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FUN English

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Title: FUN English


1
FUN English
  • Speaker Jenny Wu

2
Ice-breaking
Taipei
3
pineapples
blue
0
Taiwan
on foot
3
Ice-breaking
  • Where do you live?
  • Where are you from?
  • How many brothers or sisters do you have?
  • How do you go to school?
  • Whats your favorite color?
  • Whats your favorite fruit?
  • How many countries have you ever been to?

4
Ice-breaking (follow up activities)
  • Ask your neighbors
  • Each question
  • Drawing lots
  • Stand up, go around, find as many people as you
    can! (time limit)

5
Ice-breaking
  • Making Posters in a group. ( Rules about Class
    management.)
  • Ask your classmates about THREE things you both
    have in common or you DON'T HAVE in common.
  • T write SIX  short messages on a paper. Each
    group should make questions according to the
    messages.
  • Story Books David Goes To Shool---Discuss rules
    of classes or schools.
  • Birthday Chant          

6
  • All in together     First by the
    weather,     When I say your birthday,      
    You must jump in      January, February,
    March...etc
  • (Jump in when its your birthday
    month)             All in together       
    First by the weather,        When I say your
    birthday,        You must jump OUT!           

7
Schools kill the creativity?
  • Starting the creativity from the beginning of the
    new semester.

8
Do you think youre creative?
Do you think your Ss are creative?
9
What is creativity?
  • Creativity refers to the phenomenon whereby a
    person creates something new (a product, a
    solution, a work of art, a novel, a joke, etc.)
    that has some kind of value. (Wikipedia)

10
Why creativity is important when teaching
languages?
  • Motivate students
  • Creat a fuzzy, happy environment
  • Learning by doing
  • Connect what theyre learning/ theyve learnt to
    their personal lives
  • play with languages!

11
How to generate some cool ideas?
  • Five stages of creative process

(i) preparation (preparatory work on a problem
that focuses the individual's mind on the problem
and explores the problem's dimensions),(ii)
incubation (where the problem is internalized
into the unconscious mind and nothing appears
externally to be happening),(iii) intimation (the
creative person gets a "feeling" that a solution
is on its way),(iv) illumination or insight
(where the creative idea bursts forth from its
preconscious processing into conscious
awareness) and(v) verification (where the idea
is consciously verified, elaborated, and then
applied).
12
How to generate some cool ideas?
  • click, click, click!

13
A creative learning environment
  • Why do lions eat raw meats?
  • What comes down but never goes up?

14
Cool ideas in English Teaching
  • Alphabets
  • Phonics
  • Reading
  • Writing
  • Songs/ Chants

15
A.Alphabets!
  • Sounds/ Shapes/ Meanings
  • Sounds Using stories!
  • Shapes
  • Human Body Alphabets/ finger alphabets
  • Everyday Lettering
  • Create your own Everyday Lettering
  • Meanings
  • Imagination (Video)
  • Picture Dictionary

16
(No Transcript)
17
Letter 1 ?word My Picture Dictionary
18
A.Alphabets Writing
  • Ask students to.
  • Write on their own palms.
  • Write on the partners backs.
  • Write on the floor.
  • Use foot to write.
  • Use elbows to write.
  • Use heads to write.
  • Use bottoms to write.

19
A.Alphabets!
  • RT in Alphabets teaching
  • Script Alphabet You and Me
  • S1 ( )J.(name of the alphabet)
  • S2 ( )/j/. (sound)  
  • S3 ( )(Use body to write a J).  (shape)
  • S4 ( ) I like jam. (alphabet in the sentence)
  •  
  •  
  •  
  •  

20
A.Alphabets!
  • RT in Alphabets teaching
  • Script Alphabet You and Me
  • S1 ( )M.(name of the alphabet)
  • ALL ( )/m/. (sound)  
  • S2 ( ) Milk, Macdonald (with flashcard)
  • S4 ( ) I drink milk in Macdonald (alphabet in
    the sentence)
  •  
  •  
  •  
  •  

