students to write down the full-form of them.
6. (1 hr.) Teacher passes out a sheet of paper with descriptions of the situation (for creating the conversation) and instructs they to read loud. Teacher talks about what questions the students in the stories should ask as they are looking at an apartment or a house and write down on the board as students give them. Then, teacher has students in groups of two or three to look for most suitable place in the newspaper for these students in the stories and report their decision and why they decide on the place.
1. (15 min.) Teacher shows students the sample email and talks about its format. “What things are different from that of an article”
2. (30 min.) Teacher divides the class into two halves (half students be landlords/landladies, the other half be potential student tenants). Teacher asks each student landlord/landlady to create their own advertisement of an apartment or a house and then write down it on the board. And teacher tells each student tenant to create what kind of housing they want. When finished, teacher asks each student tenant to look for the advertisements they are interested in and email to the landlords/landladies who advertised those advertisements. Finally, teacher calls on each student tenant to report which housing they want to rent based on their expectation.
3. (30 min.) Teacher tells students switch their roles and hands out a sheet of paper with description and advertisement for another place. Do the step 2 again.
4. (30 min.) Teacher has students listen to examples of telephone conversation on the screen and gives students a listening comprehension worksheet. Teacher calls on students to report their answers. We also provide the answer key.
5. (15 min.) Teacher reminds students what questions they can use as they are calling the landlord/landlady for information.
6. (30 min.) Teacher groups students in pairs as one being the landlord/landlady and the other being the future student resident and asks them to create their own conversations by using the questions. When finished, teacher calls on each pair to perform to class. Homework- record their own telephone conversation and submit it next time.
1. (30 min.) Teacher shows an example video that what things a student can do as looking for housing and talks about what they see in the video.
2. (1 hr 30 min.) Teacher groups students to discuss how and what they do for their own videos.
*****Homework -- use digital camera to shoot their own videos.
1. (1 hr.) Teacher introduces students how to insert their audios/videos in PowerPoint file and tells they are going to present next class period.
2. (I hr. 15 min.) Teacher groups students to think about how they will present their presentations.
1. (2 hr. 15 min.) Teacher hands out an evaluation sheet to students and tells them to evaluate the presentations of other groups.
Overview ¥ Task/Quest ¥ Calendar ¥ Evaluation
Home ¥ Introduction ¥ Teachers House ¥ Students House ¥ Conclusion ¥ Resources Links
This page was last modified July 08, 2011
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