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.

Illness Reading Activity with Zoom & Kahoot

Name:  Dahee Jo      Grade Level: 6th 
Textbook/Chapter YBM(최) 6.I have a head ache.  
Language Skills: Reading & Speaking

Learning Objective:  Reading skill for illness

Google slide for class

A. Motivation(Covid 19&Adventure time)

  Pin can't read. Let's help him.

 

B. Activity1(Card game)

  1. What is behind the cards?

    -Teacher has to remember what words you have.

    -If student say the word that you have click and show your card.

    -If your student have wrong answer say "Good try but I don't have it."

  2. Reading practice

    -With all the card do reading practice.

    -First practice is with picture.

    -Second one has no picture.

C. Activity2(Ground game in Zoom)

  1.  Choose your color.

    - In zoon upside you can find "주석달기". Click that button and you can choose your color.

    - Next to your name, draw your color.

  2. Ground game in Zoom

    - Make circle on the word that teacher said  as many as you can.

    - Peole who has many circle is the winner.

    - 1 VS 1. Eache round there are 2 participants. 

    - For fair, other students have to watch who is faster and which word is answer.

D. Activity3(Kahoot Quiz)

  1. Start Kahoot game and give student code to join.

   2. Play the game and figuerd out who is winner.

E. Review and finish

  1. Pin has confidence.

    -watch teacher's role playing

  2. Read Covid19 symptoms together.

 

Teaching Demonstration (6th)

Description of Appearance

Textbook/Chapter   천재(함 )/ 6. He has short curly hair

Detailed Procedure

<Introduction : Motivation & Checking Learning Goal>

<Development>

1) Review key sentences and story
2) Describing Miss Bell (Whole class Activity)

(https://share.nearpod.com/vsph/EJtCkKCZMu)

3) We are Writers!! (Individual Activity)
- Each student accesses to Google slide and find their own slide.
Choose 1 face picture and describe it.

4) Making the storybook in Fripgrid (Individual Activity)
   (https://flipgrid.com/son9891)
- Students access to Fripgrid and record their story.

<Closing : Listening the storybook & Assignment>
- After recording, whole class watch the storybook together.
- Assignment : Each student chooses the best video and record reply or give a recommend heart.

Dong-hee's

Name:   Dong-hee, Yoo                                                      Grade Level: Grade 6

Textbook/Chapter   대교 / 6-1-1. What grade are you in? 
Language Skills: Reading, Speaking

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

Students will read a storybook about ordinal number.

Procedures & Materials

1. Motivation

-Singing a song : Monday song

- Recalling the Key-Words

- Sentencing the objectives

2. Development

Pre-Reading

- Guessing game ; Draw a picture with Zoom 주석작성

- Vocabulary Check ; PPT

While-Reading

- Giving student a role by the colors

(Red: ___, Yellow: ___, Blue:___, Green:___, Purple:____, Orange:____, White:__)

- Reading with the students

After-Reading

- Read by themselves ; Read aloud while fill in the blank in Nearpod

- Checking with the quiz ; Kahoot

Q. What is the title of the story? Q. What was the “Something”?

Q. Who said “Elephant”? Q. What number was the white mouse? Q. What color was the first mouse?

Q. What number was purple mouse? Q. What color was the sixth mouse?

Q. What did Orange mouse say it was? Q. Who went on Tuesday?

Q. Who said “It’s a spear.”? Q. What grade does Dong-hee teacher teach?

3. Comments

- It was kind of challenge for me to manage students through the on-line class.

- I tried to make a lesson that can stimulate students real-study.

6th Grade, Comparative Sentence

Teaching Demonstration - 6th Grade, Comparative Sentence

YBM / Lesson 10. Emily is faster than Yuna.

Learning Objective:  

By the end of this lesson the students should be able to speak and write the comparative sentences about some topic.

Materials/Tools

Google Slides and PPT (Speed Drawing Quiz)
Padlet
WordArt
Speed Drawing Quiz worksheet
Procedures

1. Looking at the Optical illusions

2. Checking today’s Objectives and review comparative adjectives.

3. Making Comparative Chain

Make a group of 4 and choose who will start. The 1st student make a comparative sentence about a topic. Then the next student has to link the second noun in student 1’s sentence to form a new sentence chain. And keep making this chain until time’s up. There is important rule to keep. You can’t reuse any of the comparative nouns and adjectives.

4. Write as many comparative sentences as possible on Padlet.

<ICQ>

Q Do you make the sentences alone?

Q. How many sentences do you need to make?

Q. Where do you write your sentences on?

Q. When review together, what would you do  if you found same sentences from the other team?

5. Speed Drawing Quiz
In this game, each student needs to write the comparative sentence looking at your team’s drawing.  #1 student close your eyes and put your head down on the desk. The other members take turn drawing about the sentence.You can draw only for 5 seconds and then pass the paper and pen to the next student. When time’s up, #1 student will sit up and write the sentence based on the drawing of your team.No talking is allowed while writer is writing.

<ICQ>

Q. What will the first writer do when game is started?
Q. For how long can you draw?
Q. After finishing drawing for 5 seconds, what will you do?
Q. Can you write any letter along with the drawing?
Q. Can you give some hints to the writer?
 

6th grade Cheon Jae(Ham) chapter 12. I’m faster than you.

TEACHING DEMONSTRATION LESSON PLAN

Name: Jae-jung, Kang                                                 Grade Level: 6th grade

Textbook/Chapter  6th grade Cheon Jae(Ham) chapter 12. I’m faster than you.

Topic/Lesson Title: Cheon jae(Ham) chapter 12. I’m faster than you.

비교하는 표현으로 동물을 비교하고 문화의 다양성에 대해 생각해 봅시다.

