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951101 English for Academic Purposes I

Dr. Hugh Fox III

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TABLE OF CONTENTS
TOPIC

PAGE

Introduction

3-5

150 Famous Americans

Vocabulary Test: Adjectives Opposites

Ali Literary Elements

8-10

The Aviator Literary Elements

11-13

Frozen Literary Elements

14-15

Pocahontas Literary Elements

16-20

Avengers: Fall of Ultron Literary Elements

21-32

Avengers Language Activity

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Introduction

My philosophy of second language teaching is to combine a high interest message + high


touch media + high tech media! For media I combine high touch and high technology.
Motivation is extremely important in the second language learning and the appropriate choice
of message and media can help motivate students.
The high touch media part of my lessons includes the use of props and video. I use props and
costumes to engage all the senses including the kinesic sense. Teaching with multiple
modalities accommodates different perceptual learning styles. The use of costumes is a fun
activity that lowers anxiety, boredom and doubt and lowers the affective filter. According to
Krashens Input Hypothesis, a lowered affective filter should enhance second language
learning. I also use video as the common classroom experience of a Language Experience
Approach (LEA) lesson in order to engage all the senses of the students prior to discussion.
The high tech media part of my lessons includes both hypermedia and student centered
technology projects. I use my blog to provide a hypermedia mode of instruction and this
increases teacher control over lesson content. The use of online hypermedia content means
the instructor can more readily control the difficulty level of text presented in the classroom
for lecture and/or discussion purposes. The instructor can easily share lecture and/or
discussion notes by sending links to the notes via social media. The students can access
information that was not presented in class through hyperlinks in the online lesson. The
hyperlinks are designed as extensions for remediation or enrichment.
When appropriate the students in my classes do technology based communication projects.
Second language learners may be unsure of their English skills but still have a strong interest
in technology that motivates them to try to communicate to their fellow students via
technology based communication projects. The infusion of technology as a communication
tool in the second language classroom also improves the technological competence of the
students. Finally, the best way to teach second language learners how to talk about
technology is through technology projects.

If the main second language objective of the class is the development of Basic Interpersonal
Communication Skills (BICS) then I pick topics from pop culture. I also use more high touch
media rather than a high tech media when BICS are the main goal.
If the main second language objective of the class is the development of Cognitive Academic
Language Proficiency (CALP) then I use authentic academic materials. I also rely more on
hypermedia to communicate complex material in a fun and interesting way in which the pace
of comprehensible input is tightly controlled. I am also more likely to put an emphasis on
technology based communication projects.
In either case, I use prior research that I have done on what EFL students find interesting in
order to guide my lesson content decisions. In Fox (2004) the focus was just on student
interests. The follow up article Fox and Miller (2007) compared student interests with
textbook content and found there was a poor match. This packet is an attempt to provide
research based high interest topics that is superior to that of most textbooks. In my opinion,
effective second language teaching is the masterful synergy of message and media to create
optimal conditions for learning!
In all my lesson plans there will be both a BICS and CALP activity but I vary the ratio of
time spent on the BICS versus CALP objective depending on the level. The table below is an
approximation of the ratio of time this instructor will spend on BICS versus CALP activities
depending on the ESL level.

If the level of the students is very low then I might focus on the BICS activity and forego the
CALP activity altogether. On the other hand, even with a very high level class, I would never
neglect the BICS activity altogether. The BICS activity acts as a natural motivational warm
up activity that introduces the CALP activity even in the case of very high level ESL learners.
References
Fox, H. & Miller, A. (2007). What EFL Topics do Students find Interesting? Hwa Kang
Journal, 13, 99-110

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Fox, H. (2004). A Study of ESL Teachers and Their Attitudes About Computer-Assisted
Language Learning Usage, Hwa Kang Journal of TEFL, 10. 37-56

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150 Famous Americans
The students will pick one of the famous Americans listed below for their Prezi presentation.
Every student must pick a different American.

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Vocabulary Test: Adjectives Opposites
The students will take a test using flashcards about the entries listed below.

