Barnga Game

MICROTEACHING OVERVIEW

Name:  Dave LEE                                                 Grade Level: Every grade in Middle or High School

Topic/Lesson Title: Barnga Game (Cultural Diversity)

Source of Experimentation: GCED Teacher Training

Language Skills: Reading, Listening, Speaking & Nonverbal Communication Skills

Learning Objective:  (What will learners know or be able to do after this activity/lesson?) Students can develop intercultural competence through experiencing cultural differences in a game-like, secure setting and through reflecting upon the experience.

Materials/Tools/Links A Quizlet study set (for some terms for the game) A sheet of rules for each student (Different groups have different rules.) A modified deck of cards (Only 28 cards are used-Ace, 2, 3, 4, 5, 6, and 7 in each suit.)

Overview of Entire Lesson Introduction Greetings & Attendance Check Review of the Previous Class Development Vocabulary (Some Terms for the Game) T shows three words(‘trick’, ‘suit’, and ‘trump’) with pictures and meanings. Ss repeat after the words. Barnga Game Ss make groups of 3-4. T distributes the rule sheets and cards. T asks Ss to stop talking during the whole game. Ss in groups study the rules and practice playing. After some minutes, T collects all the rule sheets. Ss start playing the card game with no verbal communication. (They may gesture or draw pictures.) Winners and losers in each group move to another table. T reminds and reinforces ‘no verbal communication.’ After three rounds, T lets Ss go to their original table. Consolidation Debriefing T reveals the secret of the game. T gives Ss a chance to reflect about a common experience. T asks some questions to Ss. What happened during the game? How did you feel? How did you deal with the conflict? What does the game suggest about what to do when you are in a similar situation in the real world? T sums up the whole lesson with the precept: ‘Not ‘wrong’ but ‘different’ & ‘We should accept cultural diversity.’ Preview of the Next Class

Procedure of Portion Demonstrated Introduction Greetings & Attendance Check Review of the Previous Class Development Vocabulary Barnga Game Consolidation Debriefing Preview of the Next Class

four simple activities

MICROTEACHING OVERVIEW

Name:  Youngran Lee                              Grade Level: 2nd grade of a middle school

Topic/Lesson Title: Listening and speaking (what do you do in your free time? & Why don’t you~?) / the power of harmony

Source of Experimentation : internet, pop-song

Language Skills:listening and speaking

Learning Objective:  (What will learners know or be able to do after this activity/lesson?) They will be able to express ‘What do you do in your free time?’ and ‘Why don’t you-?’

Materials/Tools/Links Worksheet, pictures, pop-song

Overview of Entire Lesson <Introduction> -       [scream chorus] Review words that students learned with ‘saying the word at the same time’ game <Development> -       Do the guessing activity : writing what to do in free time and guess whose answer is -       Listening to the music that includes the expressions ‘why don’t you~?’ -       With pictures, express ‘why don’t you-?’ expression <Consolidation> -       Group work: memorize each one sentence respectively and present in front of the class. The more accurate and faster, the better they are.

Procedure of Portion Demonstrated Scream chorus : Each group members comes to the front and says the each assigned letter at the same time. Other students have to guess what that word is by listening to their scream and combining each letter. (similar with 이구동성 game) Guessing activity: write what they usually do in free time individually and give what they wrote to the teacher. Teacher makes students to guess who that sentences are about by reading what students wrote. Listening to the music including the target expression : let students guess what the target expression is. The faster, the better: each student in a group memorizes one sentence in a dialogue. Then, present it in front of class without looking. The faster, the better.

<Appendix>

1.

m a j o r	r o w e r
r a t e	l e s s

2.

이름: What do you usually do in your free time? 1. 2. 3.

3.

Review games with Rock-Paper-Scissors

MICROTEACHING OVERVIEW

 

Name:  Yurim Jo                                                                                 Grade Level: Grade 6

Topic/Lesson Title: Review games with Rock-Paper-Scissors

Source of Experimentation: 부산놀이직무연수 ‘어디까지 놀아봤니?’(놀이교사 모임 가위바위보 ) 학급경영멘토링(김성효)

Language Skills: Speaking the key expression, Reading the text

Learning Objective:   1. After playing the rock-paper-scissors soccer,  students can speak their future dream. 2. After playing the rock-paper-scissors walking,  students can read the text about the future dream.

Materials/Tools/Links 1. PPT https://drive.google.com/open?id=1VQZCE7QRJMTmx0QmxrM6zHcrBqkNzBlimibqXwWDDJE 2. Line tape for start line 3. Blackboard and marker 4. Sentences card

Overview of Entire Lesson Motivation : Zootopia Teacher’s question Watch a video Talk about the video Review the keyexpression      2.  Rock-Paper-Scissors Soccer Divide team A and team B Choose the role of team between goalkeeper and player.  The players go to G1.  G1 asks “What do you want to be?” The players answer “I want to be a (job)”   Rock-Paper-Scissors. If the players win,go to the G2.   If the players lose,  go back to the start line and go to G1 again.   G2 asks “What do you like to do?” The players answer, “I like to  (things you like to do ).”   Rock-Paper-Scissors. If the players win, go to the blackboard and write / on it.   If the players lose,   go back to the start line and go to G1 again.   Change the role. The team who has the most point in the 3minute is the winner.      3.  Read the text students learned last time one more      4.  Rock-Paper-Scissors Walking There are sentences card from what they learned on the floor. Students stand in a line behind the strat line. One student of Team walk and read the sentences on their right. When they meet, do Rock-Paper-Scissors. Winner keep going and reading. Losers go back to their teamline. Next member of the lost team walks and reads them. The team who all the members pass the road is the winner.      5.  Review Show the past photo of someone. Guess Who is he/she. Give them a hint about the future job. They can say ‘I want to be a ~.’

