The Lesson Outlines on this blog cover one year at Tung Hai Elementary School 東海國小. At the time of writing, individual lesson plans have not been included, primarily because I usually write these in my notebook, and rarely type them out. If you are interested in seeing individual lesson plans here, please let me know and I will start putting them up.
Those interested in general information regarding teaching in Taiwan are encouraged to visit my Unit Plan for Tung Hai Junior High School. That unit plan was much more systematic, and explores some issues regarding teaching in the R.O.C.
I also (occasionally) deal with educational topics on my local blog, Taitung Style, and also on my all-purpose Taiwan blog, Taiwan 101. The links for those two are on the right.
Live long and prosper, and may the Force be with you, my young Jedi!
Tung Hai Elementary School 東海國小/Lesson Plan
Tuesday, March 13, 2012
Grade 3 Semester Outline 1
Grade 3 Semester Outline
English
Conversation (生活美語)
Email:
timesthreethehighest@gmail.com
Blog:
www.taitungstyle.blogspot.com
Facebook:
Timesthree Thehighest
June
14, 2011/6/14
Students in our school begin studying
English in grade 3. For this reason,
giving them a good start in English is of paramount importance. Many of the habits they acquire during this
first year will remain with them for the duration of their English studies, and
their level of mastery over the grade 3 English curriculum will largely
determine how well they learn English throughout the entirety of their
elementary school years.
While sight words and sentence patters are
introduced through the grade 3 curriculum, the alphabet is the primary focus of
study. Given the nature of the tests
they will take, and even on what material can be effectively tested in the
English classroom, the critical nature of learning the alphabet should be
obvious. Many students leave third grade
thinking they have mastered the alphabet, only to find that they haven’t
learned all of their letter sounds, or are unable to identify the letters in a
spoken context. Other students never
realize the importance of spelling and memorization in English, and the role
the alphabet plays in learning these important skills.
Beyond the alphabet, students in grade 3
are also introduced to simple vocabulary words, the numbers from one to ten,
and simple phrases. While these simple
vocabulary words might seem to be of secondary importance, learning this set of
vocabulary well – from the beginning – can set the stage for future success in
English. The numbers from one to ten are
also very important, and their value transcends even the English language,
given the importance of these numbers with respect to technology.
The simple phrases mentioned above, such as
“My name is ______” and “How are you?” are perhaps of lesser importance, and
can be relearned in grade 4. Just the
same, learning these phrases early is bound to increase the confidence of every
student; the more fully these phrases are understood the better.
With the above ends in mind, this semester’s
English conversation class will be following the outline below. This outline will also be a reflection of the
Longman English Level 3 textbook, which the students will also use in their
regular English class.
Week
|
Topics Covered
|
1
|
ABCs, 1-10, Commands/Actions
|
2
|
ABCs, 1-10, Commands/Actions, art project
|
3
|
ABCs, 1-10, Commands/Actions, ball game
|
4
|
ABCs, 1-10, Commands/Actions, review
|
5
|
Written Test #1/DVD
|
6
|
ABCs, classroom objects, names and
introductions, commands/actions
|
7
|
ABCs, classroom objects, names and
introductions, commands/actions, art project
|
8
|
ABCs, classroom objects, names and
introductions, commands/actions, ball game
|
9
|
ABCs, classroom objects, names and
introductions, commands/actions, review
|
10
|
Written Test #2/DVD
|
11
|
ABCs, family members, commands/actions
|
12
|
ABCs, family members, commands/actions,
art project
|
13
|
ABCs, family members, commands/actions,
ball game
|
14
|
ABCs, family members, commands/actions
|
15
|
ABCs, family members, commands/actions
|
16
|
ABCs, commands/actions, likes and
dislikes
|
17
|
Special Topic #1
|
18
|
Special Topic #2
|
19
|
Special Topic #3/DVD
|
20
|
Oral (Speaking) Test #1
|
Notes
l This class follows a month-by-month schedule, with an art project, a
ball game, a test, and a DVD presentation presented with a four-week
timeframe. Not every class will have
their lessons on the same week.
l Written tests are tests of written English and reading
comprehension. The oral test is a test
of listening comprehension and speaking ability. All of the material tested is to be found
within the book.
l Every class will be made as interactive as possible, with a variety
of learning styles accommodated. I use
songs, movement, and other methods throughout the semester.
l Each semester we have a “special topic,” which is an extension of
something in the textbook. The subjects/vocabulary
covered during these “special topic” sessions will not be the subject of any
test.
Overview
of Longman English Book 1
Unit
|
Vocabulary
Introduced
|
Sentence
Patterns
|
Starter Unit: Get Ready
|
Letters
Aa-Zz, good, morning, hi, hello, I’m, stand, up, sit,
down, open, your, book, close, one, two, three, four, five, six, seven, eight, nine, ten
|
Good morning.
Hi, I’m _________.
Hello, I’m _________.
Stand up.
Sit down.
Open your book.
Close your book.
|
Unit 1: At School
|
What’s, name, goodbye, see, you, later,
it’s, a, book, pen,
pencil, book bag, no, try, again, yes, good, job, take, out, put,
away, raise, hand, put, down, apple, ant, boy, bird,
cat, cap, dog, desk, and, ruler, flower, write, numbers, here, choose,
from, now, let’s, play, Bingo
|
What’s this?
