3unity's Blog

Phil’s Lesson Plan (Unit 4)

3unity — Mon, 08 Jun 2009 16:53:02 +0000

1^st Class	Time	Procedure	Material
Warm-up Q&A	10 min	1. Ask students some questions about colors, such as “What colors do you like or dislike? Why or why not?” “How do you feel about these colors you like or dislike, and try to describe them in some terms, such as black means hopeless, red means dangerous”2. Also share some personal opinions with students.
Discussion	15 min	1. Pass the worksheet1 and divide students into groups.2. Each group needs to discuss about the topic “Colors in different situation play different meaning” and gives some examples.	Worksheet1
Activity	20 min	1. Each group shares the opinions of the topic.2. Show some pics about the common fruit in different apparent, such as gray apples and white bananas. And ask students’ feelings about these pics.	PPT
Assignment	Answer the open question, “Try to image if there isn’t any color except black and white in our life” Write down the answer as a paragraph in the handout. Preview the vocabulary of this unit.
2nd Class	Time	Procedure	Material
Warm-up	10 min	1. Choose students randomly to share their answers as homework with the class.	Worksheet1
Vocabulary, Idioms & Phrases	40 min	1. Teacher introduces the new words, idioms and phrases and reads them.2. Students read the sample sentences together. 3. Teacher adds extra words and phrases.	Text Book
Assignment	Prepare for the vocabulary quiz. 2. Look up the idioms and phrases in reading.
3rd Class	Time	Procedure	Material
Quiz	15 min	Vocabulary, idioms and phrases quiz	Quiz sheet
Sentence Patterns	30min	1. Open textbook and turn to page 64-47 and instruct the students to finish all questions in class.2. Teacher explains the important grammars in blackboard3. Show some sentences with wrong grammars, and ask students to correct it.	TextbookPPT
Assignment	1. Read the reading and try to get the main idea of each paragraph.
4th Class	Time	Procedure	Material
Get the Main Idea	30min	1. Pass down the worksheet2 and divide students into groups.2. According to the tree diagram of the handout, each group is wanted to find out the main idea of each paragraph and fill in.	Worksheet2
Reading	15min	1. Choose students randomly to read a part of reading.2. Then ask one of the groups to tell the main idea of that paragraph.	Text Book
Assignment	1. Do the grammar exercise in text book.

The Lesson Plan from Phil’s Microteaching

3unity — Mon, 08 Jun 2009 16:42:18 +0000

	Time	Procedure	Material
Warm-up	5 min	1. Choose some of the students and ask each student a question as follow: – What did you eat for breakfast this Monday? – What book did you buy recently? – Is the boy or girl whom you met first when you go out this morning? – Do you remember which color of the clothes our teacher Alice wore last week? 2. Make a short conclusion and which is related to today’s subject.
Activity	6 min	1. Remind Ss we have already finished the text of Unit 3 in last class. 2. Tell students the rule about the activity. 3. Group the Ss into 5 teams. 4. Pass down the worksheet. 5. Play the short film.	Short filmworksheet
Discussion	8 min	1. Ask Ss to discuss the questions from the worksheet after the short film in 5mins. 2. Share the answer to everyone.	worksheet
Assignment	1 min	1. Announce the assignments as follow: – 1. Do you have any other great idea to improve memory? Think about it and write down in your worksheet. -2. What do you learn from today’s activity? Tell me your opinion. 2. Remind Ss write down the answers in the worksheet, and hand in this next class.
Feedback Questions	1. Do you think seeing the movie is a good way to study English? Why? 2. Please give me suggestions about my teaching. Thank you!

Microteaching Feedback from Alice

3unity — Wed, 03 Jun 2009 03:17:51 +0000

Teacher: Patricia

Lesson objectives: Unit10 Mickey MouseTeaching materials:

Opening:

Watching a film about how to draw “Mickey Mouse.”
Some of the students watch the film attention while the others don’t.
How to avoid this situation?

Body:

“What I know” map: group work à “what I learned” : individual work
I like the way you encourage your students to find the answers

Closure:

Assignment is left. J
When the Internet is involved, it’s better to provide the websites to your students or show them how to find “correct” resources on the net or after.

Feedback:

Ask students to do something while watching the film or you will fine your students messing around.
Give students enough instructions before the task.
Stop the film, if necessary, to explain the procedure. Also, there are some good vocabularies for them to learn in the film.
Grouping can be done in a better way.
Drawing can be left as homework. Time can be saved for “what I know” map.
Pronunciation needs to be improved. (I’ll try to improve my speaking ability.)

