Reading the text and making a dialogue

TEACHING DEMONSTRATION LESSON PLAN

Name:          Nam, Kyunghwa                                               Grade Level: Grade 10

Textbook/Chapter   능률 영어 1(이찬승) / Chapter 4. Change for the Better

Topic/Lesson Title: Reading the text and making a dialogue

Source of Inspiration/ Experimental Goal Reading with writing and speaking activity Typical reading classes for high school students tend to highly concentrate on the analysis of the text and comprehension questions of the text and to be teacher-centered. Student-centered  reading class with speaking activities is something that I want to try.

Language Skills: reading, speaking, writing

Learning Objective:  (What will learners know or be able to do after your lesson?) -       After reading, students are able to write a dialogue script based on the text they read and perform it with proper intonation.

Teaching Development Goals: (What do you hope to learn and/or accomplish as an educator?                                                       Which criteria will you be focusing on improving) I hope I can be a facilitator to guide students to be independent learners through student-centered activities. Also, I expect to manage the group work efficiently.

Materials/Tools Copies of Textbook, Handouts, and  Whiteboards with markers

Detailed Procedure Activity/Time Details TEE Language Used Pre-reading : review (7mins) --------------- Teacher elicits information about the characters, setting, and theme of the Help by asking questions to the students to activate the students’ background knowledge. Let’s start  the lesson with a quick recap. What do you remember about the book whose cover we read last class? While-reading (20mins) -       Students in groups read the text together and find the information of setting, characters, and protagonist. -       Students in groups answer the questions related with vocabulary and sentence structure. -       Students will make a true or false sentence individually. You will read the text in groups;  each member will read two sentences out in turn. After reading the text, answer the questions on the first page of the handout in your group. For making T/F sentences, you need to work on your own. After-reading (20mins) -       Students in groups will make the script of what Minny’s mother would say to her based on the text. -       Students in groups will write Korean and English scripts of dialogue between Minny and a white lady with stage directions based on the text. -       After practicing, some of the groups will present their work to the whole class. In your group, you will write a dialogue script between Minny and a white lady based on the text you read.There should be two versions of it: a  Korean script and an English one.  Make sure your script includes stage directions as well. After writing, You need to be prepared for acting out  your work to the class.

Here is the text. https://drive.google.com/open?id=1YisvdpCq5w_m_ytS9ptQqDzlpWexTJH5

Here is the handout.

After Reading Activities(Spin Game, Kahoot)

Grammar Bingo

Procedure

Activity 1 Checking Comprehension

• T reminds Ss of the sentences in the textbook and asks them to talk about what they learned last class in pairs.

With 100 won, you can give a child three bananas.

With 1000 won, you can buy a child a meal.

With 10000 won, you can send 30 pills to sick children in North Korea.

• Ss explain to each other the rules of the target structure, dative verbs.

S + Dative verbs + Indirect Object + Direct Object

S + Dative verbs + Direct Object + Preposition + Indirect Object

• Ss are asked to put the ideas they’ve shared together in groups.
• T checks whether it is correct or not with the whole class.

Activity 2 Practicing Target Structure

• T lets Ss in pairs write the sentences on the picture cards by using the given words(including davite verbs) and pictures.
• Ss are asked to complete all of the sentence cards for the Bingo game.
• T lets Ss share and check the answers in groups.

Activity 3 Playing Bingo Game

• T let Ss randomly put the sentence cards in each grid on the board.
• Ss present and tick the target sentences on the cards in turn.
• When Ss make 3 or 4 lines, they win the game.

Wall Paper Activity

Wall Paper Activity

Procedure of Portion Demonstrated

1. T explains the rules of this activity showing the ppt to Ss.
    
2. Each student run to the wall paper on the classroom walls and fill in the blanks using his/her left hand( if a student is left handed, he/she should use a right hand.)
    
3. If Ss are finished with their work on the paper, they should go to the teacher and have their answers checked by the teacher.
    
4. If all their answers are all correct, they can take the worksheet to their desks and work on the clues on the back of the paper and work in groups to figure out a secret sentence.
    
5. The first group who guesses the secret sentence first is the winner.

Reading memory game

Procedure of Portion Demonstrated

• After learning the reading text of text book, Teacher can use this activity. 
• The purpose of the activity is to make students read aloud the sentences in English and make them put scrambled sentences in order. By doing this, students can understand how all the sentences are connected in a paragraph. 
• Teacher makes some groups of students and let them choose their number in their group. 
• A student comes up to the front and teacher shows one sentence on the screen. 
• A students memorize the sentence and write it down on their group worksheet after going back to their seats. 
• All students takes turns to memorize scrambled sentences. 
• After writing all sentences on the paper, students in groups discuss how all the scrambled sentences are connected together in one paragraph. 
• Teacher can just tell Korean translated meaning to some students who have low ability and they can make the sentence in English with other team mates using Korean meaning.

