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Carol Tsou / Ding-Pu Elementary School
《ABSTRACT》
The following is the procedure and lesson plan of an English teaching demonstration on June 28, 2023. It offers the idea of combining the textbook and some extra electronic material into an English class.
Introduction:
It was our turn to give the opening teaching class at Ding-Pu Elementary School. Being entrusted with this responsibility, I embarked on an interesting journey to create a memorable learning experience for the students of grade 5.
Designing the Lesson:
To make the opening teaching class at Ding-Pu Elementary School engaging and memorable, I decided to incorporate a creative storytelling approach that utilized the four sentence patterns the students had learned. Drawing simple illustrations to accompany the story, I captivated the students' attention and prepared them to answer questions later. As I narrated the story, the students listened attentively, their faces filled with curiosity and excitement. The use of visuals and storytelling allowed them to easily comprehend and remember the details, while also reinforcing their understanding of the sentence patterns.
Drawing inspiration from a previously taught lesson on transportation around the world, I utilized teaching aids and materials I already had on hand. This allowed me to focus more on the delivery of the lesson and ensuring active student participation.
To encourage collaboration and teamwork, I designed a worksheet activity where students worked together to draw a poster depicting different modes of transportation, which is based on the flying tickets they drew by lot. This not only reinforced their learning but also fostered a sense of unity among the students. Additionally, I incorporated technology into the lesson by utilizing an iPad game called "Quizlet" for vocabulary review, making learning enjoyable and engaging.
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| I tell a story to review the sentence patterns we’ve learned. |
I ask students where the country is on the world map. |
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| I lead the students to learn more about the main content of this unit. |
The team members have to use the target sentences to make a poster. |
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| Teams go on stage, read and share their posters. |
Students pass the iPad, play Quizlet to review what they’ve learned today. |
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Lesson Plan |
| Topic |
Culture: Transportation Around the World + Review |
| Teacher |
Carol Tsou 鄒可柔 |
| Students |
5th-grade students頂埔國小五年丙班 (25人) |
| Vocabulary |
cable car, sled, ferry, camel, Switzerland, Greenland, Hong Kong, Egypt |
| Sentence Patterns |
How can we get around/ get to the mountain in (place) ?
In (place) , I/We can get around/ get to the mountain by _______. |
| Teaching Material |
word cards, picture cards, posters, worksheets, PPT. |
| Objects |
Students will be able to:
1. Recognize, Speak, Read, and use the target vocabulary.
2. Use the sentence patterns:
“In _______, I/We can get around/to the mountaintop by _______.”
3. Do the activity with words and sentences they have learned.
4. Write the worksheet based on the lesson and share with others. |
| Procedure |
學習表現 |
核心素養
學習內容 |
Warm up: (5 mins)
1. Greet the students.
2. Tell them about a story to review the sentence patterns we've learned.
*What's your favorite subject? My favorite subject is ________.
* What do you do after school? I usually _________ after school.
* Where are you going? I'm going to __________.
*How can you get to _______? I can get there by __________.
3. Ask three questions about the story.
4. Introduce today's topic: Culture: Transportation Around the World
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1-III-6
1-III-7
1-III-8
1-III-9
2-III-5
2-III-6
2-III-7
3-III-9
5-III-4 |
英-E-A1
英-E-A2
英-E-B1
B3
Ab-III-5
Ac-III-4
Ad-III-2
B-III-2
C-III-1 |
Presentation: (15 mins)
1. Show the world map, ask "Where is Taiwan?" (Mark Taiwan on the map.)
2. Show PPT "This is my FB page. What do you see?"
(I am riding a scooter. So, in Hsinchu, I can get around by scooter.)
3. Show PPT. "This is my friend, Amy. She is in Switzerland."
4. Ask "Where is Switzerland?" (Mark Switzerland on the map.)
5. "What do you see on her post?" "What is it?" (Cable car)
6. How do you spell it? Ca-ble car. (Put cable car picture beside Switzerland.)
7. Introduce other words in the same way.
(Teddy) Greenland-sled, (Molly) Hong Kong-Ferry, (Bob) Egypt-Camel
8. Let's read Amy's post.
I am in Switzerland. It's fun to ski in winter.