The Film about how to draw “Mickey Mouse.”

Learning from Classmates’ Microteaching

3unity — Tue, 02 Jun 2009 16:28:11 +0000

From Sunny

1. Her way of training vocabulary could really help students to memorize words and meaning, and especially students could use their own words to explain new words.

From Vivian

1. Her way of teaching sentence pattern by using music was really really really good for helping students learning “no matter what.” To be honest, I downloaded that song after class. If there is an opportunity, I will imitate her way to teach “no matter what.”

From Patricia

1. She provided many different handouts, especially the “puzzle.” After class, I asked her to provided the website which could create puzzles.

From Danil

1. His way of training reading and listening was good way which i could imitate and use in teaching.

From Jill

1. Her way of training speaking by pair-work was interesting and studen-centered which I should learn more.

In Sum, they are excellent.

Lesson Plan (unit 4 for 4 hours)

3unity — Tue, 02 Jun 2009 05:24:30 +0000

1^st Class	Time	Procedure	Material
Warm-up Q&A	10 min	＊ Ask students what is full of the multi-colored colors.–show the PPT slide–the answer is rainbow–tell me the colors in the rainbow	PPT
Activity І	15 min	＊ group students and ask their members questions.1. What’s your favorite color? Why?2. If you have the right to color your own room, what color you will paint on? Why?＊ Also share some personal opinions with students.	Handout1
Activity П	20 min	＊ finish the worksheet with the group1. Think about how important the color plays in your life.2. What will be affected with the favorite color in daily life?3. Give some experiences that you are affected by the color ＊ pick up students or by randomly to answer questions and to provide suggestions with them	Handout2
Vocabulary	5 min	＊ quick read vocabulary and express certain words	Text Book
Assignment	Review and memorize the vocabulary of this unit To write the short essay about the experience of the color (about 200 words in worksheet)
2nd Class	Time	Procedure	Material
Warm-up	15 min	＊ word puzzle & match the word with meanings ＊ the prize for the winner: choose two students who finish it in the most quickly limit time to play games on-line in class.	worksheet
Activity	30 min	＊ focus on the textbook1. Quick listen to the article one time & move on to the reading the article part.2. to complete the chart according the reading3. if need, the teacher will express some vocabulary	Text Bookworksheet
Wrap-up	5 min	＊ to share the website about the color–give the winners of the word puzzle chance to play game	internet
Assignment	Prepare for the vocabulary quiz. to test for the color sense game & and hand in the result of the test http://www.voiceofcolor.com/en/colorsensegame/en/game/frame_tarot.asp
3rd Class	Time	Procedure	Material
Quiz	10 min	Vocabulary quiz	Quiz sheet
Sentence Patterns	20 min	＊ 1…Restrictive relative clauses—N(P) + who/ which/that/ whom/ whose provide about five sentences for each sentence pattern let students find out the role of sentence patterns & make a list to become their own note	worksheet
Sentence Patterns	20 min	＊ 2…N(P) + V-ing/ V-en1. how to make the sentence shorter2. delete the unimportant word & and change them3. do the exercise individually	Text Book P65-66
Assignment	1. combine two sentences –do it in the worksheet
4th Class	Time	Procedure	Material
Reading Practice	10 min	＊Ask students to read the text together paragraph by paragraph. Inform students that from this unit, their pronunciation and intonation will be emphasized. So they are encouraged to read and answer loudly in class.	Text Book
Main Activity	15min	＊ group students and then assign them to summarize the paragraph which is written in the poster. Group1 to do the first paragraph; group 2 to do the second…	Posters & Markers
Main Activity	15 min	1. to collect all the paper and2. Ask groups to make them in the order written in the small board.	Small boards
Wrap-up	10 min	＊ give the winners the prize—-need not to hand HW in this time＊ express HW—about the common color-related expressions	Textbook P64
Assignment	find at least five idiom about the color if more, you will get bonus!

