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Teaching English to Young Learners Winter 2013 Group A: Date: March 11, 203 1.Unit Description: Main theme of unit : CHRISTMAS FUN Age of students: 10 years old Language level of students: Beginner to Intermediate Language skills focus: Listening, Speaking, Reading and Writing Core vocabulary to be learned: Other relevant information: Time: 320 minutes ( 40 minutes per class) Teaching Aids: Computer, LED projector, Internet, YouTube, speaker, PPT slides, worksheets, assessment sheets with rubrics Students’ Schemata: The mix-leveled students have learned basic conversation, such as greetings, daily classroom English, family members, animals, toys, colors, stationery, numbers 0-100, time, the 26 letter sounds with basic five short vowel sounds, and simple present tense positive, negative statements and questions. 2. Rationale: In communicative lessons it is relevant to look for the integration of skills, and as Nunan suggests, activities require the use of authentic language in meaningful contexts. For this reason, Lesson 1: Santa Claus, a reindeer, a sleigh, a snowman, Christmas lights, a bell, an angel, an elf , a bow, mistletoe Lesson 2: bell, candy cane, cookies and milk, Christmas, tree, Santa, present, reindeer, stocking, sleigh, snowman, star Lesson 3: ornaments, fairy, tinsel, star, baubles, presents, toys, stocking, candy cane Lesson 4: Santa Claus, snowman, candy cane, bow, mistletoe, elf, angels, reindeer, presents, stockings Lesson 5: words with /ei/ sound (eight, vein, veil, reign, weigh, weight, freight, sleigh, reindeer)
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Teaching English to Young Learners Winter 2013 Group Ateylworkshop.pbworks.com/w/...A_final_project_TEYL.pdf · when planning activities it is important to have in mind the meaningful

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  • Teaching English to Young Learners Winter 2013

    Group A:

    Date: March 11, 203

    1. Unit Description:

    Main theme of unit : CHRISTMAS FUN Age of students: 10 years old Language level of students: Beginner to Intermediate Language skills focus: Listening, Speaking, Reading and Writing Core vocabulary to be learned:

    Other relevant information: Time: 320 minutes ( 40 minutes per class) Teaching Aids: Computer, LED projector, Internet, YouTube, speaker, PPT slides,

    worksheets, assessment sheets with rubrics Students Schemata: The mix-leveled students have learned basic conversation, such as

    greetings, daily classroom English, family members, animals, toys, colors, stationery, numbers 0-100, time, the 26 letter sounds with basic five short vowel sounds, and simple present tense positive, negative statements and questions.

    2. Rationale:

    In communicative lessons it is relevant to look for the integration of skills, and as Nunan suggests, activities require the use of authentic language in meaningful contexts. For this reason,

    Lesson1:SantaClaus,areindeer,asleigh,asnowman,Christmaslights,abell,anangel,anelf,a

    bow,mistletoe

    Lesson2:bell,candycane,cookiesandmilk,Christmas,tree,Santa,present,reindeer,stocking,

    sleigh,snowman,star

    Lesson3:ornaments,fairy,tinsel,star,baubles,presents,toys,stocking,candycane

    Lesson4:SantaClaus,snowman,candycane,bow,mistletoe,elf,angels,reindeer,presents,

    stockings

    Lesson5:wordswith/ei/sound(eight,vein,veil,reign,weigh,weight,freight,sleigh,reindeer)

  • when planning activities it is important to have in mind the meaningful interaction that learners require to become competent in the target language. Christmas is an interesting topic for young learners since this is a holiday celebrated in many countries around the world and most children are familiar with this celebration, including Santa Claus, carols, presents, etc. So this theme-based lesson will tap the interests, knowledge and experiences of learners about Christmas as rich sources of fun and personalized learning experiences.

    To capture students interests, this Theme-Based Lesson (TBL) will utilize audio and video resources, songs, colorful pictures, worksheets, fun and age- appropriate activities about Christmas that will appeal to the target learners of English.

    3. Learning Objectives:

    Teaching objectives and main grammar points and/or sentence frames:

    1. Students will be able to recognize and produce words/phrases that are related to Christmas.

    i. Oral productive words: Santa Claus, Christmas, bell, angel, elf , bow, reindeer, sleigh, snowman, lights, mistletoe, star, fairy, presents, toys, stocking, candy cane, wreath, ornaments, tinsel, and baubles.

    ii. Productive written words: Santa Claus, toys, elf, bell, star, bow iii. Receptive written words: reindeer, candy cane, stocking, Christmas tree, angel,

    present, snowman 2. Students will be able to apply grammar points of

    i. Articles: a/an ii. Using do/does

    3. Students will be able to utter sentences: i. I have _________.

    ii. Do you have__________? iii. Yes, I do./No, I dont. iv. Peter has _________. v. Here it is.

    vi. What do you want for Christmas? vii. I want _________ for Christmas.

