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教學評量方式 Assessment Pair-work / class performance / show and tell
附件 4 教案設計 Sample 四年級 CLIL 綜合活動課程
臺南市東區勝利國小單元教案設計
Tainan Municipal East District Shengli Elementary School CLIL (Content and Language Integrated Learning) Lesson Plan
主題/單元名稱
Topic & Context Pets
設計者
Designer Emily, Sophia, Lynn, Eleen
19
適用年級
Grade 4
教學者
Teacher Emily, Sophia, Lynn, Eleen
學習領域
Subject Integrated Activity
教學時間
Length of Lesson 40 mins/ 8 periods
Number of Learners
28
學生背景
Class Profile
Students have 2 years regular English learning (2 classes per week) in the elementary school.
單字&句型
Target Language
1. A/ An ______ goes_________. 2. I keep a/an _________. 3. I like a/an _____. 4. The (animal) needs _____. 5. A/an (animal) can _____.
基本能力指標
Basic Competency Indicators
2-1-9 Be able to ask, answer and narrate. 3-1-5 Be able to understand simple sentences. 3-1-7 Be able to read the text in the story. 6-1-1 Be able to participate in the activities in class.
具體教學目標
Learning Objectives Differentiating sounds of pets, doing a survey, discussing how to keep a pet
教材來源
Textbook Materials Pigeon Wants a Puppy – Mo Willems
� Students can differentiate sounds of pets. ble to get to know the teacher.
� Listen and Guess Play the video, pause and ask students to listen carefully https://www.youtube.com/watch?v=oKzgUaHuJIQ (cat, dog, hamster, rabbit, horse, gecko, guinea pig, duck, ferret, chinchilla, turtle, parrot, canary, hermit crab, rat, iguana, betta, goldfish)
- Who makes this sound? - What (kind of) pet/animal makes this sound? - A/An __pet/animal___ goes______.
具體目標
Specific Objective
Main ( 20 minutes)
� Students can learn new vocabulary � Students can learn how to make a poll themselves.
� Vocabulary Introduction Introduce the pets above to the students � Survey
*ppt
- Look at this. - Listen to me. - Repeat after me. -Let’s make a poll. -Raise your hand. - Let’s count. -
-Do you have a pet? -Yes. I have a pet. / No. I don’t have a pet. -What pet do you
keep? - I keep a/an ____. - What pet do you like?
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- I like a /an ____.
具體目標
Specific Objective
Post-task ( 10 minutes)
� Students can learn to predict a story by cover-reading n, prediction, and reaction.
� Story prediction -Preview (Q&A)
1. Have you ever had
the same
experience?
2. What did you do?
3. What will you do?
*ppt - Look at the cover. - Look at the book title.
- What do you see? - I see a ____. -Can you read the book title? -Say with me. -What does ___ mean? -It means_____.
教學評量方式
Assessment Class Performance / worksheet / peer assessment
Class 2
具體目標
Specific Objective Pre-task ( __15__ minutes) 教具
Classroom Language (視情況填入)
Procedural language Functional language
Learn vocab to
understand storybook
Present new vocab, play
short ppt game
ppt What’s this? It’s...
具體目標
Specific Objective
Main ( __15__ minutes)
Storybook
comprehension
Present and read Pigeon
Wants a Puppy. Ask
comprehension questions
and prompt predictions as
you read.
ppt What’s this?
What’s wrong?
Why is he…?
What happens next?
It’s…
Because…
Next…
具體目標
Specific Objective
Post-task ( __10__ minutes)
Deeper understanding
of the main theme,
brainstorming in
English
What if the pigeon really got a
puppy? What should the
pigeon do? Students
brainstorm in groups and list
on mini WB’s. Then present to
the class, list on board, and
analyze for any missing ideas.
mini
WB’s
What should the
pigeon do?
What does a puppy
need/want?
The pigeon should…
The puppy
needs/wants…
… water and food (x
times a day).
… go for a walk.
… play.
… a house.
教學評量方式
Assessment
Class Performance / worksheet / peer assessment
教學流程
Class 3
具體目標
Specific Objective
Pre-task ( 10 minutes) 教具
Classroom Language (視情況
填入)
Procedural Functional
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language language
� Students can recall the story by means of 5W1H questions er key vocab.
� Survey Review the story
*ppt *projector
-Volunteers? - Look at the clip.
