臺北市103學年度與英國文化協會
合作辦理國小英語教師專業培訓成果作品輯
Lesson Plan
Designed by Serena Yang for Grade 2 English Class
According to the course planning of Grade 2 English class, there will be two sets of sentence pattern that should be the focus of the first month class during the coming semester: “Q: What’s your name? A: I’m Serena” and “Q: Who’s he/she? A: He/she is my father/mother/brother/sister”. Also, for students to know about each other, the first thing is to let them learn about each other’s names. Therefore, the following lesson plan tries to make students use their names and the sentence patterns as often as possible so as to help students apply the language in a more authentic way while it’s fun and interesting for everyone to participate in.
Date: Sep. 1~20, 2014 Subject: English Grade: 2 Textbook: Hello, Kids! Vol. 1
Objectives: Students will learn about each other’s English names and apply them with the focused sentence patterns while participating in the pair and group works.
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Time
5’
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Opening: Framing the Lesson
Teacher begins by asking students about her name. “What’s my English name, do you know how to say it, and how to spell it?” Then, Teacher says her name and/or have a student write it on the board.
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Monitor/Feedback
Students can say the Teacher’s name and spell it together.
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Time
30’
30’
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The Lesson Pattern: Activities
(Will take place over two class periods.)
Class Period 1:
- Teacher presents cards of various English names and asks students to sound them out. After response, Teacher shows the students how to fold a piece of paper vertically twice and write one’s name on the 3rd line. Students start to write their own English names on the paper given by Teacher and make it stand on the desk.
- Teacher asks one of the students, ”What’s your name?” After response, Teacher asks another one behind or near him/her about the student’s name: “What’s his/her name?” and ”What’s your name?”, then keeps on for about five persons.
- Teacher asks students to inquire each other’s names by diving them with different colors of the learning sheet and the focused sentence patterns on it: Hi, I’m Serena. What’s your name? How do you spell it? Teacher reminds students to introduce themselves before asking for the other’s name.
- After 10 minutes (during which Teacher matching students with different colors many times), Teacher asks students to go back to their seats and share how many names they have collected on the sheet.
- To encourage students, Teacher says, “Who gets to memorize each other’s names the most will have a surprise gift from the Teacher!” and lets students to go around and asks about names.
- “Who can tell us at least ten names and show us who they are?” The students will have to respond by going near the person and say: her/his name is ….
Class Period 2:
- Teacher gives students different colored cards to write on their English names and collects them altogether in Box 1. “Today, we’re going to make a Family Tree.”
- On the board, students can see a Family Tree sample created from the website: Family Echo - Free Online Family Tree Maker (www.familyecho.com/)
- Whether an IWB is available in the classroom, Teacher will need to prepare some cards with the words on them: father/mother/brother/sister and puts them in Box 2. If there’s no IWB, then Teacher can make the Family Tree by putting students’ names and the word cards on the board with magnets.
- Teacher explains what a Family Tree is and asks, “Who wants to be the ‘me’ in the center to make the tree?” Certainly, to make it fair, Teacher should choose it by drawing out a name card from Box 1, i.e. Jasmine.
- From Box 2, Teacher draws out one of the words: father/mother/brother/sister, i.e. father and asks Jasmine to draw from Box 1: Let’s see who will be Jasmine’s father! (If it turns out to be a girl’s name, then it’s a good chance to introduce LGBT family! ) (To make it less complicated for G2 students, Teacher may separate the names with different colored cards)
- “So Andy is Jasmine’s father, just for today!” Then Teacher keeps on drawing cards from Box 2 and asks the student Andy to draw from Box 1.
- If the Family Tree becomes too big, Teacher can focus on one student’s name to complete with the family members.
- Teacher can randomly ask students about who’s whose mother and who’s whose brother and so on by using the sentence pattern: “Who’s she? Who’s he?” Students respond by saying: “She’s Jasmine’s sister. He’s Andy’s brother”.
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Monitor/Feedback
Students can say about the names together and write their names on the paper.
Students can learn how to introduce oneself and ask about other people’s name.
Students can enjoy the pairing and grouping activities.
Students can write their names on the cards.
Students can enjoy and actively participate in the group activities.
Students can learn how to introduce other people in the family or other relationship.
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Time
5’
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Closing/Assessment /Homework
Teacher closes the class with checking about the sentence patterns to see if students can use them correctly. After giving them another piece of paper, Teacher explains as for how to do the homework: finding out some pictures of their family and paste it on the paper, with words introducing them, such as: This is Fanny. She is my mother.
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Monitor/Feedback
Students can apply the names and words with the focused sentence patterns.
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Resources/Materials
- Website: Family Echo - Free Online Family Tree Maker (www.familyecho.com/)
- Name cards: Andy, Betty, Obama, Bush….
- Word cards: father/mother/brother/sister
- Learning Sheet: Hi, I’m Serena. What’s your name? How do you spell it?
- Paper: some space to paste photo, and sentences to fill in: This is Fanny. She is my mother.
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