    4. Students will be able to comprehend the story, Who Will Guide My Sleigh Tonight?

    5. Students will be able to read the story, Who Will Guide My Sleigh Tonight?

    6. Students will be able to make a paper snowflake.

  • 7. Students will be able to write a letter to Santa Claus with proper writing conventions.

    4. Challenges

    Challenges PlannedSolutions

    Teachermaynotbeusedtogivingmarkson

    assessmentonthespot

    Practicingalternativeassessmentwhentheres

    achanceandusingvideotapingtocompensate

    anyoverlooks.

    Mostmaterialsarefoundontheweband

    requiresanInternetconnection

    Downloadingofworksheets, videosandaudio

    materialsshouldbedonebeforehandtoavoid

    delay.

    Groupworkactivitiesmaycauseuncontrolled

    noiseandattentiongettingbehavior

    Explaintotheclasstheacceptablebehavioras

    theactivitiesaregoingon.

    5. How you will assess the learners progress both during and at the end of the unit? (Include any materials you design for this purpose.) The learners progress assessment for this Christmas-themed lesson will require different worksheets, checklists, observing students rubrics, peer and self assessment rubrics, tests and test rubrics. Please refer to the following appendixes:

    Appendix number Activities

    3, 9, 14, 18, 21 Worksheets and home work 5 Word search worksheet

    19 checklists

    8, 15, 16, 20 Observing rubrics

    10 Test

    12 Test rubrics

    22 self-assessment rubrics

    23 peer assessment rubrics

  • 6. Lesson Plans:

    A. Teaching Procedures: Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Arouse students schema about Christmas

    Remembering

    Christmas

    related words

    Application of using Christmas

    I. Lead-in

    II. Presentation

    III. Practice

    IV.

    Period 1 1. Listen to the song: We Wish

    you a Merry Christmas, then ask students what holiday is around the corner to elicit the word, Christmas, Merry Christmas.

    2. Let students express what they know about Christmas, such as the date, what they see, things they do at Christmas, etc.

    3. Teacher introduces vocabulary like Santa Claus, a reindeer, a sleigh, a snowman, Christmas lights, a bell, an angel, an elf, a bow, and mistletoe with realia or picture cards.

    4. Students get into pairs to practice the words after repeating after Teacher.

    5. Divide class into 2 teams. A student draws a picture card from Bag A, and then a word card from Bag B. She can get 2 points if both cards match and she says the word correctly. If the cards dont match, but she can say the words, she can still get one point for her team. Then its the other teams turn.

    6. Do the activity, Say it and

    4 min

    3 min

    4 min

    5 min

    5 min

    10 min

    Computer, Internet, LED projector, speakers, http://www.youtube.com/watch?v=ONyXSnL2LtA

    Picture cards refer to Appendix 1

    Picture cards from Appendix 1

    A set of picture cards and a set of word cards

    Prepare 4 sets of picture cards.

    T-Ss

    T-Ss

    T-Ss

    S-S

    Ss-Ss

    Ss-Ss

  • words in sentences

    Production

    Pass it on. 1) Move the desks and chairs

    to sides, so there is space in the center for the activity.

    2) Have each team stands in a circle.

    3) Teacher holds up the first card for Team A and say, I have Santa Claus. Pass the card to the learner on Team A beside her.

    4) Ask the learners to repeat, I have Santa Claus. They have to pass the card on to the next learner who has to say the same phrase I have Santa Claus. Everyone in the circle has to repeat the phrase when they get the picture.

    5) When the first card has gone to the fifth learner, then give the first learner another card saying, for example, I have a reindeer and let them repeat it. When this card is at the fifth learner, pick up another card and send it around. Listen carefully for any pronunciation and stress difficulties.

    6) Do the same for Team B, meanwhile.

    7) When the first card comes back to you hold it until the last card has been given out. Then repeat all the cards again but change the order.

    7. Divide students into groups

    7 min

    A set of picture cards/group (refer to Appendix 2) Computer, Internet, LED projector, speakers,

    (Two

    teams)

    Ss

  • V. Wrap-up

    of five. Pass out a set of the ten picture cards with words printed to each group, and each student should get two of the cards. Teacher then plays the audio clip, and the student who holds the named cards should hold it up high and repeat the sentence while listening to the audio clip. Students in the same group then change cards to do the activity again.