Feedback

1. Rock-Paper-Scissors Soccer -it is better to ask to come round the cone than to get to the starting line.  Or You can make lower students stand as a cone. Players do Hi-Five with the student when they go round him. -You can put a referee in front of the blackboard. They can count the point. -Goalkeeper can hold the picture card. Players answer by they picture card. Then they can practice various expression.

2. Rock-Paper-Scissors Walking -It is better put the sentence card in a line. Students touch the sentence card and read. When they read same sentence card, they do rock-paper-scissors. -You can put the sentence card on the floor. Students can read the card they stepped on. -Each team has a referee who observes that the other team is reading well.

Describe someone with the present continuous (Where's Wally or Waldo?)

My lesson aims at 4th grade learning the present continuous.

Activity 1

1. Hand out the Where's Wally picture.

  2. SS listen to what teacher says (She is waving her hand, He is welcoming students...),
they need to find where they are.

  3. After going through a couple of times like this, teacher gives them a stick note that says a sentence of description of someone else in the same Wally picture. SS work in pairs and take turns to read the sentence and let the other team have a chance to answer.

Activity 2

  1. Hand out a simple background picture.

2. Ask ss to draw themselves doing something using the sentences they've learned so far.

3. After finishing with their drawing, they need to label it with their name.

4. Mingle around, ask and answer

Q. What are you doing?

A. I'm ~ing. (They have to say what they've just drawn)

5. Listening to what friends say, they have to draw what they're doing in the picture and label it.

6. Teacher may connect their drawings with some writing activities.

King Game(from drinking session)

<Introduction>

• Reviewing Yes/No Questions 

<Development>

• Making “Do you mind if ~ ?” questions (writing) 
• King Game by team with the questions (speaking) 
• One team(King) asks another team with one “Do you mind if ~ ?” question. 
• If the asked team says “Yes,” King team gets one point. 
• If the asked team says “No,” one of them has to DO the favor.

<Conclusion> Teacher asks students some “Do you mind if ~ ?“ questions.

Portion Demonstrated

<Development>

• Making “Do you mind if ~ ?” questions and practice.

Win a word

MICROTEACHING OVERVIEW 

Topic/Lesson Title: Pronunciation games for elementary students

Source of Experimentation: ‘Pronunciation games’, by Mark Hancock, Cambridge university press

Language Skills: Sound awareness specially about 1) vowel sounds in words spelt with a final /e/, 2) minimal pairs, and 3) discrimination of sounds.

Learning Objective: 1. After the first activity students can pronounce one-syllable words with a final silent /e/, which are pronounce as it is in the alphabet. Also, they may learn some new words in fun way. 2. After the second activity students can focus to listen to minimal pairs in fun way, and they can practice the minimal pair with their partner. 3. The last activity can become many variations. Teacher can take some memo what the students hard to understand or pronounce. And if a student become a bingo caller, they will practice their pronunciation during the game.

Materials/Tools/Links 1. PPTs 2. Flashcards 3. Storybook: ‘Pete the Cat, A Pet for Pete’ by James Dean video (related webpage : http://www.petethecatbooks.com/ ) 4. Dictionaries(Tablet PC)

Overview of Entire Lesson 1. Read the story: ‘A Pet for Pete’ - Teacher’s storytelling. - CCQs about the book - Retelling the story with the students 2. Word Presentation - Illustrate the pronunciation point with a final silent /e/. - Ask students to predict how the similar words might be pronounced. ( kale    mace       swede  cline splice        lode   rote    mule    cf. flute )  3. Win a Word Game - Divide the class into pairs and give each pair a pack of cards.  (The game could also be played in groups of three.) - Explain and / or give out the rules. - During the game, teacher will help students to resolve any disputes.  Ask players to pronounce the words that they have written down. - After the game, check the words what students get all together.

Procedure of Portion Demonstrated(Include Classroom English) 1. Word presentation  T : Let’s read out loud these words.  -rat   pet    sit    not   cut     What’s the vowel sound of each word?   [ӕ], [e], [ɪ],[ɑ:],[ʌ]     Try reading  these words. They have the addition of a final e. -rate   pete    site    note   cute     What’s the vowel sound of each word?   [eɪ], [í:], [aɪ],[oʊ],[ju:]     The vowel in the middle of these words is pronounced as the letter in the alphabet.     Can you predict how the following words might be pronounced?    - kale  mace swede  cline splice  lode rote mule   (*flute - “u” may also be pronounced /u:/ as in flute.) 2. Win a word game T : The aim of the game is to win as many of the cards as possible. You will play with your partner.     Each player will get a beginning word card and an ending word card.     There should be two piles, one for word beginnings and one for word endings.     All the word endings end with an e and are in a shape pointing to the right.     Word beginnings are in a shape pointing left.     Take turns, on your turn you will try to make a word among what you have already.     All the players must decide together if this word exists.     If they are not sure, they may ask the player who said the word to say what it means and then check it in a dictionary. If the word exists, this player will get the card.     The game continues until all the cards that were dealt out at the beginning have been played. Possible answers> fa face fade fake fame fate ho hole home hope hose la lace lake lame lane late li lice like lime line ma mace made make male mate ro robe rode role rome rope rose ru rude rule the theme these ti tide tile time    wi wide      wine wipe wise