Students can write comparative sentences and understand culture diversity.

Source of Inspiration/ Experimental Goal

Hangman Bingo, Sentence elimination, understanding culture diversity at closing of the class

Language Skills:Comparison expression with Comparative adjectives

(smarter, bigger, stronger, faster, older, taller, longer, better, than)

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

비교급 표현으로 동물을 비교하고 문화의 다양성에 대해 생각해 봅시다.

Students can write comparative adjective sentences and understand culture diversity.

Teaching Development Goals: (What do you hope to learn and/or accomplish as an educator?
                                                     Which criteria will you be focusing on improving)

Using natural classroom English, Clarity and efficiency of giving instructions and

presenting presenting information, Experiment new activity(Hangman Bingo, Sentence elimination),

Give lesson of culture diversity.

Materials/Tools

PPT, Whiteboard for hangman bingo, worksheet and English note paper for sentence elimination

Activity 1. Hang man, Tic-Tac-Toe

Activity 2. Sentence Elimination

G6 L11. You have to wait in line.

Goal : To speak and write about jobs that they want to be using expressions of obligation; have to.


  1. Intro : Review
Using some interesting laws that contain obligation 'have to' from all over the world, Students(ss) answer the riddles below at each pace with Nearpod.
Material : https://drive.google.com/open?id=1SU-zplEuIv7HDr1483N9yTkG_ta0bzYw
After that, elicit what they're going to learn today.

  2-1. quiz quiz trade
Students play a game where they guess jobs from clues that contain expressions of obligation (have to). There are five clues for each job. The first clue is quite difficult and the last clue is very easy. The student reads out the first clue on the card to their partner. Their partner listens to the clue and guesses what the job could be. If the guess is incorrect, the student reads the next clue and so on. If their partner correctly guesses the job, he or she gets the number of points indicated next to the clue. The two students then swap roles. Make sure that they should read out loud only one clue at a time.  

Material : https://drive.google.com/open?id=1mzq2-jRodkMQ9l-Rr6nlygBONAheMMYg


  2-2. brainstorm
Put SS into a group of 4. Using 'popplet' website, ask SS to discuss and brainstorm a couple of obligations on what they want to be in the future which is they already learned at the very beginning of the grade. Make sure they put 'have to' in the brainstorming. In the middle is a box saying 'what do you want to be?' First, they add some boxes around the first one and put their dream jobs in there. Next, they make sentences about what they must do or be if they want to be successful in a particular job. 


  2-3. Write
They write the obligations about their dream jobs on the worksheet checking what they've done in the 'popplet'.
When they have finished, demonstrate that they're going to play 'quiz quiz trade' next time with their own writings.

Transportation directions

Topic/Lesson Title

Transportation directions(E6)

Lesson 10. How can I get to the park? (5/7)

Source of Inspiration / Experimental Goal

• Simple diagnosis tool for the differentiated lesson (Students will get different worksheet by their level.)
• Building each student’s conversation using realia. (in their level - differentiated lesson)(Students will make their own conversation with their partner. Each students will have different topic to speak. By themselves, they will give directions to their partner.)

Learning Objective (What will learners know or be able to do after your lesson?)

• After this lesson, students will be able to give a transportation directions to somebody who don’t know.
• Specially, they need to make their own transportation directions for an event.

Detailed Procedure

Activity/Time	Details	TEE Language Used
Review the topic and learn new expressions (5’)	Talking about what we are learning	Today, we are going to learn a new word and write something. Let’s think about an expression that we learned last time. I want to get this park but I don’t know what to do. Can you make the question? (Debriefing last lessons)
	Reviewing last learning : “Transfer (to)”	To get to the park, I need to take a bus and a subway. You can call this action “transfer (to)”. Let’s practice using this word. If you will take a bus first and you will move to a subway right after the bus, you will say “I take a bus and transfer to the subway.” Let’s practice how to giving direction using the word “transfer (to)”.
Level test for leveled writing (5’)	Log in to the quizizz and do the test	Log in to the https://quizizz.com/join/ page, and enter the game code. Use your real name, not a nickname. It is an individual activity. So please do it yourself. There are 10 questions about what we learned in this chapter After the game, review questions that you guessed incorrectly.
		<ICQs> Q. How many questions will you get? (10 questions.) Q. Will you do this with your partner? (No, I will do it alone.) Q. What should you do after the quiz? (Review the questions.)
	Find their level	Let’s check the answer that you guys answered incorrectly (Teacher will check the answer with low accuracy.) Teacher will give you an envelope. In the envelope, you can find a ticket. Take it out from the envelope and find out where you need to go. After that, find a way to get there using the subway map. Today we will use only subway.
Meet their partner and find the answer (10’)	Each pair will find out transportation direction for their event.	Find your partner who has the same ticket. With your partner, discuss how to get there. Choose a way, and practice  explaining the directions to others.
		<ICQs> Q. What transportation will you use today? (Subway) Q. What will you do with your partner? ( Discuss how to get there.) Q. What should you practice with your partner?     ( Transportation direction)
Guided writing / leveled writing (5’)	Writing an invitation	Take out an invitation card from your envelope. Write a card to your friend or family. (Ss will take an invitation card from the envelope and write a card.) <Examples of invitation> Invitation There is a concert on July 17th. I want to go there with you! Let’s meet at Jangsan station at 7:00 o’clock. To get there, follow these directions. Go to Namsan station. Take subway line 1 to Seomyeon station. Transfer to subway line 2. Take subway line 2 to Jangsan station.

Materials/Tools
1. PPTs

      

     2. Diagnosis tools for students (Quizizz)
3. Differentiated worksheets in four levels (1 to 4)

  4. Tickets

5. Subway map