It’s a __________.
Yes.
No.
Try again.
Take out your book.
Put away your book.
Raise your hand.
Put down your hand.
|
Unit 2: My Family
|
Oops, sorry, that’s, OK, are, you, ready,
am, this, is, my, father,
mother, sister, brother, who’s, he, he’s, my, she, she’s, talk, about,
your, family, look, point, listen, be, quiet, egg,
elephant, fish, fox, gift, girl, hen, hand, Mr., Mrs., it’s, me
|
This is my __________.
Who’s he?
Who’s she?
He’s my __________.
She’s my __________.
Look.
Point.
Listen.
Be quiet.
It’s __________.
|
Unit 3: Food
|
Ice
cream, please, here, are, thank, you, have, some, pizza, thank, mmm, yummy,
you’re, welcome, I, like, cake,
don’t, milk, do,
don’t, friend, clap, jump, turn around, stop, ink,
insect, jam, juice, king, kite, lamp, lion, man, too, circle, it, now,
you, draw, your, family, spin, say
|
I like __________.
I don’t like __________.
Do you like __________?
Yes, I do.
No, I don’t.
Clap.
Jump.
Turn around.
Stop.
Here you are.
Me, too.
__________, please.
|
Culture 1
Christmas
|
Star, decorate, the, tree, bell, gift,
open, we, wish, merry, Christmas, happy, new, year, sing, carols, stocking,
Santa Claus
|
|
Culture 2
Chinese New Year
|
Clean, house, eve, dinner, rice, red,
envelope, tangerine, get, eat, great, watch, lion, dance, firecrackers, fish
|
|
|
|
|
Grade 3 Semester Oultine 2
Grade 3 Semester Outline
English
Conversation (生活美語)
Email:
timesthreethehighest@gmail.com
Blog:
www.taitungstyle.blogspot.com
Facebook:
Timesthree Thehighest
January
5, 2012
So how are we doing in Grade 3? I tested all four classes today, and almost
all of them seem to have mastered the alphabet.
This is a great thing. Moving on
from the alphabet, most of them have some knowledge of a word associated with
each letter, at least for A-J. The
Longman 1 books doesn’t really use many sentence patterns, so it is too early
to comment on their grammar and ability to answer questions in English.
The Longman 2 textbook is very similar to
Longman 1. The alphabet from N-Z is covered,
though most students seem to know these letters already. This is a serious weakness in Taiwan’s
English curriculum: spending longer than a semester on the English
alphabet. Questions included in this
book follow the “How old are you?”, “Is this your _____?”, “What color is your
_____?”, and “Can you ______?” patterns.
There are also a number of commands used, but these are rarely discussed
in class.
The phonics this semester is more basic
letter sounds. I should definitely work
more on having the students sound out words.
Should they acquire enough skill in this area, it should serve them well
in Grade 4.
Given the volume of information introduced
in the Grade 3 English curriculum, I feel that the students are performing up
to expectations. Hopefully there will be
time in class to expand upon the information provided in the textbook. This, I feel, would be more rewarding for
everyone.
Week
|
Topics Covered
|
1
|
Starter unit, review, numbers above 10, “How
Old Are You?”
|
2
|
Starter unit, review, numbers above 10, “How
Old Are You?”, art project
|
3
|
Starter unit, review, numbers above 10, “How
Old Are You?”, ball game
|
4
|
Starter unit, review, numbers above 10, “How
Old Are You?”
|
5
|
Written Test #1/DVD
|
6
|
Pets/animals, “Is it your _____?”,
letters Nn-Qq
|
7
|
Pets/animals, “Is it your _____?”,
letters Nn-Qq, art project
|
8
|
Pets/animals, “Is it your _____?”,
letters Nn-Qq, ball game
|
9
|
Pets/animals, “Is it your _____?”,
letters Nn-Qq, review
|
10
|
Written Test #2/DVD
|
11
|
Colors, “What color is your _____?”,
letters Rr-Uu
|
12
|
Colors, “What color is your _____?”,
letters Rr-Uu, art project
|
13
|
Colors, “What color is your _____?”,
letters Rr-Uu, ball game
|
14
|
Having fun, activities, verbs, “Can you
_____?”, letters Vv-Zz
|
15
|
Having fun, activities, verbs, “Can you
_____?”, letters Vv-Zz
|
16
|
Having fun, activities, verbs, “Can you
_____?”, letters Vv-Zz
|
17
|
Special Topic #1
|
18
|
Special Topic #2
|
19
|
Special Topic #3/DVD
|
20
|
Oral (Speaking) Test #1
|
Notes
l This class follows a month-by-month schedule, with an art project, a
ball game, a test, and a DVD presentation presented with a four-week
timeframe. Not every class will have
their lessons on the same week.
l Written tests are tests of written English and reading
comprehension. The oral test is a test
of listening comprehension and speaking ability. All of the material tested is to be found
within the book.
l Every class will be made as interactive as possible, with a variety
of learning styles accommodated. I use
songs, movement, and other methods throughout the semester.
l Each semester we have a “special topic,” which is an extension of
something in the textbook. The subjects/vocabulary
covered during these “special topic” sessions will not be the subject of any
test.
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