Teaching Demonstration(4th)

10. What are you doing? YBM(김)

Learning objective :

- Students can read the words and make the sentences correctly.

- Students can write the present continuous tense sentences with their group.

*Activities and tools*

1. Charades app
2. Making sentences
3. Diamond map (To build up structure of sentence)

Text Study Tweaks

Here are a couple of activities you can do when studying a text.

Sample text taken from Readingesl.ca (simple past)

Combined Sentence Strip Ordering and Fill-in-the-blank.
Before reading a text, student listen to a recording.  This can be played at fast or slow speed depending on student level.  Groups of four are then give sentence strips that contain some blanks.. They work together to put the sentence strips in the correct order and fill in the blanks. The recording can be listened to again as needed.
Sentence Strip Material

After the text has been studied, a quick closing activity can involve asking senescence using
Presentation for First Letter Sentence Guessing

Introduction to SDGs

Grammar - Present perfect activity

Grammar - Present perfect activity ( Snooping around, pop song, Quizziz)

Activity/Time	Details
Introduction (8”)	[Reviewing last class] Teacher greets and has small talk with students. Teacher asks students what they learned in last class Teacher checks student’s understanding. [Motivating students] Teacher shows a video which includes today’s target expressions. Teacher asks students if they catch the expression in the video Teacher explains the expressions. Teacher make students read aloud the learning aims together.
Development -Snooping around game (15”)	[Snooping around] Teacher explains new words of the game. Teacher explains the meaning of “snoop around”. Teacher distributes game board, dice and cards. Students make groups of 4. Students play the game and Teacher checks what students are doing. Teacher wraps up the game after the winner comes out.
Development -Pop song(10”)	[Finding target grammar sentence in pop song] Teacher gives students pop song worksheet. Teacher shows a music video and make students fill in the blank while listening to music. Teacher shows a lyric video to check the answers. Teacher asks some questions about target grammar sentence: Present perfect.
Consolidation -Comprehension questions (6”)	[Comprehension questions] Teacher tells students game code which is from Quizizz and students log in to the game. Students play the game to check their comprehension about Present perfect tense.
Consolidation -Information about next class (1”)	[Informing of next class] Teacher informs of next class: writing an article using Present perfect tense.

The nuances of causative verbs(make, have, let)

In this class, I try to teach the differences between nuances of the causative verbs: make, have, and let. There is a 'ordering gauge' in each picture for the three verbs in the slides, which are 'very high' for 'make', 'moderate' for 'have', and 'very low' for 'let'.

The flow of the class is following:

Introduction
pictures for ordering gauge

Main Part 1. Matching the three causative verbs with three sentences and other pictures.
Main Part 2. Typotionary for expressing the nuances of the verbs by group working.
Main Part 3. Presentation of students' works.

Wrap Up & Next time
review song and the lyrics for next class: the sentence with the causative verbs.
; review song lyrics are in the slides and the rhythm comes from the nursery rhyme 'Row, row, row your boat'. The lyrics for next time comes from 'Hands clap' by 'Fitz and Tantrums' (GO this song)

After-reading activities: matching card game, opinion writing

1. Learning objective

- Students will be able to distinguish pros and cons of SNS.

- Students will be able to analyze text structure of opinion writing.

2. Procedure

Activity(Time)	Details
Playing matching card game(15’)	-Ss review the text for five minutes. -Ss understand how to play matching card game and get a set of cards from T. -Ss play a game in pairs.
Sorting out information(5’)	-Ss classify pros and cons of SNS with T.
Introducing the structure of a persuasive text(10’)	-Ss understand the text structure of persuasive writing.
OREO analyzing activity(10’)	-Ss analyze a passage into four elements in pairs: opinion, reason, example, and opinion restatement.
Previewing next class(5’)	-Ss remind what they learned today. -Ss are aware of what they are going to write next class.

3. Presentation

4. Teaching materials
-pros and cons sentence strips
-opinion writing graphic organizer

Flash Card

10. I want to pick apples

TEACHING DEMONSTRATION LESSON PLAN

Name: Jae-jung, Kang                                       Grade Level: Grade 5th

Textbook/Chapter  : Cheon-Jae(Ham) / Chapter 10

Topic/Lesson Title : 10. I want to pick apples
Students can ask and answer with ‘I want to ~’ expressions. Source of Inspiration/ Experimental Goal

1. Listen to story as a review (PPT) 2. Play writing game (2 teams) 3. Making a fortune teller (colored paper) Language Skills: What do you want to do? / I want to pick apples. Learning Objective:  (What will learners know or be able to do after your lesson?)

