Group 1 1 Outline I. Class Design A. Background information B. Teaching goals C. Teaching methods D. Grading System E. Assignments F. Syllabus G. Activities H. Problems Ⅱ Detailed Introduction of Lessons . A. Class time B. Course goal C. Course description D. Teaching methods E. Activities F. Assignments G. Problems Ⅲ Syllabus . Ⅳ Conclusion . Ⅴ Work Distribution . Ⅵ Works Cited . Group 1 2 Class Design Monster Spring 2003 •Class Time: 1 hour/class; 2 classes/ week •Class Size: 10 children •Student Level: English beginners (7-8 years old) Teaching Goals •Creating a native-like environment for English Beginners to get used to English naturally. •Let children learn the basic and practical vocabulary; encourage them to practice in their daily life . Teaching Method •Direct Method: With “no Chinese” policy, L2 learners are directly exposed to English; Listening is the primary skill. •TPR (Total Physical Response) is also applied during the whole class. •Vocabulary will be repeated as many times as possible through activities and games. Teaching Method •Vocabulary focuses on noun and adjective, prepositions are also included. •Vocabulary teaching- 1. providing pictures, gestures and objects while introducing words. 2. Some basic sentence patterns will be introduced after teaching new vocabulary ;learners will know how to apply words in discourse. •Parents are encouraged to interact with their children in English after class. Group 1 3 Grading System •The individual grade is judged by performance in class activities and assignments. •Teachers give oral encouragement and stickers when children perform well in class. NO PUNISHMENT ! •Colloquial errors will be corrected immediately . Assignment •On-line practice •Teachers will call each student once a week to do oral practice. •Drawing pictures and other non-writing assignments may be required. •In Alphabet teaching, writing assignment is required. Syllabus •In the first 7 weeks, teachers only focus on speaking and listening skills. •Alphabet teaching will be taught in the last section, and teaching will combine letters with most of the vocabulary that are learned. Activities •Activities will combine what are learned in previous class (ex. color+number). •Most of the activities are in group competition. •Prevent using the same activity frequently. Problems Group 1 4 •Because of the “ No Chinese” policy, children may have difficulty understanding teachers’ directions and explanation. It’s hard to get full attention. •Some parents are not able to afford computers. •Two-hour course a week is not sufficient to give children a proper environment. •Children cannot respond in complete sentences. Group 1 5 Lesson Introduction Lesson 1 Who Are You Class Time: 2/18, Tuesday. One hour lesson. Course Goal: 1. Introduction of the environment makes students get familiar with the surroundings, teachers, classmates, rules and teaching materials. 2. Make sure that each student has an English name. 3. Let students listen to English and get acquaint to that environment. Course Description: this would be a brief and easy class. There might be lots of parents in classroom to get familiar with the whole class, and of course, they are welcomed. And we would use English to introduce ourselves and the whole environment, such as, materials, textbook, equipment, and class rule. The syllabus would be introduced and then the students will be asked to introduce themselves. Teaching Methods: firstly, the parents are welcomed for that students might feel very uneasy and uncomfortable in a new environment. Therefore, the parents might ease the nervousness of children, and also, the parents would be asked to understand what students are going to learn in this class so that they would have better interaction with children in learning English in the future. Then the students are asked to introduce themselves; at this part, students are allowed to use Chinese as a exception. Assignment: no assignment for the first two lessons. Group 1 6 Lesson 2 Greeting Class Time: 2/21, Friday. One hour lesson. Course goal: 1. Teaching student the greeting phrase or short sentence to let children get used to the English-only environment more smoothly and quickly. 2. Let students learn the basic greetings to minimize their fear of English and give students the opportunity to really use English at the beginning. 