The reflection of the school visit

3unity — Tue, 02 Jun 2009 05:18:27 +0000

The school visit of Li Shan High School
I appreciated for my teacher, Alice, providing this good opportunity of teaching observation for us. Throughout this experience I am surer than before deeply that being an English teacher not only has to be patient and passionate but also has to quest for changes and welcome challenges. There are my reflections following after observing the two senior English teachers’ teaching–Lillian and Mini.
The first one would be Lillian teacher. At the opening, she picked up some relative pictures to be the topic, represented by PP. I think it is a good way to start the lesson and catch students’ attention easily and then let students suck up lessons naturally without any forces. Apart from showing pictures, she always provided certain questions for students to brainstorm unexpectedly. On the basis of those pictures, it could give the lesson objectives or conceptions clearly even though students did not understand vocabulary meaning. What is more, I got one more skill how to pick up students to answer questions randomly—using “what day is today?”, “what date is it?”, ”the date plus the number of seat” and so on. This way could pick up that teachers want to and always keeps in an exciting atmosphere.
Secondly, it is for the main activity. Before getting into the main article, she reviewed vocabulary in short time. If meeting the difficult ones or that would appear in the question sentences, she would stop to explain and even translated into Chinese. She put on some certain questions on PPT to ask students. She asked students for reading one time and then found out the answers by individual in assigned time. This way could not only check student do pre-reading or not, also make sure they understand or not. In addition, sometimes she made students translate the context to in some sentences. It inspired students’ challenges! At this moment, the spirit is there; “helping other is the most happiness.” And the pattern of interaction is student-centered! It gave students more chance to speak out in their words.
The last part is to wrap-up. The teacher ended the lesson by showing one main picture that students could more easily to catch the points of the lesson. With the picture, the teacher just picked some students to reflect what they learn today or which part it is more impressive for them. Also, I discovered that students have more courage to raise their hands and overcome challenges even they answer wrong. Additional, the teacher had the good time management of the whole class, even at the some parts, students are so naughty that she had to spent more time to control them
Right now, that’s move on Mini teacher’s part. At the beginning, the teacher grouped students. Before doing the main activity, she used the song which she taught last time to recall their attention and interest. At that time, she focused on explaining the definition of vocabulary to let students understand what they mean indeed.
After that, she provided the handout for students to complete the worksheet with a group. In order to practice their listening and reading, she played tapes paragraph by paragraph over and over again. And students had to catch the key word and filled into the blank. After this session, the teacher just called every group to write the answer on the blackboard. If groups got the correct answer, they would get the point. The more they respond, the more they get!
Finishing the listening part, they just move on the textbook. The teacher taught the sentence pattern and proverb. With the proverb, she picked some students or volunteers to share the similar experience. It improved students to speak and practice. In class, the pattern of interaction is group work and student-centered, because it provided so many chances for students to accomplish the task. However, it seems the whole class was going to be out of control. They did not pay much attention on it and just did worksheet by the individual. As well, the teacher can not control them in time. She just paid much attention on few students sitting in front of the platform. Besides that, it also affected time management and led to the following was too tight. Time did not be control well. Apart from all of that, I love the way to record the score and provide more opportunities for students who get behind at the game to win.
As observing her class, I found out there are fill with advantages, including group students, competition with groups, the lot, and so on. Nevertheless, it seemed she is a traditional teacher. How did I say that? At first, “eye-contact” is the most essential rules as being a teacher. Yet, she did not do it clearly. And she did not care students what did they catch or not, just keep on her step. Although the class was well-prepared such as the worksheet, the activities, the award, and so on, I think the lesson objective was too complicated. Besides the textbook, the magazine was also included. Maybe that caused overtime.
In conclusion, this time I got many skills and lessons from both of them. From their teaching, it revealed the spirit of changes and challenges, patience and passionate. Without changing and challenging, it will lose patience and passionate step by step. Also, continuing to quest for the true of teaching is important because of creating the miracle teaching area.

Experience of Microteaching

3unity — Mon, 01 Jun 2009 18:14:44 +0000

I. My Lesson Plan

Lesson / Project Plan (Unite 6, Book 2)

Topic: Superstition

Teacher		Beatrice
Purposes		To understand the word “superstition” To cultivate group collaboration To brain-storm
Skills involved		Speaking, listening, writing
Duration		20 minutes
Teaching material		PPT, Handout
Summary of activity implementation (Procedure) Warm-up (5 min.): The teacher shares experience and gives it a comment, and asks whether students agree or not and explain why. The teacher explains that experience is a kind of superstition. With PPT, teacher briefly explain the definition of superstition. With many pictures in PPT, students are asked to guess which superstition is or not. This activity is to help students understand what “superstition” means. Main Activity (5 min.) Students were divided into four groups. They have to fill out the blanks with brainstormin Wrap-up (10 min.) Students are asked to share with their ideas. Give assignment: Preview reading and vocabularies.
Difficulties or Suggestions

II. Feedback from Alice:

A. Should integrate different interaction forms into teaching.

B. Should watch out for time.

C. Should invite the students to give examples rather than showing them directly.

D. Should try best to do the research when preparing a lesson,

E. Practice makes perfect!!

III. Peer Evaluation:

Q1: How ere the activiteis for helping students knowing what “superstition” is?

