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

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)

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 don’t. 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 Planned Solutions

Teacher may not be used to giving marks on

assessment on the spot

Practicing alternative assessment when there’s

a chance and using video‐taping to compensate

any overlooks.

Most materials are found on the web and

requires an Internet connection

Downloading of worksheets, videos and audio

materials should be done before hand to avoid

delay.

Group work activities may cause uncontrolled

noise and attention‐getting behavior

Explain to the class the acceptable behavior as

the activities are going on.

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 don’t match, but she can say the words, she can still get one point for her team. Then it’s the other team’s 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.

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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)

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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)

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Teaching goals



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 “Christ’s 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

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V. Wrap-up

really knows the actual birthday of Jesus. Christmas is now a very important holiday in Western countries, and it’s celebrated by Christians and non-Christians. It’s usually celebrated with decorating of a tree, room, house, or yards with lights, ornaments, and plants like mistletoe. There’s 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 they’re going to tell their friends what they see in common in the clips in pairs setting. Use sentence “I saw ______________”. Students share what they’ve

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

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the worksheets the next day.

Teaching goals



Pre-teaching vocabulary words

Watching and listening to authentic materials about Christmas

Listening

comprehension

I. Warm-up

II. Presentation


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 they’ve 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

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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 they’re 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

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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 doesn’t have the card, then he/she answers “No, I don’t.” 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. Here’s 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 don’t. 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 children’s 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

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Teaching goals



Listening and writing assessment

Taking responsibility for marking

I. Warm-up

II. Students marking


announces that she’d like the students to circle the words that they hear. She’s 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

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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

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V. Wrap-up

windows. 6. Give back students’ word

search worksheets and provide general feedback.

3 min T-Ss

Teaching goals



Being aware of “ei” or “eigh” with long a sound

I. Lead-in

II. Presentation

III. Practice


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

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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

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Teaching goals



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


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 aren’t good enough to pull Santa’s 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


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

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Teaching goals



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 Teacher’s grading form

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Teaching goals



Retrieving ideas for Christmas gifts

Learning writing conventions

I. Warm-up

II. Presentation

and Practice

III. Production


helps class retrieve what’s been brought up for Christmas gifts on word wheels.

2. Ask students to reflect on if they’ve been good. Then tell students it’s time for them to write Santa a letter to tell what they’d 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



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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 other’s writing to provide feedback for correctness, besides saying at least one or two good things about partner’s 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

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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 don’t

Student’s 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




Remarks




Remarks

Appendix 8

Student’s Name and Number

Action




Remarks




Remarks




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 don’t. 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)

Didn’t 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.

Teacher’s 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

Teacher’s 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 wouldn’t 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 couldn’t 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 DON’T LIKE SNAKES!

21. I tried rhinoceroses.

22. “Don’t even think about it!” said Mrs. Claus.

23. Bunnies are for Easter.”

Appendix 17

24. I tried monkeys.

25. “Stop it! Don’t look at my underwear!”

26. Then I had a bright idea!

27. Reindeer! That’s 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







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 iPad…for Christmas.

…December 15, 2013

…am a good boy/girl.

…Thank you very much.

…Merry Christmas!

__________________

Dear Santa,

My name is ____________. I’m __________________

I _____________________________ Please

_____________________________________________

_____________________________________________

_____________________________________

Love,

__________________

Parent’s

Signature:_______________

Appendix 21

家長簽名

Self Assessment Sheet

Check ( ) the proper boxes

My Name:

Item

項目

I offered feedback.

我有提供意見

I accepted good ideas from my partners.

我有採納夥伴的好意見

Suggestions for myself. (我給自己的評語)

Appendix 22

Peer Assessment Sheet

Check ( ) the proper boxes

Partner’s Name:

Item

項目

S/he offered feedback.

他/她有提供意見

S/he accepted good ideas from me.

他/她有採納我的好意見

My suggestions /comments for her/him (我給她/他的建議/評語)

Partner’s Name:

Item

項目






Partner’s Name:

Item

項目


Appendix 23





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

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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