3. Train students the basic manner of daily life in English. Course Description: teachers would teach students three sentences of greeting: How are you, Good, and Thank you by using a short play with a lot of gestures and exaggerate speaking. The reason why greeting sentences would be taught here (in vocabulary lessons) is that in each of the following classes, teacher would use these sentences as daily in-class conversation. Like teacher might give student something and student is trained to able to say “thank you” in response. Therefore, under the “No-Chinese” policy, teachers have to try their best to make students understand what they are saying. Teaching Method: 1. a short play: one teacher would wave her hand and say “How are you?” loudly with a big smile. Another teacher would reply “Good!” to her with a big smile in the gesture of 讚. 2. Another short play: a teacher pretends that her pencil falls on the floor, the other teacher picks it up for her. And the first teacher would say “Thank you” with appreciation. The second teacher could reply “No problem” with gesture of O.K. Group 1 7 3. The teachers would repeat these sentences and call students to do some role play. This is another time to review the names of students again and let them get familiar with each other. Teaching materials: a pencil or anything for students to practice the falling and picking up part mentioned in the previous part. Activities: 1. a little role play (the same as what teachers did in demonstration). A student would wave her hand and say “How are you?” with a big smile. Another student has to reply “Good!” to her with a big smile. 2. another short play: a student pretends that her pencil falls on the floor, the other student picks it up for her. And the first student has to say “Thank you”. Assignment: there are no assignments in the first two classes. Problem: students might feel a little confused about what is going on, for that they are not quite familiar with the language yet. Group 1 8 Lesson 3 What is it? (Body Fruit Stationery Animal) Class Time: 2/25-3/11. totally 5 hours. Course Goal: I. To encourage young children to be curious to learn from their daily life, and the simple sentence pattern, “What is it?” opens the window of the wonderland for them. II. The first step for children to know the world is to know themselves, so features are introduced firstly. Course Description:2/25- In this class the first sentence pattern, “What is it?” will be taught; children are supposed to capable of applying every word with this sentence. The class time will be divided into three parts. Firstly, features are introduced. Children shall not only understand meanings of those features but also know the right position of them. And then an activity is used to help children to make a quick review of those learned features. At last teachers have to announce the assignment and make sure that they make themselves understood exactly. 2/28- The class time will be divided into three parts. First, teachers shall provide a show time for children to share their special masks. And then teachers will move to the main topic to explain names of body parts. In order to make children be more familiar to those nouns, the body song will be taught. By the repeating lyrics children can memorize those names more easily. At last teachers have to remind children that teachers will call them later to review this week’s class. Group 1 9 3/4-The class will be divided into two parts. After greeting teachers carefully explain names of fruits which are usually eaten in daily life. In order to help children to get the exact meaning of words sonly, the real objects shall be used. And then it is time to test if children really understand those words. The activity is called “go fishing.” Children have to pick up the correct picture of the fruit announced by the teacher. 3/7- Today’s class will be divided into three parts. In the first period teachers will introduce a new topic about stationery, and provide children chances to applying those words into the sentence above. And then children will review the vocabulary through an exciting game called “Back to back.” After that activity teachers have to remember to remind children tonight is reviewing time on telephone again. 3/11- Today’s class will be divided into two parts. In the first period teachers will introduce a new topic about animals, and provide children chances to applying those words into the sentence above. And then children will review the vocabulary through an exciting game called “Back to back.” Activity: Drawing Your Face—every child will be given a sheet of paper which is a face-shaped, and they shall draw features on it according to teachers’ instructions. Let’s Sing a Song—the simple lyrics of body song cover all names taught in class. When the music is playing children have to point out the part mentioned in the lyrics, and also yell it out. Go Fishing—numerous magnetic pictures of kinds of fruits are spread on Group 1 10 the ground. Every child will get a fishing rod, and they are divided into two groups. Every time the teacher will yell out a name of fruit, and children have to catch the matching picture. The faster the group catches right pictures will be the winner. Back to Back—children will be divided into two groups to have a competition. In every run of the game each group shall assign a