    8. Count the team points and announce first and second winner team. Do cheers for them.

    9. Pass out the worksheet on articles, a/an; ask Little Helper to collect and hand in the worksheets the next day.

    1 min

    1 min

    http://dreamenglish.com/mp3/christmasvocab2.

    Refer to Appendix 3

    (groups

    of five)

    T-Ss

    T-Ss

  • Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Recognition of audio Christmas words

    Oral practice of words with chants

    Listening and

    speaking

    reinforcement

    Culture introduction with some discussions on Christmas to help arouse their schema about Christmas

    I. Warm-up

    II. Review of

    taught

    vocabulary

    III. Performance

    of chants

    IV. Introduction

    of

    Christmas

    traditions on

    origin and

    decorations

    Period 2 1. Teacher greets the class, and

    then divides the class into two teams: Wreath and Mistletoe, Write the team names high on the board ends. Have students cheer for their teams.

    2. Give the ten vocabulary cards taught last class to ten students. Play the audio clip, and have those students post the cards on the blackboard in order.

    3. Have the class chant to the audio a couple of times, and then chant as a team. Teacher gives points accordingly.

    4. Do activity, Pass the Ball. Have the class pass a ball while chanting to the audio. When Teacher pauses the audio, whoever has the ball has to speak up the next sentence correctly, otherwise, the other team gets a point.

    5. Teacher introduces Christmas is short for Christs Mass. People sometimes Mark X for Christ, so we sometimes see Xmas instead of Christmas. Christmas is the day people celebrate as the birthday of Jesus. Now, Christmas is celebrated as the feast of the nativity of Jesus on December 25th. But nobody

    2 min

    3 min

    5 min

    10 min

    3 min

    Computer, Internet, LED projector, speakers, http://dreamenglish.com/mp3/christmasvocab2

    A soft ball

    May refer to Appendix 4

    T-Ss

    T-Ss

    Ss

    Ss

    T-Ss

  • V. Wrap-up

    really knows the actual birthday of Jesus. Christmas is now a very important holiday in Western countries, and its celebrated by Christians and non-Christians. Its usually celebrated with decorating of a tree, room, house, or yards with lights, ornaments, and plants like mistletoe. Theres a feast with family and friends on Christmas Eve. On Christmas morning, boys and girls around the world will waken early and run to see what Santa Claus has left for them. Christmas is a jolly holiday.

    6. Tell students they are going to watch a couple of video clips on some countries celebrating Christmas, and theyre going to tell their friends what they see in common in the clips in pairs setting. Use sentence I saw ______________. Students share what theyve

    seen, and then do class sharing, each utterance gets one point for the team.

    The class continues to watch the second video clip. Teacher may pause and do some discussions on some scenes. 7. Pass out worksheet on word

    search as homework, and announce first and second winner team. Ask Little Helper to collect and hand in

    15 min

    2 min

    Computer, Internet, LED projector, speakers, http://www.youtube.com/watch?v=LwN_Kcb-XhM

    http://www.youtube.com/watch?v=NEHc6MuFSNw

    Refer to Appendix 5

    Ss

    S-S

    T-Ss

    T-Ss

  • the worksheets the next day.

    Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Pre-teaching vocabulary words

    Watching and listening to authentic materials about Christmas

    Listening comprehension

    I. Warm-up

    II. Presentation

    Period 3 1. Teacher greets the class, and

    show ornaments like a star, a fairy, tinsel, and tells students those things are called ornaments or baubles. Have students repeat the words.

    2. Divide students into groups of five. Tell them they are going to watch a video clip My Favorite Day Christmas. Teacher first explains that people in America, England, Egypt, India, the Philippines, Taiwan, Japan, China, and other places celebrate Christmas. They are going to listen to a boy talking about Christmas, and find out about some customs about Christmas.

    3. Discuss what theyve seen in groups.

    4. Teacher asks comprehension questions, such as what do people do with lights, tinsel and baubles?, what do people put under a Christmas tree?, who brings the presents for children?, what do people eat for Christmas dinner?, and what Christmas carol do you

    3 min

    2 min

    4 min

    5 min

    Computer, Internet, LED projector, speakers, http://learnenglishkids.britishcouncil.org/en/short-stories/my-favourite-day-christmas

    T-Ss

    Ss

    Ss

    T-Ss

  • Relating Christmas traditions to personal experiences

    Teaching more related vocabulary items

    Practicing speaking and word reading

    III. Comparison

    IV. Presentation

    V. Practice

    VI. Production

    know?, or can you sing it? Give one point for each answer.

    5. Teacher asks some students what do you do for Christmas?, do you give or get presents?, do you decorate your house or classroom for Christmas? Then have students share thoughts for the above questions in groups of five.

