Preface-Why we have the demonstration

One and half year ago, the EnglishAdvisory Group in Hsinchu City drew lots for elementary school English teachers in Hsinchu City to determine the order of class observation. All the English teachers of Advisory Group and English teachers from schools take turns going to the classes of each school to watch the teachers practically implement the curriculum. Teachers also observe the interaction between students and teachers. After each demonstration, teachers have a discussion one anotherand they give compliments and suggestions to the teacher in the front. Everyone has learned a lot from this experience.

Things about the demonstration

This article is a lesson plan before an English teaching demonstration. It includes a unit from the textbook of grade six. It contains the vocabulary and sentence patterns, and the story from the textbook. In addition to these daily items, in order to meet the core competency or literacy, the teacher also teaches a lot of things, including dealing with the word by the classroom rules, reading and listening from our life by ICRT NewsLunch Box. Good sentences for blessing from an English song, “Have it all.” The following is a complete plan for this demonstration.

Activity I: Scoring System(Color magnets & Lucky Spinner)

Objective: To give points and to help studentsget more motivation to learn
Materials needed: 1. wheel of names (google website) 2. Color magnets
Steps:
1. Divide the class into teams
2. Whenever teams win points, they can choose the colors they like.
3. In the end of the class, the teacher spins the wheel and see who has the most magnets of the lucky color.

Activity 2: Classroom rules

Objective:
1. Help them deal with the world
2. Remind them to be a better one.
Materials needed: ppt
Steps:
1. The teacher asks students, “What are the three classroom rules?”
2. Ask them to spell some key words.

Activity 3: Self-introduction

Objective:
1. Help students to show themselves in the front.
2. Review the sentence patterns from what they’ve learned in grade five.
3. Hunt for some candidate of the Golden Bamboo English Speech Contest
Materials needed: Homework book
Steps:
1. The teachers make an easy speech.
2. All the sentences are from the textbook when they were in grade 5.
3. Show Ss the self-introduction slide
4. Have the whole class read together (They need to say their own answer loud)
5. The assigned student goes to the front and read aloud.
6. After he finishes the reading, the teacher will ask the whole class, “Tell me something about him.”
7. Students from each team raise hands to say things about him.(The teacher may assign a number to stand up and say things about him.)
8. The teacher should pay more attention to the third person singular’s mistake. For example, students sometimes say, “He don’t like apples.” It’s a good chance to train them to check their oral grammatical mistake.

Activity 4: Lyrics Training

Objective:
1. To learn the rhyming words
2. To learn somegood words from a good song
3. To speed up and sing the song well
Materials needed: lyrics pasted on the book or ppt (colors for rhyming words)
Steps:
1. In the first week of the semester, everyone got the sheet of the song, “Have it all” and pasted it on the last page of the student book.
2. Teach only one sentence in each class.
3. Today is the tenth class. It means they have learned from line 1 to 10.
4. Show the lyrics line by line.
5. Sometimes show them the lyrics after they read the sentence for challenge.
6. Ask them, “which word rhymes with _____?”

Activity 5: ICRT Quiz and Record sheet

Objective: 1. To help students learn more about outside reading and practice more
listening.
2. To learn some deeper ideas extended from the textbook.
3. To sharpen students’ listening skills.
4. To broaden students’ reading experiences.
Materials needed: ICRT record sheet on students’ communication book, ppt (Q/A)
Steps:
1. At about 12:10 every day, one of the English helpersin G6 classes will help play the ICRT listening program, and the other helper will switch the screen and let everyone see the whole text.
2. With the record in their communication book, students need to take down three key words, new words or important words on the record in English and Chinese.
3. Teachers will check the record every two weeks.
4. In English class, the teacher will choose one article each time and ask them to answer the questions.
5. Students take out their record, read the questions, write down the answer, write down one key word for each question, raise hands to answer the questions, check your own answer.

Activity 6: Listen, Fold it and Show it!(Vocabulary)

Objective: For reviewing the spelling the recognizing of the vocabulary
Materials needed: one piece of A4 paper, a marker
Steps:
1. A4 paper, Fold 3 times.
2. Listen, take turns writing down the spelling of the food.
3. Listen to T’s associative hints.
4. Fold it! Hold it up. Show it.
5. Flatten the paper. Try again.
Rubrics:
1.The first correct team: 1 point

Activity 7: Unscramble the sentences

Objective: To practice the sentences
Materials needed: ppt games, a writing board, a marker, an eraser
Steps:
1. Take out the marker, board, and eraser
2. Numbers take turns writing the sentences on the mini white board.
3. Hold up the board when you finish writing.
Rubrics:
1. The first correct team: 1 point

Activity 8: Victor’s Choice
Objective: To make a better and correct choice for Victor (It’s a combination issue
from Health Education)
Materials needed: 1. A worksheet of a healthy plate (Homework from last time)
2. A worksheet of rephrasing the story (Pair worksheet)
Steps:
1. In the previous class, the teacher has played the e-book and give students a piece of question-and-answer worksheet to get the comprehension of the whole story.
2. This class, the teacher asks some important questions about the story to help students recall the plots.
3. In the story, when Harry asks Victor, “What would you like to eat?” Victor answers, “I’d like some French fries and fried chicken.”
4. The teacher asks, “Are they healthy food?” The students answer, “No.”
5. The teacher asks, “Why are they not healthy food?”
6. The key to the answer is, “In the Food Pyramid, we don’t need so much oil or fat.But French fries and fried chicken need a lot of oil. That’s why we need to make a better choice for Victor.”
7. The teacher asks the whole class,” What is your healthy food plate or food choice?”
8. The teacher wants the whole class to help Victor make a better choice.
9. The students take out their homework to share what they have done to make a heathy plate.
10. The teacher rephrases. the story of Victor’s Choice into a newparagraph.
11. Two or three students in a group to discuss 2 kinds of healthy food to fill in the blank for Victor again.
12. Before the pair discussion, the teacher gives a whole complete example to the class.
13. The teacher gives the class a set of her healthy choice for Victor.
14. Whole class practice: The teacher can be Role A, the whole class can be B.
15. Practice: pair work. Each pair will have a piece of worksheet.
16. Number 1 and 2 work together. Number 3,4 and Number 5 work together.
17. Because Number 5 is the lower achiever in the team, he or she can follow the direction or be the echo of number 3 or 4.
18. The teacher walks around to help the pair’s practice.
19. Production: Show time! The teacher askspairs to the front.
20. The teacher can remind the students to make some exaggeration or add some interesting facial expression for the sentences.
21. Evaluation for the pair’s oral reading:

Activity 9: Scoring System (Color magnets & Lucky Spinner)

Objective: To reward the winner, and give some luck to the other teams
Materials needed: 1. wheel of names (google website) 2. The teacher’s Stamp
Steps:
1. In the end of the class, the teacher spins the wheel. There’s a lucky color.
2. Give stamps to the teams which get the most points and lucky color magnets.

Conclusion-How we continue the demonstration

We always get pressure from things we need to do in our everyday life. However,preparation and teaching experienceis the accumulation and nutrition of all the pressure and efforts. Although the process is not so easy, it will leave a good memory inside my mind.
It’s the second year we go to all the thirty schools’ English classrooms to enjoy the teaching and share the learning. We will keep on going and hopefully obtain a lot from everychance.