Week 5-6

Handout 7-8
Tel-U English Lecturers/RTH

Name: Score:
Student No/Class:

My Dream Destination

This week and the next, we are learning to describe a country we want to visit in the future,
especialy the one where we want to build our career at. We are also learning to explain the reasons
why we are interested with the country, and most importantly what cultural aspects of the country
we need to know. To help you research the information effectively, you are guided by a KWL
table. By completing the table, you are expected to satisfy your curiousity on certain aspects of
your dream country.

In the previous lesson, you have reviewed and explained some cultural aspects of our beloved
Indonesia, i.e., how Indonesian people start conversations, conduct conversation, show emotion,
and how they dress and view the concept of punctuality. To help you strat the information research
regarding your dream country, you can think of these four cultural aspects. Of course, you are
welcome to research more aspects.

In the third page of this handout, you have a venn diagram to help you identify the similarities
and/or differences between the cultural aspects of your dream country and those of Indonesia or
your country of origin. On the Mid-term exam, you will use both your completed KWL table and
ven diagram to help you compose an essay. Then, in its turn, you will use your Mid-term essay to
work on your third speaking/video project. So, be sure to:

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 Week 5-6
Handout 7-8
Tel-U English Lecturers/RTH

Name:
Student No./Class:
My Dream Destination KWL Chart

Select a country you really want visit in the future. In the first column, write what you already KNOW about the country. In the second column,
write what you WANT to know about the country. After you have completed your research, write what you LEARNED in the third column.
You will use your KWL table as an outline for your Mid-term essay. Be sure to BRING this 3-page handout to the Mid-Term Exam.

What I What I What I

Know Want to know Learned

Example 1: Japan Example 1: Japan Example 1: Japan

Japanese people are hard workers I want to know about the elementary Japanese people always want to look
(surfing internet) school system (I want to be a teacher happy (My teacher told me) →So, I have
there) to be more sensitive; need to search more
Greet people by bowing (my Native
Japanese teacher) If Japanese people are angry, how do
they show their emotion? (So that I know
Japan always update about technology what to do if I have a Japanese boss)
(read an article on the Internet)

Example 2: England (The city of Example 2: England (The city of

Example 2: England (The city of
Oxford) Oxford)
Oxford)
Formal dress for working in the central
The home of the Univ. of Oxford (read I want to know about the formality in the
the info from Wikipedia) office. and local government (read an article on
the Internet)

Cars drive on the right.

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 Week 5-6
Handout 7-8
Tel-U English Lecturers/RTH

Name:
Student No./Class:

What I What I What I

Know Want to know Learned

Name:
Student No./Class:

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 Week 5-6
Handout 7-8
Tel-U English Lecturers/RTH

Example of a Venn Diagram

Your Own Country: Indonesia

Name of Dream Country: Japan
Greet people by shaking hands
Greet people by bowing

Similarities

Hard workers

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 Week 5-6
Handout 7-8
Tel-U English Lecturers/RTH

Name of Dream Country: ……………… Your Own Country: Indonesia

Similarities

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 Week 5-6
Handout 7-8
Tel-U English Lecturers/RTH

KWL Table Rubric

Criteria 20 15 10 5

Critical Student's comments are in Student's ideas show Student's ideas are short and Student's ideas do not show
Thinking depth and show evidence of evidence of critical shallow. evidence of critical thinking.
critical thinking. thinking.

Connecting to Student stated more than 4 Student stated more than Student stated more than 2 Student stated nothing
Prior things he/she knows or thinks 3 things he/she knows or things he/she knows or thinks related to what he/she knows
Knowledge he/she knows about the topic thinks he/she knows about he/she knows about the topic or thinks he/she knows about
in the "K" column. the topic in the "K" in the "K" column. the topic in the "K" column.
column.

Purpose for Student listed 4 or more Student listed 3 questions Student listed 2 questions in Student listed 1 or no
Learning questions in the "W" part of in the "W" part of the the "W" part of the chart. questions in the "W" part of
the chart. chart. the chart.

Inference Student accurately infers Student accurately infers Student accurately infers Student accurately infers
answers to 4 of his/her answers to 3 of his/her answers to 2 of his/her answers to 1 or none of
questions. questions. questions. his/her questions.

Comprehension Student coherently stated 4 or Student coherently stated Student coherently stated 2 or Student coherently stated 1
more answers to learning 3 or more answers to more answers to learning or more answers to learning
questions in the "L" part of learning questions in the questions in questions in the "L" part of
the KWL. "L" part of the KWL. the KWL.

Total points: 100