    6. Teach words: a star, a fairy, ornaments, tinsel, baubles, presents, toys, a stocking, and a candy cane with realia or picture cards, and invites a couple of students to provide more words related to Christmas.

    7. Have students practice the new words in pairs. Teacher circulates to check.

    8. Do activity Mix and Match. Students need to be able to say the words, picture and word. 1) Make packs with the nine

    matching picture cards and nine word cards. Keep the picture and word cards separated. There should be one pack for every three learners.

    2) Tell learners that theyre going to play a card activity in groups of three. The object of the activity is to get three matching pairs of pictures and

    4 min

    3 min

    3 min

    10 min

    Picture cards refer to Appendix 6

    Picture cards from Appendix 6

    Picture and word cards refer to Appendix 7, Observation Rubrics refer to Appendix 8

    Ss

    T-Ss

    S-S

    Ss

  • words. 3) Show learners how to

    give out the nine pictures and word cards so that no one sees what words or pictures they have. They have to pick them up and look at them without letting the others see them.

    4) Pick one learner in each group to start the activity:

    1 The first learner asks the second learner on the left for a picture card or a word card that he/she needs to make a matching pair.

    2 If the second learner has this card, he/she hands it to the first learner and the first learner has to give the second learner a card-a word for a word and a picture for a picture.

    3 If a learner doesnt have the card, then he/she answers No, I dont. and there is no exchange.

    4 The second learner then asks the third, the third asks the first, and so on. For example:

    Kim: Do you have a picture card star?

    Peter: Yes, I do. Here it is.

    Kim: Thank you. Heres another card.

    Peter: Thank you. Jenny,

  • Accomplishing

    a task with

    learned

    knowledge

    VII. Listening

    comprehens

    ion

    integrated

    with word

    reading

    VIII. Wrap-up

    do you have the word card a fairy?

    Jenny: No, I dont. 5) The activity finishes when

    one learner has three pairs.

    9. In a class setting, do an interactive activity, Whose Presents, listening to descriptions of different childrens Christmas presents.

    10. Listen to a chant on Christmas vocabulary.

    11. Remind students to bring scissors to make snowflakes next class, and announce the winner groups.

    12. Pass out the worksheet on do/does practice for homework, and ask Little Helper to collect and hand in the worksheets the next day.

    5 min

    2 min

    1 min

    1 min

    Computer, Internet, LED projector, speakers, http://learnenglishkids.britishcouncil.org/en/fun-games/whose-present Computer, Internet, LED projector, speakers, http://dreamenglish.com/jinglebells.mp3

    Refer to Appendix 9

    Ss

    T-Ss

    T-Ss

    T-Ss

    Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Listening and writing assessment

    Taking responsibility for marking

    I. Warm-up

    II. Students marking

    Period 4 1. Teacher greets the class, and

    announces that shed like the students to circle the words that they hear. Shes going to play the audio once and nobody should talk or make any noises. Retrieving Listening Test from a Web link.

    2. Have students exchange tests in pairs and mark the circles with red pens. Teacher

    10 min

    10 min

    Computer, Internet, LED projector, speakers, http://www.123listening.com/freeaudio/christmas1-1.mp3

    Worksheet refer to Appendix 10

    Worksheet keys refer to Appendix 11, and scoring rubrics refer to Appendix

    T-Ss

    T-Ss

  • Application

    Creating: making snowflakes

    certain part of the test III. Brainstorming

    for

    Christmas

    gifts

    IV. Doing handcrafts

    collects the sheets for marking spelling.

    3. Ask a couple of students what children do on Christmas morning. Ask them what they would like to get for Christmas. Have students tell a partner what they would like to get for Christmas, using sentence What do you want for Christmas? I want ____________ for Christmas.

    4. Have some students share their results, such as Adam wants a robot for Christmas, and I want a toy car for Christmas.

    5. Making snowflakes. Teacher leads to do the following steps:

    1) Use a sheet of paper about 20 cm by 20 cm. Fold the paper diagonally to make a triangle.

    2) Fold the triangle in half again to form a smaller triangle.

    3) Fold one corner of the triangle to one of the side of the triangle.

    4) Cut off the small triangle end.

    5) Make cuts into the sides of the triangle.

    6) Unfold the paper to see the unique snowflake created.

    Have students share their masterpieces and set time to display them on classroom

    4 min

    3 min

    10 min

    12

    Refer to the following Web link for video clip on the craft: http://www.ehow.com/video_2370418_tips-folding-paper-snowflakes.html?pid=1&wa_vrid=7748ae28-f3ff-4461-9950-284f8b75d879&cp=1&wa_vlsrc=continuous

    T-Ss

    S-S

    T-Ss

    T-Ss

  • V. Wrap-up

    windows. 6. Give back students word

    search worksheets and provide general feedback.

