4.7: Unit Project Option 2- Tell a Personal Story
- Page ID
Task: Tell a Personal Story
- Talk about a memorable experience you've had. Memorize your story and make a video of yourself talking about your experience.
- Answer the following questions:
- What happened?
- Who was involved?
- When and where did the story happen?
- Why was the experience memorable?
- Use some of the -ed verbs you learned in this unit. Check that you have used the past tense correctly.
- Include a transcript in which you identify -ed endings and connected speech. Draw a / between thought groups and remember to pause.
- Include a visual that will help us better understand your story. You can use a PowerPoint or a picture. Include your visual in your video.
- Your speech must be 2-3 minutes.
Purpose: Why are we doing this?
- You will practice speech giving skills included volume, eye contact, organization and telling an interesting story.
- You will review and practice using pronunciation features we have learned in class including -Ed endings, thought groups, and connected speech.
60 points possible
|Criteria||Excellent||Good||Needs Improvement (Resubmission Required)||No Marks (Resubmission Required)|
|The student tells a story about a memorable experience. All five questions are answered in the presentation.||The student tells a story about a memorable experience. Four of the questions have been answered.||The student tells a story about a memorable experience. Three questions have been answered.||The story is too short. Not enough information is provided. Two or fewer questions have been answered.|
|Speech organization and clarity (interesting, clear explanation)||The speech is well organized. The presentation is interesting and a clear explanation is given.||There are some errors in grammar, sentence structure and/or vocabulary that can occasionally cause confusion for the listener, but most of the presentation is clear.||There are some errors in grammar, sentence structure and/or vocabulary that can occasionally cause confusion for the listener, but most of the presentation is clear.||The presentation is poorly organized and difficult ot follow.|
|Delivery (volume, eye contact)||The student speaks loudly enough to be understood comfortably and the student looks directly at the camera. The student has memorized most of the presentation and speaks confidently with little aid from notes.||The student looks at the video occasionally. The student is reading some of the presetation and has made some attempt to practice or memorize the presentation before reading.||The student is reading most of the presentation and has made little effort to practice or memorize the presentation before recording. The student is too reliant on notes.||The student's face is not seen during the video at any time and/or the student reads the entire presentation, providing little evidence that he/she understands what is being read.|
|The student is very clear and easy to understand. Student successfully uses most -ed endings, connected speech, and thought groups.||The student is mostly clear and easy to understand. The student uses two of the three pronunciation features successfully.||The student is understandable some of the time. The student uses one of the pronunciation features successfully.||Most of the presentation is difficult to understand. The student makes little effort to use -ed endings, connected speech and thought groups effectively.|
|Visual (helps the presentation)||Student provides a picture that helps the presentation.||No visual is provided or the image is not relevant to the story.|
|Transcript||Transcript is provided. All -ed endings, connected speech, and thought groups are correctly identified.||Transcript is provided. Most -ed endings, connected speech, and thought groups are correctly identified.||Transcript is provided. A few -ed endings, connected speech, and thought groups are correctly identified.||Transcript is not provided OR no -ed endings, connected speech, and thought groups are correctly identified.|
Look at the teacher’s example. Work with a partner to identify -ed endings, connected speech, and thought groups. The first few pronunciation features have been identified for you as an example.
I was hired to teach English /at a school in Thailand /from 2008-2009. /While I was there, /I traveled a lot. / I went to many beaches /and beautiful places. /I swam in rivers /with waterfalls.
One of my most memorable experiences in Thailand was when I went to Kanchanaburi and I visited the Tiger Temple. The Tiger Temple is a place where monks have taken in tigers to protect them from poachers. I went to the Tiger Temple with a friend. We ate breakfast together, and then they brought out the baby tigers. We played with the baby tigers and gave them bottles of milk. I also gave some milk to the bigger tigers.
Then we played with the tigers in the water, and we gave them baths. We also took one of the tigers for a walk. Finally we watched the big tigers play, and we took pictures with them. This was a memorable experience because I had the opportunity to spend time with real tigers.
I spent a year teaching English in Thailand, and it was during my experience there that I realized I wanted to be an ESL teacher. After that, I decided to get my Master in TESOL, so that I could teach ESL at colleges and universities.
Complete the table with ideas for your story. You do not need to write complete sentences.
Who was involved?
When and where did the story happen?
Was there a problem?
Did anything surprising happen?
Why was the experience memorable?
Did you learn anything from the experience?
Write a rough draft of your story here. Remember to include all four parts of an anecdote. When you're finished, give your rough draft to your teacher for feedback.
Your classmates videos will be posted on an online forum. Watch tow of your classmates' videos. Post a thoughtful comment or question to each classmate.