representative. Those two representatives have to stand back to back, and then they will be give two different real objects of stationery. After teachers count 1 2 3 those two have to turn back immediately. When seeing the objects holding by the opposite group they shall yell out the name of it at once. The faster one will be the winner. Assignment: 2/25-Children are asked to make a unique mask with features and on 2/28 they shall bring it to show. 2/28-Teachers will call children and help them to practice the vocabulary learned in this week. 3/7-Teachers will call children and help them to practice the vocabulary learned in this week. Problem: Children cannot concentrate on things for a long time and they may have difficulties understanding what teachers say. Therefore it is effective for teachers to have various tones and use more body languages to appeal children’s interest. Some children might be shy or afraid of showing their unique mask in front of other classmates. At this moment teachers have to be more patient to encourage those children to be brave and confident. Children are always eager to win in every competition. However, no one can be the winner all the time; they may not be able to admit themselves beaten. It is really a good chance for teachers to teach children not to take the result too seriously. Group 1 11 Lesson 4 How many__? (Color+Number) Class Time: 3/14-3/25. totally 4 hours. Course Goal: teaching students the new sentence pattern and new vocabulary for children to actively use them in both new and learned sentences. Course Description: teachers would teach the sentence pattern: “How many_?”, and new vocabulary in numbers (1-10) and colors (Red Pink Green Black White Yellow) to applied together in learned and newly-learned sentences. And many activities would be applied in the lesson. Teaching methods: in order to have a further use of what children have learned. The numbers and colors are taught here. The teacher would apply the sentence: how many…? And students have answer like: three apple(s) instead of just recognize apple. What is important is that the plural form would not be introduced here for that students might get confused about the grammatical problem. Activities: 1. 支援前線—the class will be divided into two groups. Both groups are given some materials like fruits and cards of learned pictures. And the teacher would give orders like: I want two blue pencils and three red apples. Then the quicker group which could find out things to match the order will be the winner. This game will help students practice number, color and nouns learned before. 2. Bingo Game—each student is given a bingo form in which there are four colors with two kinds of animals and fruits. Every sheet would have different order of patterns. Then, students choose a pattern in turn, the called patterns would be connected and the one who first has three Group 1 12 lines(---or I or /) wins. Problem: there are many learned words and students might mix up some vocabulary. And the plural form is not taught by teacher, however the pronunciation plural form of teachers might sometimes confuse children. Students could just ignore that part and just listen to the sounds. After all, these grammatical forms would be taught sooner or later. Group 1 13 Lesson 5 Prepositions Class Time: 3/28-4/4. totally 3 hours. Course Goal: teaching students the basic prepositions: on, in, between, and under. Teaching Method: In the first class of this lesson, teachers can use pictures to let students know the meaning of these prepositions. Teachers must repeat as many times as possible to let student remember the pronunciation and meaning of these words. Besides, teachers still provide twenty minutes activity like “tapping cards that fit teacher’s direction” to make students be familiar with these prepositions. In the second class of this lesson. Teachers will introduce the question sentence “where is ___?” Like the way that is used in the previous class, teacher will combine the already-taught prepositions and nouns to make students understand the meaning of “where is ___?” If teacher asks “where is ___?”, students must be able to answer. Then, students can be divided into two teams to have activities to practice “where is ___?” Students are given the same three cards, and they can put cards in their own way. However, they must use “on”, “under” or “between”. One team asks the question “where is ___?” and the other team can guess the answer for three times. Then two teams can take turns to ask and guess. Through this activity, students will be able to fully exercise the “where is ___?” sentence pattern. In the review class, teacher should give activities that include most of the nouns (color, number, animal and fruit) taught in previous class. “Wow! So tall” is one activity for instance. Students are divided into 2 groups. They are