-Who are the characters in the story? - The characters in the story are _____. -Why did the pigeon change his mind? -Because___. -In the end, what happened? -He wants a walrus.
具體目標
Specific Objective
Main ( 20 minutes)
� Students can learn how to do an on-line quiz.
What kind of pet should you get?
*projector
-Let’s do a quiz. -Next question is___.
-What___ do you like(the most)? - I like___. -Where do you like to sleep? -What ___ do you have? -I have___. -What do you like to do on your spare time? -I like to__. -What kind of noise would not bother you?
具體目標
Specific Objective
Post-task ( 10 minutes)
� Students can learn characteristic of pets
� Act and Guess Ask volunteers to act out the pet; the one shouting out the right answer will get a point
*flashcards
-Look at this. -It’s your turn. -Guess, what is it?
It’s a/ an____.
教學評量方
式
Class Performance / worksheet / peer assessment
22
Assessment
Class 4
具體目標
Specific Objective
Pre-task ( __10__
minutes) 教具
Classroom Language (視情況填入)
Procedural language Functional language
Review last class and
apply it to new
animal
Review on board: What
does a puppy need?
Move on: How about a
cat? Why are they
different?
What does a puppy
need?
What does a cat
need?
It needs…
具體目標
Specific Objective
Main ( __20__ minutes)
Learn about pet
care, compare
pets, and apply
info to animals
they might not be
familiar with
Ppt: Foods other pets
need due to eating
habits (carnivore,
herbivore, omnivore),
environment (cage, tank,
house), special care (hot
rock, exercise wheel,
chew toy). Next, each
team gets a pet
worksheet and follows
ppt suggestions to list
what their pet needs as
teacher circulates. Teams
present answers to class.
(Animals given: rabbit,
goldfish, iguana, horse,
canary. Backup animals if
extra time: betta, rat,
parrot, gecko, ferret.)
Ppt,
worksheet
s
What does a … eat?
(carnivore,
herbivore, omnivore)
Where does a … live?
What does a …
need? Why?
A … eats …
It lives in a …
It needs a … because…
具體目標
Specific Objective
Post-task ( __10__
minutes)
Further
understanding of the
differences between
pets
Teams get paired up and
answer: Can these two
pets live together? Why or
why not?
Can they live
together? Why?
Yes/No, because…
教學評量方式
Assessment
Class Performance / worksheet / peer assessment / group work
教學流程
Class 5
具體目標
Specific Objective Pre-task ( 5 minutes) 教具
Classroom Language (視情況填入)
Procedural language
Functional language
� Students can retell the story by
� Review the story Ask students to look at
*ppt *projector
-Attention. -Look at the video
-The story is about____.
23
using their own words view previous material.
the video again and retell the story.
again. - At first,____. -Then,_____. -In the end, ____.
具體目標
Specific Objective Main ( 15 minutes)
� Students like to share their thinking instructions in English. Use learned material independently.
� Brainstorming Ask students to think what will happen if the pigeon keeps a walrus.
*ppt *projector
-Let’s brainstorm. -What will happen? -Who wants to share?
-I think the pigeon may say____. -I think the walrus may say____.
具體目標
Specific Objective
Post-task ( 20 minutes)
� Students can make their own comic strips view material again.
� Comic strips Asks students to finish the comic strip template related to their brainstorming.
*comic strip
template
-Get a template and finish it.
- It says______.
教學評量方式
Assessment
Class Performance / worksheet / peer assessment
教學流程
Class 6
具體目標
Specific Objective
Pre-task ( 10 minutes) 教具
Classroom Language
(視情況填入)
Procedural
language
Functional language
Review vocab and intro basic comparatives and superlatives
Ppt: Review animals using basic comparatives and superlatives.
Ppt What’s this? The hamster is big. The cat is bigger. The dog is biggest. What’s smaller/smallest?
It’s aN The hamster is big. The cat is bigger. The dog is biggest. The Nis smaller/smallest.
具體目標
Specific Objective
Main ( 20 minutes)
Solve a word puzzle using English skills
Animal puzzle: First demonstrate the puzzle style via ppt as a game, then student pairs solve the puzzle worksheet.
Ppt,
work
shee
t
Is it true
or false?
Follow the
line.
What does
it spell?
It’s
true/false.
It spells…
24
具體目標
Specific Objective
Post-task ( 10 minutes)
Understanding animal abilities in English
Can the animal do it?