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Ali Literary Elements
http://foxhugh.com/tv-series-esl-discussion-questions/ali-literary-elements/
1.0) What is the point of view of the movie?
2.0) What is the plot of the movie?
3.0) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.
3.1) Will Smith plays Cassius Clay, Jr. / Cassius X /Muhammad Ali

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3.2) Jon Voight as Howard Cosell

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3.3) Mario Van Peebles plays Malcolm X

4.0) What is the theme of the movie?

5.0) What are the conflicts of the movie?


6.0) What is the setting of the movie? How important is the setting?

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?

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The Aviator Literary Elements
http://foxhugh.com/tv-series-esl-discussion-questions/the-aviator-literary-elements/
1.0) What is the point of view of the movie?

2.0) What is the plot of the movie?

3.0) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.
3.1) Describe Leonardo DiCaprio as Howard Hughes

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3.2) Describe Cate Blanchett as Katharine Hepburn

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3.3) Describe Kate Beckinsale as Ava Gardner

4.0) What is the theme of the movie?

5.0) What are the conflicts of the movie?


6.0) What is the setting of the movie? How important is the setting?

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?

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Frozen - Literary Elements


http://foxhugh.com/tv-series-esl-discussion-questions/frozen-literary-elements/
1.0) What is the point of view of the movie?

2.0) What is the plot of the movie?

3.0) Describe the following characters using the Fox Character Analysis Pyramid which
includes name/title, physical appearance, personality, characters role, characters
problems/challenges, major accomplishments, cultural context, and world view.
3.1) Anna

3.2) Elsa

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3.3) Olaf

4.0) What is the theme of the movie?

5.0) What are the conflicts of the movie?

6.0) What is the setting of the movie? How important is the setting?

7.0) What is the genre of the movie?

8.0) Does the movie have any cultural lessons?

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Pocahontas Literary Elements
https://foxhugh.com/tv-series-esl-discussion-questions/pocahontas-literary-elements/
The students will describe the POV, plot, characters, theme, setting and historical accuracy of
Pocahontas.
1.00) What is the point of view of the movie?
2.00) What is the plot of the movie?
3.00) The student will use the five ws in order to analyze the characters in the movie.
3.1) Pocahantas

3.11) What does Pocahontas look like in the Disney movie?


3.12) What is the personality of Pocahontas like in the Disney movie?
3.13) What does Pocahontas want in the Disney movie?
3.14) What must Pocahontas do to get it in the Disney movie?
3.15) What is at stake if Pocahontas fails in the Disney movie?
3.16) How does the historical Pocahontas differ from the Disney version?

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3.20) John Smith

3.21) What does John Smith look like in the Disney movie?
3.22) What is the personality of John Smith in the Disney movie?
3.23) What does John Smith want in the Disney movie?
3.24) What must John Smith do to get it in the Disney movie?
3.25) What is at stake if John Smith fails in the Disney movies?
3.26) How does the historical John Smith differ from the Disney version?

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3.30) Meeko

3.31) What does Meeko look like?


3.32) What is the personality of Meeko like?
3.33) What does Meeko want?
3.34) What must Meeko do to get it?
3.35) Whats at stake if Meeko fails?
3.36) How do real raccoons compare with Meeko?

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3.40) Flit

3.41) What does Flit look like


3.42) What is the personality of Flit like?
3.43) What does Flit want?
3.44) What does Flit do to get it?
3.45) Whats at stake if Flit fails?
3.46) How does Flit compare with real hummingbirds?
3.50) Governor Ratcliffe

3.41) What does Governor Ratcliffe look like


3.42) What is the personality of Governor Ratcliffe like?
3.43) What does Governor Ratcliffe want?
3.44) What does Governor Ratcliffe do to get it?
3.45) Whats at stake if Governor Ratcliffe fails?
4.00) What is the theme of the movie?
5.00) What is the setting of the movie? How important is the setting?

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6.00) What is the genre of the movie?


7.00) Compare and contrast real Native Americans and Disney Native Americans.

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Avengers: Fall of Ultron Literary Elements
https://foxhugh.com/tv-series-esl-discussion-questions/avengers-fall-of-ultron-literaryelements/
1.00) What is the point of view of the movie?
2.00) What is the plot of the movie?
3.00) The student will use the five w's in order to analyze the characters in the
movie.