    3 min T-Ss

    Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Being aware of ei or eigh with long a sound

    I. Lead-in

    II. Presentation

    III. Practice

    Period 5 1. Teacher greets the class, and

    then asks the class what the first sound of eight is. Tell them to listen and find the same sound in the following words: rein, reindeer, and sleigh. Show the word cards or write those words on the board while saying them. Tell students that ei sometimes pronounce long a sound. Have students try to say the following words: eight, vein, veil, reign, weigh, weight, freight, sleigh, and reindeer.

    2. Students practice the pronunciation of above words in pairs.

    3. Divide class into two teams, and let them choose a team name related to Christmas. Help them write their team names high on each side of the board.

    4. Have a volunteer from each team race to say one of the words that Teacher draws. Give the first winner one point, and the second winner zero point five (0.5) points.

    5 min

    3 min

    3 min

    3 min

    Word cards refer to Appendix 13

    T-Ss

    S-S

    Ss

    T-Ss

  • Assessment of ei and eigh long a sounds

    Comprehend the story being told

    IV. Assessment

    V.

    Interesting students for the story

    VI. Reading a story

    VII. Reacting to story reading

    VIII. Wrap-up

    5. Do phonics worksheets on ei long a sound.

    6. Tell students that people think Santa lives in North Pole, and Santa needs to deliver presents for good boys and girls on Christmas Eve. Show the cover of the book, Who Will Guide My Sleigh Tonight? Introduce the author Jerry Pallotta and illustrator David Biedrzycki, and have students repeat the title and names. Then have students make predictions about what will happen in the story.

    7. Divide the class into five groups. Give each group two animal cards copied from the picture book. Students will have to hold up their picture cards and say ho, ho, ho when they hear the animals names. Make sure they know how to say the animal names.

    8. Teacher reads through the story with PPT file with students responding ho, ho, ho sounds, and confirming initial predictions.

    9. Teacher gets the animal cards back, and announces first and second winner team.

    7 min

    5 min

    5 min

    8 min

    1 min

    Worksheets refer to Appendix 14 PPT slides for the story

    Sets of animal cards for each group

    T-Ss

    T-Ss

    T-Ss

    T-Ss

    T-Ss

  • Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Matching oral and written words

    Evaluating

    Creating

    I. Warm-up

    II. Reviewing the story

    III. Explaining

    with listening

    comprehension

    IV. Agreement

    on rubric for

    reading

    performance

    V. Grouping

    VI. Brainstorming

    VII. Wrap-up

    Period 6 1. Teacher greets the class, and

    then passes out the story picture cards with word prints to some students. Have those students post the cards in order on the board.

    2. The class helps read through the story, Who Will Guide My Sleigh Tonight? Meanwhile, the class re-organizes the story cards in correct order.

    3. Have each student think of an animal and then a reason why they arent good enough to pull Santas sleigh. Students share their ideas with a partner.

    4. Teacher announces that students will read the story next class as a group, and explains the rubrics for scoring and confirms with students.

    5. Help students get into groups of three or four. Give each student a sheet of story transcript and practice the story as a group.

    6. Students in groups then make word wheels on Christmas gifts, and then share group results.

    7. Remind the class the task of group reading the story, Who Will Guide My Sleigh Tonight? the next class.

    5 min

    6 min

    3 min

    3 min

    10 min

    12 min

    1 min

    Story picture cards with words

    Story transcripts

    Refer to Appendix 16

    Refer to Appendix 17

    Worksheet refer to Appendix 18, and Participation Checklist refer to Appendix 19

    T-Ss

    and Ss

    Ss

    S-S

    T-Ss

    Ss

    Ss and

    T-Ss

    T-Ss

  • Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Reading performance

    I. Reviewing rubrics for

    reading

    performance

    II. Rehearsal

    III. Reading performance IV. Wrap-up

    Period 7 1. The class helps read through

    the story, Who Will Guide My Sleigh Tonight? Meanwhile, the class re-organizes the story cards in correct order.

    2. Have students get into their groups rehearse the story reading.

    3. Groups take turns to read the story, and Teacher video-tapes the process while marking the rubrics.

    4. Teacher gives praises and comments.

    3 min

    5 min

    30 min

    2 min

    Reading performance rubric

    Story transcripts given to students already

    Appendix 16 Teachers grading form

    T-Ss

    Ss

    Ss

    T-Ss

    Teaching goals

    Stages Activities/Methodology

    Time Props & Resources Notes

    Retrieving ideas for Christmas gifts

    Learning writing conventions

    I. Warm-up

    II. Presentation

    and Practice

    III. Production

    Period 8 1. Teacher greets the class, and

    helps class retrieve whats been brought up for Christmas gifts on word wheels.