21
A.Alphabets Assessment
  • Running Records
  • first used in reading assessment
  • Assess fluency/accuracy

22
Alphabet assessment
  • Assessment Ss awareness of Alphabets shapes and
    sounds
  • Some marks
  • E (errors)
  • SC (self-correction)
  • V (visual)
  • Written Assessment
  • Match the uppercase and lowercase
  • Uppercase/Lowercase random order mix

23
(No Transcript)
24
Phonics teaching
  • Build up Students Phonemic Awareness
  • Do you Know? (rhyming)
  • Stand, Sit, and Turn Around (First Sound)
  • Old MacDonald Had a Box (Oral blending)
  • Segmentation Cheer (Oral Segmenting)
  • Where Is It? (Phoneme identity)
  • Count the sounds. (Phoneme identity)
  • See more activities in Phonics from A to Z

25
Phonics teaching
  • Use dot and arrow to help Ss blend sounds
    together!
  • s u n
  • start blending with fricative sounds.
  • Old MacDonald Had a Box (Oral blending)

26
Phonics teaching
  • A Fat Cat and A Rat
  • Running records
  • a_e

27
Vocabulary
  • Golden triangle of Vocabulary
  • Shape
  • Sound
  • meaning
  • The way to teach vocabulary
  • Phonics rule ?TPR
  • Syllable ? Songs Chants
  • Root/Prefix/Suffix
  • Imagination (Connect Chinese-English)
  • Visual Hints ? Solitaire Activity

28
Vocabulary-games
  • Act it out(meaning/ shape/ sound)
  • Unscramble (shape)
  • Taboo Words (meaning)
  • Hidden Picture (meaning/shape)
  • Put it in order! (sound/shape)
  • Paper, scissors, stones! (sound)
  • Words in the Sentence! (shape/ meaning)

29
Reading-Jigsaw Reading
  • Frogs
  • Students number30
  • Level of students fourth grader, mix level
  • Time 120 min.
  • Students background knowledge
  • Theyve learnt things about Frog in science
    class.
  • They just learnt how to use can in textbooks.
  • Language points
  • Vocabulary breathe, frog, tadpole, enemy, shrink
    , tail.
  • Sentence pattern A frog can _______.

30
Jigsaw Reading-teaching procedure
  • Step 1 Copy pages and laminate.

31
  • Step 2 Type the content sentence by sentence.
    Cut the sentence strips and put them into the
    envelope. (23 pages are assigned to one group)

32
  • Step 3 Give each envelope to each group. Ask
    students not to open it until they are told to do
    so.
  • Step 4 Unscramble They read the sentences, and
    put them into order.

33
  • Step 5 Give Ss the pages to check their
    sentence orders.

34
  • Step 6 Ss They discuss the pages and translate
    the pages theyre assigned.

35
  • Step 7 Preparing for the presentation.

36
  • Step 8 Presentation.
  • Read the pages.
  • Explanation the content.
  • Teacher makes exploration on that if necessary.

37
  • Step 9 NanHu Millionaire

38
Reading Scan and Skim
  • Scan reading for details
  • Look for some steps, numbers, or words like
    first, secondetc.
  • Skim reading for main ideas
  • Read the first and last paragraph.
  • Read the illustrations, title, subtitle.
  • You use different reading techniques depend on
    the purpose for reading.
  • Suitable for any level students.

39
Reading Scan and Skim
  • Star
  • Students number 28
  • Level of students fifth grader, mix level
  • Time 80 min.
  • Students background knowledge
  • Theyve learnt things about stars in astronomy
    class.
  • Language points
  • Vocabulary sun/moon/eclipse/ sky/ Big Dipper
  • Learning points
  • reading techniques skim and scan

40
Reading Scan and Skim
  • Step 1 Before reading activity
  • Answering questions (based on Star)
  • Doing K-W-H-L Chart
  • K What I know
  • W What I want to know
  • H How will I find information?
  • L What I learned

41
  • Step 2 Ask Ss to hand in the worksheet. See
    only illustrations in the book.
  • Pause
  • what does this book want to tell you? What else
    do you see?