Teacher presents a sentence (ex.: The dog can surf.) with
photos supporting any unknown vocab. Groups vote, then a
short video is shown to confirm.
Ppt,
vide
os
Can the
animal do
it?
Let’s
check!
Did you
guess
correctly?
Yes, it can.
No, it
can’t.
教學評量
方式
Assessment
Class Performance / worksheet / peer assessment / group work
教學流程
Class 7
具體目標
Specific Objective
Pre-task ( 10 minutes) 教具
Classroom Language
(視情況填入)
Procedural
language
Functional language
Students can differentiate sounds of animals
� Look and listen https://www.youtube.com/watch?v=El0tKhfNOvs Halloween animal sound song � Listen and guess Ask volunteers to imitate the sounds of animals and make students to guess
*projector
-Look at the video. -Listen carefully. Any volunteers? -You’re right. -Try again,
-A/An____ goes___. A/An ___ goes____.
具體目標
Specific Objective
Main ( 20 minutes)
Be able to make their own spiders
- Start to make their own spiders - Listen to the song at the same time https://www.youtube.com/watch?v=AqAPBY7OnFQ&list=PLeWl7TQviR6c7G8wP_x9oU7mBz2bwqgM6
Glue ,
scissors
Raise your
hand if
you have
any
question.
Is it OK?
Can I use
this?
具體目標
Specific Objective
Post-task ( 10 minutes)
Talk about their
design
Students show their spiders to everyone. ( Hang the
spiders in the classroom as decoration.)
Worksh
eet
Please
take turn
to come
up to the
stage.
This is
my
spider
and ……
25
教學評量
方式
Assessment
Class Performance / worksheet / peer assessment
教學流程
Class 8
具體目標
Specific Objective Pre-task ( 10 minutes) 教具
Classroom Language (視情況填入)
Procedural language
Functional language
Overview of an important holiday and why we celebrate it
Ppt intro to Halloween, prompting info from students.
ppt What day is coming? What is this? Why is it scary?
Halloween is coming. It’s N It’s scary becauseN
具體目標
Specific Objective Main ( 20 minutes)
Use English to invent a fictional creature
Intro and demo creature creators. Each pair gets a creature creator to invent their own scary creature. They draw a picture and label its characteristics.
Creature
creators
What does the
creature have?
It has a (animal)’s
(body part).
具體目標
Specific Objective Post-task ( 10 minutes)
Describe a fictional creature in English
Present the creatures to
the class.
What’s this?
What does it look
like?
This is our creature,
(name).
It has a (animal)’s
(body part).
教學評量方式
Assessment
Class Performance / worksheet / peer assessment
附件 5 一年級 CLIL 生活領域質性化評量表(Sample)
Tainan Municipal East District Shengli Elementary School G1 2017 1st
CLIL Evaluation Class:
My name is .
26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n o p q r s t u v w x y z
a b c d e f g h i j k l m n o p q r s t u v w x y z
Name Number Color Sea Creatures
Housework Facial Parts
� excellent
☺ good
� excellent
☺ good
� excellent
☺ good
� excellent
☺ good
� excellent
☺ good
Sample Test
Task and Questions Students are expected to perform / answer / do…
1. T: What is your name? S. would be able to answer. S1: (Tom). I’m (Tom). My name is (Tom.)
My name is (Tom Lee).
2. T: Please circle capital (K). Ss would be able to circle the right capital letter(s).
3. T: Please circle (p) Ss would be able to circle the named small letter(s).
4. T asks 2-5 students’ names. 5. T: Go shake hand with (David). 6. T would ask Ss to interact with
classmates.
Ss would be able to identify different students. S1 would be able to shake hand with (David).
Ss would be able to interact with classmates.
7. T asks Ss to identify or say numbers in English.
Ss would be able to identify and say numbers from 1-10(20) in English.
8. T asks Ss to identify or say colors in English.
Ss would be able to identify and say basic colors like red/ blue/black/white/brown/green /yellow /orange….and link color with correct subjects.
9. T asks Ss to compare sizes of sea creatures.
10. T asks Ss to demonstrate house chores. Eg. What do you do after you read? Eg. Henry, would you put the toy away?
Ss would be able to compare sizes of sea creatures. “A whale is bigger than a jelly fish”. Ss would be able to do what the teacher requests. S1: Put the book away. S.(Henry) would be able to put the toy away.
11. T asks Ss to identify and say the facial parts in English.
Ss would be able to identify and say the facial parts in English.