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3.10) Iron Man

3.11) Who created Iron Man?


3.12) What superpowers/skills/weapons does Iron Man have?
3.13) What weaknesses does Iron Man have?
3.14) Where and when does Iron Man become a super hero?
3.15) Why does Iron Man join the Avengers?
3.16) Compare and contrast the comic book and cinematic Iron Man.

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3.20) Captain America

3.21) Who created Captain America?


3.22) What superpowers/skills/weapons does Captain America have?
3.23) What weaknesses does Captain America have?
3.24) Where and when does Captain America become a super hero?
3.25) Why does Captain America join the Avengers?
3.26) Compare and contrast the comic book and cinematic Captain America.

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3.30) The Hulk

3.31) Who created the Hulk?


3.32) What superpowers/skills does the Hulk have?
3.33) What weaknesses does the Hulk have?
3.34) Where and when does the Hulk become a super hero?
3.35) Why does the Hulk join the Avengers?
3.16) Compare and contrast the comic book and cinematic Hulk.

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3.40) Thor

3.41) Who created Thor?


3.42) What superpowers/skills/weapons does Thor have?
3.43) What weaknesses does Thor have?
3.44) Where and when does Thor become a super hero?
3.45) Why does Thor join the Avengers?
3.46) Compare and contrast the comic book and cinematic Thor.

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3.50) Hawkeye

3.51) Who created Hawkeye?


3.52) What skills/weapons does Hawkeye have?
3.53) What weaknesses does Hawkeye have?
3.54) Where and when does Hawkeye become a super hero?
3.55) Why does Hawkeye join the Avengers?
3.56) Compare and contrast the comic book and cinematic Hawkeye.

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3.60) Black Widow

3.61) Who created the Black Widow?


3.62) What skills/weapons does the Black Widow have?
3.63) What weaknesses does the Black Widow have?
3.64) Where and when does the Black Widow become a super hero?
3.65) Why does the Black Widow join the Avengers?
3.66) Compare and contrast the comic book and cinematic Black Widow.

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3.70) Nick Fury

3.71) Who created Nick Fury?


3.72) What skills/weapons does Nick Fury have?
3.73) What weaknesses does Nick Fury have?
3.74) Where and when does Nick Fury become a super hero?
3.75) Why does Nick Fury form the Avengers?
3.76) Compare and contrast the comic book and cinematic Nick Fury.

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3.80) Ultron

3.81) Who created Ultron?


3.82) What skills/weapons does Ultron have?
3.83) What weaknesses does Ultron have?
3.84) Where and when does Ultron become a super villain?
3.85) Why does Ultron want to destroy the Avengers?
3.86) Compare and contrast the comic book and cinematic Ultron.

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3.90) Scarlett Witch

3.91) Who created the Scarlett Witch?


3.92) What skills/weapons does Scarlett Witch have?
3.93) What weaknesses does the Scarlett Witch have?
3.94) Where and when does Scarlett Witch become a super hero?
3.95) Why does Scarlett Witch want to help the Avengers?
3.96) Compare and contrast the comic book and cinematic Scarlett Witch.

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3.10) The Vision

3.11) Who created the Vision?


3.12) What skills/weapons does the Vision have?
3.13) What weaknesses does the Vision have?
3.14) Where and when does the Vision become a super hero?

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3.15) Why does the Vison want to help the Avengers?
3.16) Compare and contrast the comic book and cinematic Vision.
4.00) What is the theme of the movie?
5.00) What is the setting of the movie? How important is the setting?
6.00) What is the genre of the movie?
7.00) Does the movie have any cultural lessons?
8.00) Compare and contrast the comic book Avengers with the cinematic version.

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Avengers Language Activity


http://foxhugh.com/communication/avengers-language-activity/
Avenger
Ant-Man

Black Panther

Black Window

Captain
America

Hawkeye

Hulk

Iron Man

Thor

Vision

1) Alter-Ego

2) Costume
Colors

3) Motivation

4) Super
Powers

5) Tool(s)/Weapon(s)

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