Three-step Interview

Procedure

1. Students will answer 9 questions about what they did in summer vacation.
2. Students will ask 3 things from the questions to their partner.
3. Students will deliver their partner’s story to the person across from them.
4. Students will present what they listen to the whole class.

Three-step interview worksheet

Reading a book cover

MICROTEACHING OVERVIEW

Name:  Nam, Kyunghwa( Kate)                                                Grade Level: Grade 10

Topic/Lesson Title:

Reading a book cover

Source of Experimentation
 The Help written  by Kathryn Stockett

Language Skills:

Reading skills, speaking skills, and listening skills

Learning Objective:  (What will learners know or be able to do after this activity/lesson?)

• Students can guess the meaning of the new word from the context. 
• Students can find the information of characters, setting, and the theme of the book by reading the back cover of The Help. 
• Students can check their understanding about the book by making questions about the text and answering others’ questions by doing Bingo game.

Materials/Tools/Links

• Copies of the back over of The Help
• Handouts
• Whiteboards with markers

Overview of Entire Lesson

Students make a guess about the story from the book cover and read the back cover in groups. They check unknown words and find the information about the characters, setting, and theme. Students fill a bingo grid with the words from the text and play the game in their group.

Procedure of Portion Demonstrated

• Pre-reading stage :
  Student make a guess about the story of The Help from the front cover.

• While-reading stage: 

1. Students in groups read the back cover of The Help and check the unknown words in the text. 
2. Students in groups find the information from the text : characters, setting, and themes

• Post-reading stage:
  Students in groups play the Bingo game by making comprehension questions about the text and answering them.
  
  HWP file: synopsis of the help

Reading & Making activity using ‘I can~’ expression

MICROTEACHING OVERVIEW

Name:   Euna Lee                                                      Grade Level:  Grade 3~4

Topic/Lesson Title: Reading & Making activity using ‘I can~’ expression.

Source of Experimentation ‘Missing number station’ activity of Math lesson and storytelling in Oversea lessons

Language Skills: Speaking, listening, reading, writing

Learning Objective:  (What will learners know or be able to do after this activity/lesson?) 1) Students will be able to read and speak the sentences with ‘I can ~ .’ 2) Students will be able to extend their vocabulary after the activities.

Materials/Tools/Links 1) ‘My Five Senses’ story (https://www.mystorybook.com/books/120349) 2)  Making a Poem (https://www.pinterest.co.kr/) 3)  Word cards, sticky notes

Overview of Entire Lesson Review of the body part words: ‘One little finger’ song Read the story: ‘My five Senses’ Listen to the Teacher’s storytelling first, then read the story with the students again and make sure of the key words      Missing word station With a partner, visit each station. Find the missing word and write down it on the pair work card.(no.1~5) On No.6, find the missing words as many as you can. Design your own missing word question to share the class.      4. Making ‘I can Poem’           Each students make their own poem using the sentences and words of ‘Missing          word station’ . after the making, share their works.

Procedure of Portion Demonstrated Review of the body part words: ‘One little finger’ song      2. Read the story: ‘My five Senses’        3. Missing word station      4. Making ‘I can Poem’

💎Sharing Ideas using the 'Diamond Map'💎

        • Writing sentences using the Diamond map

-  Have students complete in the 3 blanks on a Diamond map by sharing their ideas.

1. In the first blank : Each student writes down a sentence and rotate the paper 90°

2. In the second blank : Students write the other sentence in contrast to  the first sentence in the first blank.

3. In the third blank : Students combine the first sentence with the second sentence using 'though'.

4. Students proofread all sentences that they wrote, and choose the best sentence in their group
5. Students make a presentation of their best sentence in front of the friends and share their ideas.

                      

Making a Word-Train! (studying the structure of an English sentence)

Overview of Entire Lesson

[Introduction]

Start with the bang: https://www.youtube.com/watch?v=La0CoYt8BUY

Part 1. Studying the structure of English sentences

           Teacher

• lets students tell any word in Korean. 
• makes a sentence using students’ words, and lets them guess the structure of a sentence. 
• shows a picture in which students are interested and ask them to tell any word in English about the picture. 
• gives students chance to think about the structure of an English sentence. 
• Comprehension checking with the chart of the structure of an English sentence. 