    2. Ask students to reflect on if theyve been good. Then tell students its time for them to write Santa a letter to tell what theyd like to get for Christmas. Do shared writing first, and then discuss writing rubrics with students.

    3. Pass out writing worksheets for students to write a letter to Santa.

    3 min

    12 min

    10 min

    Refer to Appendix 20

    Refer to Appendix 21

    T-Ss

    T-Ss

    S

  • Learning to assess for cooperation/ collaboration

    IV. Sharing writing

    works

    V. Self and peer assessment

    4. Students first share their letter with a partner, and check each others writing to provide feedback for correctness, besides saying at least one or two good things about partners writing. Then two pairs form a group of four to share their writing works and provide feedback too.

    5. Students finish self- and peer-assessment forms.

    6. Ask Little Helper to collect and hand in the writing worksheets the next day.

    7. The letters will be returned to students to have parents sign, and can be displayed in classroom bulletin boards afterwards.

    6 min

    8 min

    1 min

    Refer to Appendices 22 and 23

    S-S and

    Ss

    S

    T-Ss

    B. Appendixes

  • Picture Cards

    Appendix 1

  • Picture Cards with Words (1)

    Appendix 2

    Santa Claus a snowman

    a sleigh a reindeer

    an angel Christmas lights

    a bell a bow

    an elf mistletoe

  • Class: 4 ______ Name: _____________________ Number: _______

    Put an or a in the correct place.

    I have snowman.

    I have a snowman.

    I have bow.

    __________________

    I have bell.

    __________________

    I have angel.

    __________________

    I have sleigh.

    __________________

    I have elf.

    __________________

    I have reindeer.

    __________________

    Appendix 3

  • Appendix 4

    Reference introduction about Christmas for the instructor

    Christmas is a special celebration to share with family. In homes, people usually give presents, decorate Christmas trees, hang stockings, put up lights, and have a special dinner on Christmas Eve. At school, students decorate their classrooms and sing carols. On Christmas Eve, Santa Claus checks his present list, carries the presents on his sleigh, and enters the houses through chimneys to leave presents under the Christmas trees. Sometimes, Santa eats cookies and drinks milk before leaving.

  • Appendix 5

    Find These Words: bell candy cane cookies and milk

    Christmas tree Santa

    present reindeer stocking

    sleigh snowman star

    http://bogglesworldesl.com/christmas_worksheets.htm(c) 2002 www.bogglesworldesl.com

  • Picture Cards with Words (2)

    Appendix 6

    ornaments a fairy

    tinsel a star

    baubles presents

    toys a stocking

    a candy cane

  • Picture and Word Cards for Activity, Mix and Match

    ornaments a fairy tinsel

    a star baubles presents

    toys a stocking a candy cane

    Appendix 7

  • Observation Rubrics for Activity, Mix and Match

    Check ( ) the proper box

    Respond correctly Respond hesitantly No proper responses

    Question: Do you have picture/word card star? Answer: Yes, I do. Here it is. / No, I dont

    Students Name and Number

    Action

    Be able to read the word or picture cards

    Be able to ask the question

    Be able to answer the question

    Remarks

    Be able to read the word or picture cards

    Be able to ask the question

    Be able to answer the question

    Remarks

    Be able to read the word or picture cards

    Be able to ask the question

    Be able to answer the question

    Remarks

    Appendix 8

  • Students Name and Number

    Action

    Be able to read the word or picture cards

    Be able to ask the question

    Be able to answer the question

    Remarks

    Be able to read the word or picture cards

    Be able to ask the question

    Be able to answer the question

    Remarks

    Be able to read the word or picture cards

    Be able to ask the question

    Be able to answer the question

    Remarks

    Choose one or two groups to observe at one setting

  • Period 3 homework

    Put Do or Does and then match the dots ().

    Questions Answers

    1. _______ you have a star?

    2. _______ you have a Christmas tree?

    3. _______ your sister have a bow?

    4. _______ Peter have Christmas lights?

    a. Yes. He has Christmas lights.

    b. No, I dont. I have a bell.

    c. Yes. She has a bow.

    d. Yes, I do. I have a Christmas

    tree.

    Appendix 9

  • Class: 4 ______ Name: _____________________ Number: _______

    Listening Test: Circle ( ) the correct picture and write the answer.