There is snow all over the mountain.
I can get to the mountaintop by cable car.
9. Show the sentence: I can get to the mountaintop by_________.
10. Show the question: How can you get to the mountaintop?
11. Introduce other transportation tool and the sentence and question:
I can get around by_________. / How can you get around in ________?
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1-III-6
1-III-7
1-III-8
1-III-9
2-III-1
2-III-2
2-III-5
2-III-6
2-III-7
2-III-8
2-III-9
3-III-5
3-III-9
5-III-3
5-III-4 |
英-E-A1
英-E-A2
英-E-B1
Ac-III-3
Ac-III-4
Ad-III-2
B-III-2
|
Practice: (10 mins)
1. Use the sentence and cards to do the drilling. [Reading/listening/speaking]
2. Let the students practice the question and answer by peers.
3. "Let's do an activity."
Divide the class into 2 teams.
4. Show how to play: [unscramble the sentence.]
*Teacher shows a flag. The class ask the question.
*Each team has to use the cards to make the sentence.
*The team members have to raise their hand and say the sentence.
"In (places) , we can get around/to the mountaintop by _______."
5. "Let's do another activity." [Reading/listening/speaking/writing]
Explain how to do: draw a ticket and do the poster.
--Teacher put the 4 places on the ground.
*Ask one student to pick a fly ticket
*The student fly to the place and say "We are in (places) ."
*The team members have to use the sentence to make a poster.
*"In (places) , we can get around/to the mountaintop by _______."
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1-III-6
1-III-7
1-III-8
1-III-9
2-III-2
2-III-6
2-III-7
2-III-8
2-III-9
3-III-9
4-III-1
4-III-2
4-III-3
4-III-4
5-III-9
5-III-10 |
英-E-A1
英-E-A2英-E-B1
英-E-C2
英-E-C3
B3
Ab-III-1
Ab-III-5
Ac-III-3
Ac-III-4
Ad-III-2
B-III-2
C-III-2 |
Production: (5 mins)
1. Encourage them to go on the stage.
2. Guide them to read and share their poster.
3. Ask the other students to give some feedback. |
4-III-1
4-III-2
4-III-3
4-III-4
5-III-10 |
英-E-A2
英-E-B1
Ab-III-1
Ad-III-2
B-III-2 |
Wrap up: (5 mins)
1. Pass the iPad, play Quizlet.
2. Return the iPad and ask the students to give some feedback. |
1-III-6
2-III-6
5-III-4 |
英-E-A1
英-E-B2
英-E-C2 |
Reflecting on the Experience:
Following the opening teaching class, I had the opportunity to receive valuable feedback from the other teachers, especially Teacher Lisa. She offered some insightful advice that will undoubtedly enhance my future teaching endeavors. One crucial suggestion was to have faith in my students' abilities and to gauge their understanding by posing more questions. When the teacher poses questions in English, students can respond in Chinese, which also helps other students who may have a lower proficiency level to understand the class content. This approach would ensure that every student grasped the concepts effectively.
Teacher Lisa also recommended modifying the presentation format, suggesting that each team could share their posters one by one instead of having all the students go on stage simultaneously. This adjustment would give each group a chance to shine and receive individual recognition for their efforts.
Furthermore, I learned that simultaneous reading and worksheet completion could reinforce the students' comprehension and retention of key vocabulary. By incorporating this approach into future lessons, the students would have a better grasp of the subject matter.
Looking forward, Teacher Lisa proposed an exciting idea for future lessons: allowing the students to use iPads to design their dream travel destinations on a world map and encouraging them to explore the internet to gather information about the transportation they would require. This creative and interactive activity would not only enhance their technological skills but also foster a sense of curiosity and independence.
Conclusion:
Giving the opening teaching class at Ding-Pu Elementary School was an enlightening experience. Through the constructive feedback and suggestions from the other experienced teachers, I gained valuable insights that will undoubtedly shape my teaching practices for the better. I am grateful to everyone who contributed to this memorable journey and look forward to implementing these learnings in my future lessons, ensuring an engaging and effective learning environment for all my students. |
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