given 30 blocks (number 1 to 10 in 3 colors). Teachers give directions about preposition ( on, under, between), repeat it again, and the team who puts more blocks in correct order wins!!! Group 1 14 Lesson 6 Alphabets Class time: 4/8-4/25. totally 6 hours. Course goal: teaching student to recognize the alphabets and review the vocabulary they have learn. Teaching method: 26 alphabets would be divided into 5 classes, which means teacher only teach 5 letters a time and it’s because students are too little to memorize so many letters a time. First of all, teacher would show the letters they are supposed to learn in this class and then help student to know the pronunciation and recognize the letter. Teacher should ask student to repeat the letter as many times as possible in order to be familiar with the letters. Later, teacher would provide some activities to help students memorize the alphabets. In review class, students are supposed to be familiar with 26 alphabets and teacher would first lead students to read the alphabets. Then, by playing games, teacher can examine if students already know all the alphabets. if teacher find students can’t recognize 26 alphabets and teacher should quietly do the review again. Teaching materials: word cards and everything that games need. Activities: “Touch and Say” — students are divided into two groups and follow teacher’s direction to touch the word card and speak out the letter. From this game, student can recognize the letters. “Big Wind Blow”— students would be given the word card and arranged to sit in a circle. One person should stand in the middle and speak out a letter. People who get the letter should change the seats. The one who doesn’t get seat should sing a song in front of the class. Group 1 15 “Memory” — students are divided into two teams and are given numbers. Teacher would say a letter like “J” and call the number. The two who are called should speak out the letter before “J” and after “J” like “I J K”. The one who is faster get one point for the team. From this game, students can be familiar with the alphabets and the order. Assignment: After each class, students are assigned to practice the letters in their work book and do the review on line. Group 1 16 Monster Spring 2003 Date Topic Activity Vocabulary 1 2/18 T Who are you? 2 2/21 F Greeting How are you? Good! Thank you. 3 2/25 T What is it? (Body I) Drawing Your Eye Nose Face Mouth Ear 4 2/28 F What is it? (Body II) Let’s Sing a Hands Foot Song Head Leg 5 3/4 T What is it? (Fruit) Go Fishing Apple Banana Orange Cherry 6 3/7 F What is it? (Stationery) Back to Back Table Pencil Chair Book 7 3/11 T What is it? (Animal) Back to Back Dog Elephant Cat Zebra 8 3/14 F How many__? (Number) Slam Cards One Two Three Four Five Six Seven Eight Nine Ten 9 3/18 T How many__? (Number+n.) 支援前線 10 3/21 F What is it? (Color) 人骨拼圖 Red Pink Green Black White Yellow 11 3/25 T Review (Color+Number+n.) Bingo 12 3/28 F Where is it? (Preposition+Color+n) Building On Under Blocks In Between 13 4/1 T Adjectives Big Wind Big Small Tall Blows Short Hot Cold 14 4/4 F Review 15 4/8 T Letters (ABCDE) Apple Book Cake Dog Elephant 16 4/11 F Letters (FGHIJ) Fruit Green Hands Ice cream Juice 17 4/15 T Letters (KLMNO) Kite Leg Mouth Nose Orange Group 1 17 18 4/18 F Letters (PQRST) Pencil Question Rain Seven Ten 19 4/22 T Letters (UVWXYZ) Umbrella Violin White X-ray Zebra 20 4/25 F Review Your Name? Alphabet + Names Conclusion We spend a lot of time on this presentation, and most games and activities are original from our own idea. To make our course plan be more convincing and interesting, we collected every member’s opinions and unified them as a whole. That is what you could see now—a masterpiece made of blood and tears. Fortunately the whole working process is very smooth, no arguments or complaints. We just set an ideal age for teaching , and then time, goal, content and so on. The ideas just flew out, and even this is a time-consuming hard work, the discussion is joyful and pleasant. However, the teaching plan is good but not perfect. We still find out many problems that we may encounter in teaching, and we listed them in this project. And we also provide some tips to overcome these problems. Also, some tips of teaching are given in the project for teaching the combination of sentence pattern and vocabulary. We hope that readers could apply what we design in this paper and enjoy the fun of teaching. Group 1 18 Work Distribution Presentation Work Distribution Cindy—background information+ teaching goals +syllabus Nico—teaching methods+ activities Crystal—syllabus+ problems Stephany—assignments+ grading system+ activities PowerPoint made by all members Project Typing Work Distribution Cindy—Lesson 5 Nico—Lesson 6 Crystal—Lesson 3 Stephany—Lesson1,2,4 排版 美工 Discussion by all members.
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