    1

    _____________________________

    2

    _____________________________ 3

    _____________________________

    4

    _____________________________ 5

    _____________________________

    6

    _____________________________ 7

    _____________________________

    8

    _____________________________ 9

    _____________________________

    10

    _____________________________ Class: 4 ______ Name: _____________________ Number: _______

    Santa Claus a snowman a candy cane a bow mistletoe

    an elf angels a reindeer presents stockings

    Appendix 10

  • Listening Test: Circle ( ) the correct picture and write the answer.

    1

    a reindeer

    2

    an elf 3

    a candy cane

    4

    Santa Claus 5

    stockings

    6

    a Christmas tree 7

    mistletoe

    8

    angels 9

    presents

    10

    a snowman

    Appendix 11

    Santa Claus a snowman a candy cane a bow mistletoe

    an elf angels a reindeer presents stockings

  • Rubrics for Listening Test

    Criteria Scales

    Circling picture correctly

    (3)

    Circle correct picture

    (3)

    Circle incorrect picture

    (1)

    Didnt circle a picture

    (0)

    Writing neatly

    (3)

    Writing with correct

    lowercase, uppercase letters, and left proper

    space between words

    (3)

    Writing with correct

    lowercase and

    uppercase letters, but

    left out space

    between words

    (2)

    Left out space and

    mistakes in lowercase or

    uppercase letters

    (1)

    No writing at all

    (0)

    Spelling correctly

    (4)

    Correct spelling

    (4)

    With one or two

    consonant letters

    misplaced

    (2)

    With a vowel

    misplaced

    (1)

    No spelling at all

    (0)

    Appendix 12

  • Word cards for ei long a sound

    eight

    vein Freight

    reign veil Weight

    weigh sleigh reindeer

    Appendix 13

  • Phonics: Long Vowel patterns ei and eigh

    Name: _______________ Number: ________ Class: 4 _______

    Appendix 14

    The vowel patterns ei and eigh sound alike. The usually have the long a sound as in cake. Say these words: eight sleigh rein

    Read each group of words. Circle the word that has the long a sound.

    1 the them weigh

    2 war sleigh his

    3 donkey neighbor slap

    4 veil vest see

    5 being science reindeer

    Read each sentence aloud. Circle the word that has the long a sound. Then write the word on the line.

    1. An ant crawled along a vein of the huge leaf. ____________

    2. The zoo has eight toucans. ____________

    3. Our neighbor come along with us. ____________

    4. Do you know Rudolph, the red-nosed reindeer? ____________

  • Rubrics for Phonics: Long Vowel patterns ei and eigh

    Appendix 15

    The vowel patterns ei and eigh sound alike. The usually have the long a sound as in cake. Say these words: eight sleigh rein

    Read each group of words. Circle the word that has the long a sound.

    1 the them weigh

    2 war sleigh his

    3 donkey neighbor slap

    4 veil vest see

    5 being science reindeer

    Read each sentence aloud. Circle the word that has the long a sound. Then write the word on the line.

    1. An ant crawled along a vein of the huge leaf. ____________

    2. The zoo has eight toucans. ____________

    3. Our neighbor come along with us. ____________

    4. Do you know Rudolph, the red-nosed reindeer? ____________

    1 point for each correct circle.

    2 points for each correct circle, and 3 points for each correct written word.

  • Teachers grading rubric for reading performance

    Criteria Scales Speaks clearly and loudly

    (7)

    Speaks clearly and loudly all the time

    (7)

    Less than 3 utterances not clear or loud enough

    (4)

    More than 4 sentences not clear or loud enough

    (2)

    Speaks too softly to be heard

    (0)

    Presents good intonation and correct pronunciation

    (5)

    Always shows good intonation and correct pronunciation

    (5)

    Less than 3 pronunciation mistakes or faulty intonation

    (3)

    More than 4 pronunciation mistakes or faulty intonation

    (1)

    Displays good expressions

    (5)

    Displays very expressive throughout the entire selection

    (5)

    Displays expression throughout most of the selection

    (4)

    Displays some expression in parts of the selection

    (3)

    Displays very little or no expression

    (1)

    Provides a fluent performance

    (5)

    Always presents a fluent performance and hints the other to perform

    (5)

    Presents a fluent performance

    (3)

    Not presents a fluent performance

    (1)

    Shows proper pauses

    (3)

    Shows more than three proper pauses

    (3)

    Less than two proper pauses

    (1)

    No proper pauses at all

    (0)

    Appendix 16

  • Teachers grading form

    Group No.

    Students No. & Name

    Clarity & loudness

    Intonation & pronunciation

    Expression Fluent performance

    Proper pauses

    Remarks

    1

    2

    3

    4

    5

    6

    7

    8

    9

  • Who Will Guide My Sleigh Tonight?

