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Designer: Yu-Hui Shih (Taichung Municipal Hui Wen High School) 【The first period】 Lesson plan title*: The Most Important Festival in Taiwan Better Community – Better Life theme*: Community Culture Curriculum area*: English

Suggested cross-curriculum links: No

Suggested level / age*: 7 graders

Lesson length*: 50minutes

Learning objectives*: 1. Cognitive Domain (1) Be able to read the English names of the festivals in Taiwan (2) Be able to spell the vocabulary. (3) Be able to understand others’ opinions. 2. Affective Domain (1) Be willing to speak English in class. (2) Be able to listen to other students’ opinions carefully. (3) Be able to get along well with each other. (4) Be able to express their opinions without being shy. (5) Be able to cooperate with others. (6) Be interested in the festivals in Taiwan. (7) Be able to respect different opinions. 3. Psychomotor Domain (1) Be able to describe the picture they see. (2) Be able to match the picture with the corresponding festival. (3) Be able to express their opinions in English. (4) Be able to say the festivals in English correctly. (5) Be able to write down the festivals in English. 1


Resources*: Pictures related to festivals in Taiwan Starter / Introduction Timing 5 minutes

Groupings No

Activity 1. Guessing Using pictures related to festivals in Taiwan and have students raise their hands to guess what festival each picture refers to. 2. English Names of Festivals in Taiwan Ask if students know how to call each festival in English. Encourage them to say it and write it down on the board. If students don’t know how to say it in English, the teacher can help them. Then, have students practice speaking the English name of each festival. 3. Showing each picture again and and ask” What festival is it?’Students can raise their hands and match the picture with the corresponing festival written on the board.

5 minutes

5 minutes

Main activities* Timing 10 minutes

Groupings

Activity

Divide the whole class into a group of six. There are five groups.

1. Brainstorming Students have ten minutes to discuss the topic “Which festival is the most important to Taiwanese?” with their partners. Students in each group have to list at least five evidences to support their opinions. 2. Idea Sharing Invite each group to share their opinions with the class and write down the evidences that support their opinions.

10 minutes

Plenary / Summary Timing 10 minutes

Groupings No

Activity The most important festival in Taiwan After the opinion sharing, all the students come to a conclusion and decide which festival is the most important to them.

Assessment / Differentiation strategies: Stusents’ participation in group discussion is accessed. Suggested follow-up activities / Homework*: 2


Students should surf the Net to look for the customs of the festival that they decide to work on. They have to write down the website they visit. The information is required for the next period. 【 The second period】 Lesson plan title*: Chinese New Year in Taiwan Better Community – Better Life theme*: Community Culture Curriculum area*: English

Suggested cross-curriculum links: Media

Suggested level / age*: 7 graders

Lesson length*: 50minutes

Learning objectives*: 1. Cognitive Domain (1) Be able to use the new vocabulary in their discussion. (2) Be able to use English to describe Chinese New Year activities. (3) Be able to understand simple present tense -interrogative sentences. (4) Be able to use simple present tense to answer the question. (5) Be able to describe the picture they see. (6) Be able to give examples of Chinese New Year activities. (7) Be able to judge the truth of the statements about Chinese New Year. 2. Affective Domain (1) Be willing to speak English in class. (2) Be able to listen to other students’ opinion carefully. (3) Be able to get along well with each other. (4) Be able to express feelings without being shy. (5) Be able to cooperate with others. (6) Be interested in the customs of Chinese New Year. 3. Psychomotor Domain (1) Be able to draw a picture with chalk when a word is presented. (2) Be able to guess a word according to the pictures drawn by other students. (3) Be able to express their opinions in English. (4) Be able to say the festivals in English correctly. (5) Be able to write down the festivals in English. Links to previous learning / curriculum fit: 1. Students have looked for information about Chinese New Year on the Net. 2. Students have learned simple present tense and know when to use it. Resources*: 3


Pictures of Chinese New Year, worksheets designed by the teacher Starter / Introduction Timing

Groupings

5 minutes

5 minutes

5 minutes

Divide the class into two groups.

Activity 1. Brainstorming Show some pictures of Chinese New Year symbols like red envelpes, spring couplets and so on. Then ask the following question.  What comes into your mind when you think of Chinese New Year? 2. Vocabulary Learning Encourage students to answer the question in English. If students don’t know how to say it in English, the teacher can teach them. 3. Pictionary Have one student from each group come up to the front. The teacher shows them a word, and then the students use the chalk to draw a picture on the board. The other students can guess what the two students are drawing. If anyone says and spells the word correctly, he/ she wins a point for his/ her group. Main activities*

Timing 5 minutes

Groupings Divide the students into groups of six.

Activity 1. Help me, please! Hand out the worksheet that the teacher designed and introduce a foreign woman named Silvia,who just married a Taiwanese a week before Chinese New Year. After her wedding, the whole family are busy preparing for the coming festival. Silvia would like to help them, but she doesn’t know the customs of Chinese New Year in Taiwan. Help her find out the answers of the following questions. (1) How long is the festival ? (2) What do people do the day before Chinese New Year? (3) What do people use to decorate their houses? (4) What do people do on Chinese New Year’s Eve? (5) Where do most people go on the first day of Chinese New Year? (6) What do married daughters do on the second day 4


of Chinese New Year? (7) Which god do people welcome on the fourth day? (8) What do people say to each other when they meet ? (9) Who should give red envelopes to children? (10) What’s inside the red envelope and what’s it for? (11) What can’t people do during Chinese New Year ? (12) What food do people prepare for Chinese New Year? 2. Discussion Have students discuss the questions and write their answers down on the worksheet. 3. Idea Sharing Encourage students from each group to come to the front of the classroom to share their answers with other groups and write them down on the board.

10 minutes

10 minutes

Plenary / Summary Timing

Groupings

Activity

5

No.

1. Vocabulary Review Review the new words and make sure students understand their meanings. 2. Ture or False! Make several statements about the customs of Chinese New Year , such as “People never eat fish during Chinese New Year” or “People don’t do house cleaning the day before Chinese New Year.” Have students judge whether the statement is true or false.

Assessment / Differentiation strategies: 1. Evaluate students’ understanding of new words. 2. Evaluate students’ listening and speaking ability. 3. Students’ cooperative learning ability are accessed. 4. Students’ understanding of Chinese New Year customs are assessed. Suggested follow-up activities / Homework*: Different groups are responsible for different tasks. The tasks can be done in computer class. Group 1: Do research on the topic “ Activities during Chinese New Year” and find out the meaning of each activity. Group 2: Find out the meanings of some common spring couplets and look for Chinese New 5


Year Greetings. Group 3: Do research on the topic “ Taboos for Chinese New Year” and find out the meaning of each taboo. Group 4: Do research on the topic “ Yummy foods for Chinese New Year” and find out the meanings of differet foods Group 5: Collect the information from Group1to Group 4 and make a Power Point file to present their learning outcomes.

6


Better community Better Life Lesson plan(by Shih, Yu-Hui)