Building up vocabulary using storybook 'Where is the green sheep?'

<  Review the story >

  1) Matching game : matching pictures and words

  2) flipping over cards : flipping over cards according to teachers' direction

  3) switch card game : 

     - How to play 

       a. meet a friend.

       b. ask and answer using dialogue 'Where is the green sheep?' and 'Here is the ~ sheep.'

       c. Before meeting another friend, tear out a partner's card from the hair band and take it. Instead put the other card in your hand on a partner's.

       d. meet another friend.  

<  Making dictionary >

   - How to play 

       a. Each group starts their own section (things, action, feeling, color & shape)

       b. write down as many words as they can on the big paper on the wall with different colored marker.

       c. When the teacher rings the bell, students move clockwise to the next section.

<  Go words -shopping >

   - How to play 

       a. The students having the same group numbers become a new group. 

       b. Each students choose at least three words that they like and at least three words that they don't know. 

       c. Study words that they don't know together.  

       d. When the teacher rings the bell, students move clockwise to the next section.

Grammar Race

* Workshop Topic : Grammar Race (Teaching Grammar for elementary students)

* Source of Inspiration/Curiosity

(personal experience, workshop, observation, etc)

During language lessons, teachers often discover students’ mistakes. Research said direct revision is not good for language learners, because it makes learners unconfident. When it comes to teaching English especially for elementary students, keeping them motivated and confident are the key points. Through this lesson, We try to focus on fluency as well as accuracy. There are two ways of teaching grammar. Giving feedback to the students directly, explicitly and indirectly, implicitly. Both have good and bad effects. If we address the issue directly then It can hinder student’s confidence and cut the natural flow. But Student’s notice what is wrong and how to fix it. If we give feedback implicitly, then student’s can still focus on their work, but some of the students might not notice the errors. We’ve thought about how to fix their mistakes not explicitly in a good way and found out one fun and proper way of feedback by the teacher's training course. This is simple and fun for students as well as teachers. We don’t need to spend our efforts to prepare lessons.

* Language Skills Targeted:  Reading , Writing

* Objective : Students can recognize their mistakes naturally and fix them with pleasure and ease.

* Materials/Tools Needed : worksheet

* Challenges

1) Every member in each group has numbers.

2) Number1 students in each group go to the worksheets and tear out one sentence strip from the

worksheet and go back to their own group.

3) Every group member finds the mistake in the sentence and fixes it together.

    (Every sentence in the worksheet has 1 or 2 mistakes.) 

4) Number 1 students go to the teacher and check the answers.

5) If the answer is correct, Number 2 student takes a turn.

    If the answer is wrong, number 1 student should go to the own group and try the same steps till the answer is correct.

6) The group finishing fixing all mistakes first will be the winner.    

* Benefits

1) Students can fix mistakes with fun and ease. 

2) Students can speak and read aloud the target words repeatedly and naturally.

3) Teachers can prepare materials easily.

 * Extensions

: We can apply it to learning phrases and simple target sentences.

About the countries presentation

Name:  Sooyoung Jeong (Sue)      Grade Level: 5th 
Textbook/Chapter 천재(함) 1.Where are you from?  
Language Skills: Speaking & Writing

Learning Objective:  Make google slide about country and present

Opening : Today's reporter (random roulette)
          - Hello, I am today's reporter 000.
          - It's (about day, weather ... free question)

Review & Motivation
          1) 'Worldwide Friends' Song , quiz (Nearpod)

     

         2) Write & Share some information about Canada students already knows (Nearpod board)

Development : Organize information about each country on a google slide, and create a quiz with partners. (4 levels)

-Find out about some information of countries around the world through Internet search

-Share Google Slide with partners and collaborate to create one presentation (In Zoom breakout rooms)

-Share data and Quiz using Zoom's screen share and do presentation using key expression

End - Quiz (Nearpod tool- Time to climb)

Random roulette : https://tools-unite.com/tools/random-picker-wheel

Google Slides

Nearpod : https://share.nearpod.com/vsph/kmCodSTuMu

Describing people's appearance

Motivation _ Listen and find the suspect
- He has a beard.
- He is wearing a black jacket.
- He has blue eyes.
- He has light brown hair. "Who is he?"

Review _ Quizizz, PPT (Key expressions)

Part 1 _ Find the Character! Quiz
        1) Your goal is finding 4 characters in each round. 
        2) You can open the green box when you say a sentence.
        3) You have to guess the character in 3 seconds or the other students get the chance to guess.
  

Part 2 _ Making ‘2020 TTP season Fashion Models’ Picrew, Padlet
        1) Let's make our model! Choose 1 style of Picrew. 
        2) When you’re done, click to download the image.
        3) Go to the padlet, post your model.
4) Describe your model.

Feedback

• We can keep going the speaking quiz game by putting many characters in each round. 
• We can insert the audio file to Quizizz.

Describing pictures - There is/are + preposition

Textbook/Chapter 천재(윤) 12. There are bees on the flower.

Materials/Tools

1. Quizizz (for reviewing)

https://quizizz.com/admin/quiz/5caca63862c1eb001a91c86f

2. Google slide (whole class activity)
3. Self-editing worksheet (individual or pair work activity)

Detailed Procedure

[warming up]

Revewing (7)

- Let’s review vocabulary we learned last week. Get ready for the quizizz.

Talking about today's topic (3)

- Today, we are going to describe some pictures with the expression “There is~ / There are~ ” and “prepositions”. We also have a writing activity.

[development]

Speaking practice in groups and pairs (15)

- Look at the pictures.

- They look just the same but there are some differences. Can you find what’s different?

- How can you make a full sentence with that?

<ICQ>

1. Who do you talk with?
2. Raise your hand, if you focus on picture A(B).
3. How many sentences will you make?

<CCQ>

1. If there is one thing you want to describe, what expression are you going to use?
2. If there are many things you want to describe, what expression are you going to use?
3. Where on the sentence do you put the preposition?

Writing your own sentence (10)

- Now, you can make your own sentence. Any sentence is okay as long as it is the describing sentence.

This is the worksheet ‘I am a sentence builder’, and here is another one ‘I am a sentence-building helper’.

Before you write the sentence, put the words you need in order.

After you write the sentence, please check your writing by yourself with 4 boxes below. Then you can move on to drawing. Done all the steps, your work can be checked by your friends.

<ICQ>

1. What is the first thing before you start the writing.
2. What would you do, if the the ‘sentence-building helper’ doesn’t have the word you want to use?

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)

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!

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.

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