42
  • Step 3 Two minutes for skim. Ss tell the main
    idea of the books.
  • Step 4 Teacher asks some questions, and Ss scan
    and find the answer in the book. (T "What is a
    star? " S "It's a ball of burning gas! )
  • Questions are from the content of the book,
    including illustrations.

43
  • Step 5 Vocabulary teaching
  • sun/moon/eclipse/ sky/ Big Dipper

44
Reading and Fun!
  • Reading the receipt!

Recipe for Oreo Spider
45


(No Transcript)
46
Writing-write right!
  • I dont know how to spell/write apple.
  • Chin-English
  • Help students express thoughts in words.

47
Writing-Write right!
  • As an elementary ET

? 4-1-5 ?????????????
? 4-1-4 ???????????
? 4-1-2 ?????????
? 4-1-3 ??????????
? 4-1-1 ????????????
? 4-2-3 ???????????????
? 4-2-2 ?????????????
? 4-2-1 ????????
48
Writing-Write right!
  • Letter Alphabet writing (Grade 1)
  • Word ? phrase? sentence (Grade 2Grade3)
  • Sentence (Grade3Grade 4)
  • Sentence ? short paragraph (Grade5Grade6)

Punctuation
Yo! Yes!
49
Writing-Write right!
  • Establish Ss awareness of sentence structure!
  • Find the naming part and Action part in the
    textbooks
  • I can sing.
  • (n) (A)
  • He is my dad.
  • (n) (A)

50
Writing-Write right!
  • Are they sentences?
  • It is cloudy.
  • I like cats.
  • They are five hundred dollars.
  • My little sister.
  • Under the table.

51
Writing-Write right!
  • Sentence Unscramble
  • Put the words into the envelopes.
  • Give each group/student
  • one/several envelopes.
  • Ask Ss not to open envelopes until the teacher
    say so.
  • Time limit / Do as many as you can
  • Ask them to read aloud sentences.
  • Write down the correct sentences.

52
Writing-Write right!
  • Sentence Builder
  • Sentence Builder help Ss learn sentence
    structures and grammatical knowledge.
  • It is like solving puzzles.
  • It is a presentation activity.
  • practice and review of a given lesson.
  • should follow up some oral practices in a
    communicative way.

53
Circle the right sentences.
Write down the sentence.?
Drawing!
Give a circle at the first grid if S get the
right answer at the first time. ?
54
Writing-Write right!
  • Solitaire Activity
  • Use a word, phrase to make a sentence.
  • Each student has to come up with one word to make
    the sentence.
  • Practice time
  • can (U3, Happy Rainbow 7)
  • come up with (U1-3, Taiwan Tone)

55
Writing-Write right!
  • sentence1?paragrah
  • ???????!?
  • Four elements writers need to write
  • Idea
  • Words
  • Spelling ability
  • Structures

56
Ideas
  • Whole class discussion
  • Use Phonics rules to spell the words
  • Five senses
  • Personal living experiences
  • Spider Web

57
  • My best friend is Burke. I like him because he
    is kind and generous. He is eleven years old. He
    is tall and has curly hair. He is good at playing
    basketball, and he likes to play basketball and
    read comic books. I like to play basketball and
    sing with him.

58
QA
  • Teacher provides questions and Ss answer them.
    Discuss with Ss how to put the sentences into a
    paragraph. (order/ conjunctions)
  • Who is your best friend?
  • Why do you like him/ her?
  • How old is he/she?
  • What is he/she good at?
  • What does he/ she like to do?
  • What do you like to do with your best friend?