Students can ask and answer with ‘I want to ~’ expressions. We are going to ask and answer with ‘I want to ~’ expressions. Teaching Development Goals: (What do you hope to learn and/or accomplish as an educator? Which criteria will you be focusing on improving) -Using classroom English smoothly and fluently (Making active atmosphere) -Planning a lesson including practice and production of target language.

Materials/Tools 1. Listen to story as a review (PPT) 2. Play writing game, sentence race (2 teams) - A4 paper 3 pages, A3 paper 3 pages, pen 3. Making a fortune teller (colored paper) - colored paper, pen

Activity/Time	Details
Intro- Motivation	Greeting Short story telling Checking today’s objective
Development 1	*Sentence race* -Give instructions to the students. •Write as many ‘I want to –’ sentences as possible on the paper with your group for 5 minutes. <ICQ> Where do you write sentences? Can you see textbook? How many sentences can you write? •Try to remember the sentences for 2 minutes. •No.1 student write the sentences on the wall paper for 20 seconds. •No.2 student write the sentences on the wall paper for 20 seconds. •No.3 student write the sentences on the wall paper for 20 seconds. •No.4 student write the sentences on the wall paper for 20 seconds. •After writing let’s count the sentences. •Let’s read other teams sentences. <ICQ> How long will you write on the wall? After writing sentences on the wall what will we do?
Development 2	*Making a fortune teller* -Making a fortune teller. -Writing sentences in the fortune teller. -Learn how to play fortune teller by video.        -Play fortune teller game.
Closing	Review -Listen and claps If sentences are right clap one time, if sentences are wrong clap two times. -I want to wake up late on the weekend. These day my baby wake me up like weekdays, so that is what I want to. Greeting. Good bye!

READING ACTIVITIES

Topic/Lesson Title:  Let’s read in various ways.

Source of Inspiration/ Experimental Goal Show program / student can read in various ways

Language Skills:  reading, speaking

Learning Objective:  (What will learners know or be able to do after your lesson?) They are able to read and speak key expressions fluently

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 they can memorize and speak the key sentences fluently

Materials/Tools PPT, Text book , tsherpa site

Activity/Time	Details
intro/5	Daily routine(weather, date, feeling)
Shadow reading	Listen and repeat slowly by half a beat
Bomb reading	•Each one can read 1 to 3 words •The student who reads the last word is loser!
Popcorn reading	1) Each one can read 1 or 2 sentences 2) After reading, the student has to choose next reader   Don’t choose the student who did already!
Read to the end	Watch the example video  Explain how to do this activity Each one has to memorize the text for 5 minutes . Pick students randomly and let them memorize text (they can choose their level). If they are succeed their team member also can get prize.

Level reading - It can be too stressful to students. Team can divide the roll.

Popcorn reading - it is fun. But do not compare with teacher, compare with other classes

Shadow reading - I’m not sure it’s really effective

https://drive.google.com/drive/folders/1F-P1hebHzcbgqekfO5YfxvCbu-O0Sva7

Giving directions with coding : Where is the museum?

Target Language : Go straight _ block(s) , Turn left/right.

Intro : Showing the cartoons where a man is confused with the long directions that the old lady gave, elicit what SS are going to learn and make them feel how important it is to give simple directions.

Going through some vocabularies, just jump into the following activities.

Act 1) Maze runner
SS can explore the coding site below using target languages.
https://studio.code.org/s/coursef/stage/2/puzzle/2

Act 2)
Picture dictate : SS draw any shape on the grid as they want, then take turns say clear instructions to their partner to make the one draw the exactly same shape. 

Act 3) Program the rocket to a planet
-Divide ss into 3 teams.
-Decide their team name out of two options; Earth, Mars.
-Each team is given the map with the rocket in it. They decide where their Earth or Mars is placed on the map.
 -Program the rocket to Earth/Mars using 3 instructions they’ve just learned. They need to write down the arrows to complete the program.
-Then, they need to guess where the opponent planet is located.
-Team Earth: ‘Where is the Earth?’
-Team Mars : (guessing) Giving directions with the target languages
-Team Earth answers in 3 different ways depending on the other's guessing.
  1) If your planet is in the same column or row, you have to say 'It was so close'.
  2) If your planet is somewhere else, you have to say 'try again.'
  3) If your planet is exactly where others guess say 'That's right.'

The first team to succeed in the attack is the winner.