    Written by Jerry Pallotta Illustrated by David Biedrzyeki

    1. The job was too big for me. I needed help!

    2. I had the sleigh. But one helper just wouldnt do.

    3. I was looking for a team!

    4. I tried tigers.

    5. They played too rough. They almost ate me!

    6. I tried mice.

    7. They couldnt even lift the straps!

    8. The penguins flapped and flapped.

    9. Oops, they flipped and flopped!

    10. The dolphins were really smart.

    11. But-SPLASH!-they took me for a swim!

    12. I loved the giraffes.

    13. Oh! No! They got stuck.

    14. I gave the skunks a try.

    15. It was a smelly idea!

    16. HOP! Kangaroos! HOP! HOP! HOP!

    17. The presents went everywhere.

    18. The turtles were too slow.

    19. The cheetahs were too fast.

    20. Snakes! Snakes! I DONT LIKE SNAKES!

    21. I tried rhinoceroses.

    22. Dont even think about it! said Mrs. Claus.

    23. Bunnies are for Easter.

    Appendix 17

  • 24. I tried monkeys.

    25. Stop it! Dont look at my underwear!

    26. Then I had a bright idea!

    27. Reindeer! Thats it! They can do it all.

    28. What a nice smooth ride! Yahoo!

    29. Ho! Ho! Ho! Merry Christmas! Happy New Year!

    30. Next year, maybe I will try butterflies.

    Class: _____________ Name: _________________________

  • Word Wheel for Christmas gifts

    Class: _____________________

    Group Members Names and Seat Numbers: __________________________________________________________________

    List (or draw) things that are good for Christmas gifts.

    Appendix 18

    Christmas gifts

  • Participation Checklist

    Student Number

    Action

    Show interest Participate Propose suggestions Speak English

    Show interest Participate Propose suggestions Speak English

    Show interest Participate Propose suggestions Speak English

    Show interest Participate Propose suggestions Speak English

    Show interest Participate Propose suggestions Speak English

    Show interest Participate Propose suggestions Speak English

    Show interest Participate Propose suggestions Speak English

    Choose one or two groups to observe at one setting

    Appendix 19

  • Rubrics for A Letter to Santa

    Criteria Scales

    Space between words

    (6)

    No leaving out of spaces

    (6)

    No more than 2 spaces left

    out

    (4)

    Leave out more than 3 spaces, but less than 5

    (2)

    Leave out more than 6

    spaces

    (0)

    Capitalization

    (6)

    All capitalization

    is noticed

    (6)

    Less than 2 capitalization

    is missed

    (4)

    More than 3 but less than 4 capitalization

    is missed

    (2)

    More than 5 capitalization

    is missed

    (1)

    Proper punctuation

    (6)

    All punctuation is

    correct displayed

    (6)

    With 1 or 2 punctuation

    mistakes

    (4)

    With more than 3 but less than 4 punctuation

    mistakes

    (2)

    With 5 or more

    punctuation mistakes

    (0)

    Correct spelling

    (4)

    All Correct spelling

    (4)

    With 1 or 2 words

    misspelled

    (2)

    With more than 3 but less than

    4 words misspelled

    (1)

    More than 5 words

    misspelled

    (0)

    Neat hand writing

    (3)

    All words are neat

    (3)

    1 or 2 words are illegible

    (1)

    More than 3 words are illegible

    (0)

    Appendix 20

  • A Letter to Santa

    10 years old

    give me a video game/a doll/an iPadfor Christmas.

    December 15, 2013

    am a good boy/girl.

    Thank you very much.

    Merry Christmas!

    __________________

    Dear Santa,

    My name is ____________. Im __________________

    I _____________________________ Please

    _____________________________________________

    _____________________________________________

    _____________________________________

    Love,

    __________________

    Parents

    Signature:_______________

    Appendix 21

  • Self Assessment Sheet

    Check ( ) the proper boxes

    My Name:

    Item

    I offered feedback.

    I accepted good ideas from my partners.

    Suggestions for myself. ()

    Appendix 22

  • Peer Assessment Sheet

    Check ( ) the proper boxes

    Partners Name:

    Item

    S/he offered feedback.

    /

    S/he accepted good ideas from me.

    /

    My suggestions /comments for her/him (//)

    Partners Name:

    Item

    S/he offered feedback.

    /

    S/he accepted good ideas from me.

    /

    My suggestions /comments for her/him (//)

    Partners Name:

    Item

    S/he offered feedback.

    Appendix 23

  • /

    S/he accepted good ideas from me.

    /

    My suggestions /comments for her/him (//)

  • Other Web links: 1. Google Pictures 2. www.bogglesworldesl.com

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