59
Guided Writing
  • My favorite season
  • Four seasons
  • Weather
  • Indoor/outdoor activities
  • Clothing
  • Food
  • Nature

60
Spider Web!
  • Four seasons There are four seasons in a year.
  • Weather The weather is hot. / It is hot in
    summer.
  • Nature The plants start growing. / I see many
    beautiful flowers and tall trees.
  • Indoor/outdoor activities I like to / can go
    swimming. I like to / can go camping.
  • Clothing I wear T-shirt and shorts/ skirt.
  • Food I like ice cream and cool drinks.

61
  • Topic sentence There are four seasons in a year
    spring, summer, fall and winter.
  • Body (Five senses!)
  • Concluding sentence Summer is my favorite
    season, and I like it very much.
  • Topic sentences and concluding sentences can be
    provided by teachers.

62
My Favorite Season
  • There are four seasons in a year
    spring, summer, fall and winter. My favorite
    season is summer.
  • It is hot in summer. The plants grow
    bigger. I see many beautiful flowers and tall
    trees. I wear my T-shirt and shorts. I like to
    go swimming in the swimming pool with my best
    friend, Jane. Also, I like to go mountain
    climbing with my family. In summer, I can have
    some tasty ice-cream and cold drink. Both of
    them can cool down the heat .
  • Summer is my favorite season, and I like
    it very much.

63
Writing is FUN!
64
Writing-Write right!
  • Pop Songs with Writing!
  • Songs can get Ss involved.
  • Good songs last forever!
  • Louis Armstrong
  • What A Wonderful World
  • Language point color
  • Ss write their own lyrics
  • Ss sing the song with their lyrics.

65
Songs-Western Pop songs
  • EFL learning materials are not true enough.
  • Lack of context
  • Not so meaningful
  • Songs make people relax.
  • Songs provide a fuzzy environment for Ss to
    practice language points.
  • Music is a great language package that bundles
    culture, vocabulary, listening, grammar and a
    host of other language skills in just a few
    rhymes. (ESL Galaxy)

66
Songs-Western Pop songs
  • Teachers preparation
  • Language points
  • Search for some videos (with subtitle, singer)
  • Does it have another version?
  • Ukulele

67
Songs-Western Pop songs
  • Hello, Goodbye!
  • Language point opposites, school days begin/ end
  • Fill in the blank (writing)
  • Chant/ Rap (reading)
  • Discussion different kind version
  • Sing with subtitle (reading, listening, speaking)
  • KTV version

68
Songs-Western Pop songs
  • As Long As You Love Me
  • Language point 5W1H
  • Activity
  • Fill in the blank (writing)
  • RT (reading, speaking)
  • Sing with subtitle (reading, listening, speaking)
  • KTV version

69
  • R1 Although loneliness has always been a
    friend of mine. R2 I'm leaving my life in your
    hands.
  • R3R4 in your hands.R2 People say I'm crazy
    and that I am blind. R1 Risking it all in a
    glance. R3R4 No, youre not crazy.
  • R3 Shes your lover!
  • R1 And how you got me blind is still a mystery .
  • R4 Its a mystery!

70
  • R2 I can't get you out of my head.
  • R3 I cant!R12 Don't care what is written in
    your history. ALL As long as you're here with
    me
  • R3 I dont care
  • R1 Who you are
  • R2 Where youre from
  • R4 What you did
  • ALL As long as you love me

71
  • R2 Every little thing that you have said and
    done R1 Feels like it's deep within me
  • R2R4 deep within me!R1 Doesn't really matter
    if you're on the run R2 It seems like we're
    meant to be .
  • ALL Were meant to be.

72
  • R4 I dont care
  • R2 Who you are
  • R1 Where youre from
  • R3 What you did
  • ALL As long as you love me

73
THE ENDthank you
  • E-mail fsjenny_at_ms7.hinet.net
  • My page JENNYs English Land (facebook)
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