Kisses:

1. PPT with interesting pictures helped to understand superstition.

2. A good way to begin the class.

3. Give real experience to explain meaning is clear for Ss.

4. Providing lots of experiences and examples is good to connect with reality and Ss’ daily life.

Kicks:

1. At the end of the class, could explain the meaning again.

2. The first activity (PPT) took too long.

3. Could let students do the reserch in advance for helping learn more superstition in many cultures and lg.

4. To give students more time to discuus thoses pictures will be great.

Q2: How was the process of teaching? where should be amended or retained?

Kisses:

1. Process is fine; the idea is good.

2.Brainstorming helps students understand the “real” and “false”.

3. Smile makes Ss feel great in learning.

4. Energetic!

5. Ss are comfortable in the class.

Kicks:

1. Should give Ss more chances to answer the question.

2. Time management is the problem.

3. Exchange the process of the PPT and handout, Ss would feel mor excited and engaged.

4. It is beeter to give more opportunities to make Ss express their ideas during the instruction of “superstition.”

5. Instructions and explanation are too long, should be short and clear.

6. Too nervous

7. During the discussion, the teacher should participate with the class.

8. Invite different Ss to answer/share what they think can activate Ss

7. More discussion time will help them to organize their thoughts and opinions.

8. Could give more exercises

IV. My Afterthought

1. I was too nervous to speak smoothly.

2. I didn’t prepare well.

3. I don’t know how to manage time.

4. I failed in patterns of interaction; it was always teacher-led.

5. I was afraid that if there was no one would like to answer my questions.

6. I was not sure what was good for Ss.

7. Classmates are friendly to interact with me and give me more good suggestions and encouragement. Thank you all!!

-The End-

Thank you

3unity — Mon, 01 Jun 2009 15:32:10 +0000

Dear friends,

Thanks for your participation in a scene.

Without your help, we could not have finished our project of another course.

Now, sharing the scene with you.

Excursion–Lin Shan

3unity — Tue, 14 Apr 2009 05:27:50 +0000

2009. 04.09

“”Everything”" was the first time for me today, including visiting the senior high school, getting up so early to catch the first MRT, and so on!! I saw the school visit as a excursion.That’s why it seemed everyone got insomnious!! We were looking forward to visiting school. The day before yesterday we got on-line , planned and discussed how to get the destination on time and smoothly! After that, i found out most of my partners almost can not sleep quickly.

The sky was getting lighter and lighter; the sun was going to appear in the air ! i heard my cellphone rringing!! Oooooooo, i slept overtime because i planed to have breakfast with my closed-friend!! Fianlly, we changed our schedule and cancelld it immediately. My friend and i went to the 7-11 in front of the MRT entrance wheree everyone meet together. after we got into the MRT, i was surprised that no matter which grade they are, so many students got up sooooooo early to take the MRT or bus. it reminded of me at the age of studying in school, i was the most happiest student aroung the world–can sleep longer than theirs, can have more time to enjoy the childhood, and….

and then, we chose the most convenient way, and the most time-saving way to arrive the school–taking the taxi, because we were afraid we woud be late and be in the traffic jam!! At the end, we all arrived safelt!! what the surprising it is–we got ther so early!!

in order to kill time and to fill everyone’s stomach, we picked one breakfast shop to enjoy our meal!!!at that moment, i realized that “” the power will get stonger if we united.” It is easy to break and overcome difficulties!!

throughout this time of excursion, i got many lessons from different teachers and classmates. they all paid much more attetion to teach students and show out their passion and patience as their teaching!!

3unity — Fri, 27 Mar 2009 15:22:52 +0000

Topic	How to teach listening
Materials	poster, CD player, worksheets
Procedure	ü Warm-up: (10 mins) 1. Show the poster with many kinds of food pictures on the blackboard, and then ask students some questions about those foods. For example, what kinds of food do you like or not, why? ü Main activities: (30 mins) 1. First of all, divide all students into several groups and give each group a worksheet. 2. Play the CD and tell students to listen to the dialog from this CD carefully. 3. Discuss what kinds of food do they heard from this dialog and write down the worksheet. ü Wrap-up: (10 mins) 1. To elect one number from each group and summarize the dialog 2. The one can catch most kinds of food from this dialog is the winner. 3. Play the CD again
Assignment	1. Finish the worksheet. 2. Review the unit 3 of text book