Part 2. Group activity: Making a word-train as long as you can! (Game)

• Make groups of four. 
• Give groups the worksheets of cars of a train and the frequently-used English words list, which are going to be used for making a word-train. 
• Show a picture and ask students to describe it 
• Start the game

Students

a) choose some words for the picture given by the teacher and write them down on their worksheets.
b) make a sentence by linking the cars of a train.
c) whose word-train is longest will be a winner.

Grammar CSI

MICROTEACHING OVERVIEW

Name:    Natasha                                                    Grade Level:  Highschool grade 1

Topic/Lesson Title:  Grammar CSI (Form-focused learning)

Source of Experimentation: Literary CSI from practicum school observation

Learning Objective:  (What will learners know or be able to do after this activity/lesson?)

Students can be motivated to find some interesting language uses by themselves.

Students can make up simple grammatical rules and apply them in their own example sentences.

Overview of Entire Lesson

<Introduction>

• to check the understanding of the main text learned previously 
• to let students call out any grammatical terms they know (brainstorming)

<Development>

• to make groups of 4 and give each group an excerpt of the main text, chart paper, a felt pen 
• to let them find 2 language uses and analyze them to form simple rules 
• to encourage them to apply the rules they find in examples sentences 
• to put up the findings(chart paper) on the blackboard and let group leaders present them briefly 
• to make students aware of the similarities and differences

<Consolidation>

• to summarize students’ work and give them positive feedback 
• to introduce the grammatical points that the teacher thinks important but missing 
• (the necessity doesn’t arise because students cover most of them)

Procedure of Portion Demonstrated

As a group of 4, they choose 2 grammatical points to look at closely, analyze the rule, and make example sentences using them on the chart paper. They are encouraged to share their findings with other groups.

Storybook Activities for 3rd graders

Name:   Ji-eun Bae                      Grade Level:   Elementary School 3rd Graders

Topic/Lesson Title: Whole Language Learning using <THE VERY HUNGRY CATERPILLAR> by Eric Carle Overseas Participation - Word Arts for descriptive words                                       1~3rd grader : Single Word,                                       4~6th grader : phrases for description from the book like adjectives and nouns https://wordart.com/create

Language Skills: Listening, Speaking,Reading, Writing

Learning Objective:  (What will learners know or be able to do after your lesson?) Students will be able to know some words families. Students will be able to talk about the story.

Materials/Tools Storybook, Worksheets(Word Families, Storybook)

Procedure / Lesson Details / Timing  / Comprehension Check <Introduction> Motivation : The Day Song <Development> Listening : Storytelling Writing and Speaking : Word art related to the story(Word Families) - individual and pair work            http://www.coloringprintables.net/english-coloring-pages.html         Reading, Speaking : After drawing the story on the sheet, speaking the story - pair work            http://www.sparklebox.co.uk/literacy/stories/hungry-caterpillar.html#.WxloiYozZPY <Conclusion> Listening to the song of <THE VERY HUNGRY CATERPILLAR>            https://www.youtube.com/watch?v=5gs8_VUSnMQ

What does she look like?

What does she look like?

Topic/Lesson Title: What does she look like?

Source of Experimentation One of TTP Course : Classroom English, Canada overseas course - Teacher use teacher’s experience in the learning objective.

Language Skills Vocabulary - tall, short, bald, short, medium, long, straight, wavy, curly, black, brown, blond, red, gray, no bangs, bangs, mustache, beard Expression - What does she look like? / She has long, curly and blond hair. Listening, Speaking, Reading

Learning Objective:  Students will describe what the people look like.

Materials/Tools/Links PPT file download, drawing papers, picture cards for drawing

Overview of Entire Lesson Introduction          Greeting (2min) Review : Describing classmate (4min) Introducing today’s lesson topic and activity (1min) Development Activity 1 (Practice describing people) (10min) Activity 2 (Describing and drawing in pairs) (15min) Consolidation Wrapping up today’s lesson (3min) Previewing the next lesson (2min)

Procedure of Portion Demonstrated Introduction          Greeting (2min) Review : Describing classmate (4min) -Guess who someone is. -Someone has short hair and black eyes. Someone wear a dress. Who is she? Introducing today’s lesson topic and activity (1min) -Can you guess what we are going to learn? -We will describe what the people look like Development Activity 1 (Practice describing people) (10min) Activity 2 (Describing and drawing in pairs) (15min) -One student draw what listened. -The other students describes what the person looks like.