Final: Han SH

TSL 509 Final Project

Han Seok-hee

 

Ⅰ. Topic: The Gigantic Turnip

 

Ⅱ. Target student specification

1. Age: 11

2. Grade and Level: 3rd, beginner

3. Gender: Boys (16), Girls (14)

4. Language background

This is the first year since the third graders started studying English officially in a school and they feel very interested in stories, songs, chants, and games.

 

Ⅲ. Prerequisite

First, before a teacher chooses a book, he/she has to analyze the general student ability in reading comprehension, whether they understand the main story and idea from a written text, and in reading aloud, whether they pronounce basic phonics and a prolonged sound as well as intonation when they read sentences.

Second, based on these skills, a teacher has to divide students with level-based groups and give various activities appropriate to their level, thus everyone can get the meaningful learning with an interesting and fun manner.

Third, when select a book, a teacher needs to set up an object standard, such as language level, a rhyme and rhythm, contents, book shape, illustration, repetition, the relation of student experience, and sufficiency of imagination.

Fourth, it would be better for this class to be more successful that making classroom environment like this; setting up a cozy fairy tales corner with various kinds of audiotapes and recording machines, decorating a classroom board with characters and stories from the books they have read, equipping multimedia facilities with computers, headsets, and cassettes.

Last, to achieve goals and attract students’ attention, a teacher needs to know well the four main procedure of shared reading; demonstration, guided participation, individual practice, and performance.

Ⅳ. Lesson Objectives

[Before Reading] Students will be able to draw a picture by guessing the contents and characters after looking at pictures and listening to a story.

[During Reading] Students will be able to do a jigsaw puzzle and read it aloud.

[After Reading] Students will be able to do a story telling with fingers puppet.

 

Ⅴ. Materials to be used

[Before Reading]

 1. Introduction: A song, Projection TV, Word cards, and Picture cards.

 2. Development: Enlarged illustrations, Realia(stuffed animals, turnip), Colored pencils and paper.

 3. Closing: Audio tapes.

[During Reading]

1. Introduction: A song, Projection TV, Word cards, and Picture cards.

 2. Development: Storybooks, Jigsaw sentences and pictures, Scissors, Outcome of jigsaw, and Recording machine.

 3. Closing: Storybooks.

[After Reading]

1. Introduction: Projection TV, Recording sound files.

 2. Development: Pictures, Magazines, Fingers puppets, and Recording machines.

 3. Closing: Storybooks.

 

Ⅵ. Evaluation and assessment

[Before Reading]

 Evaluate the degree of student guessing through pictures drawn by students and their presentation to the others.

[During Reading]

Evaluate the exactness of outcome of students’ jigsaw puzzle, the articulation of students’ pronunciation and main story.

[After Reading]

 Evaluate the exactness and fluency of students’ readings and degree of active participation.

Ⅶ. Lesson specification-Before reading

Unit	The Gigantic Turnip	Period		1/3(20min)
Objectives	Students will be able to draw a picture by guessing the contents and characters after looking at pictures and listening to a story.
Classroom Setting	3rd graders, 30students with one KT and NT
Procedure	Teaching and Learning Activities		Time		Materials
Introduction	■ Greetings and daily routines ■ Motivation - Let's sing a song 'How do they pull up the turnip?' ■ Presentation of the objectives		3min		A song Projection TV Word cards Picture cards
Development	■ Front cover - What can you see in the cover page? - Where are the old man and the old woman? - Is the turnip big? - The turnip is Very big, so the title is GIGANTIC TURNIP. - Do you know what that means? [Let students look at pictures and guess the story.] ■ Give a story summary - I'll tell you a story. Please look at me and listen carefully. [The teacher gives a story feelingly.] ■ Check the story - What are they doing? - How would they pull up the turnip? [Let students guess, draw a picture, and present it to the others.]		3min           3min         9min		Enlarged illustrations             Projection TV Realia(Stuffed animals and turnip)       Colored pencils and paper
Closing	■ Giving homework - Listen to the tape of today’s lesson. - Good-by everyone!		2min		Audio Tapes

 

Ⅶ. Lesson specification-During reading

Unit	The Gigantic Turnip	Period		2/3(20min)
Objectives	Students will be able to do a jigsaw puzzle and read it aloud.
Classroom Setting	3rd graders, 30students with one KT and NT
Procedure	Teaching and Learning Activities		Time		Materials
Introduction	■ Greetings and daily routines ■ Motivation - Let's sing a song 'How do they pull up the turnip?' ■ Presentation of the objectives		3min		A song Projection TV Word cards Picture cards
Development	■ Shared reading - The teacher reads the book aloud with students. [Let students read the repetitional parts of the story.] ■ Jigsaw puzzle - The teacher gives each group jigsaw pictures and sentences from the story. - Students cut them into parts and then put them in the correct order. [Lest students join in the activity all together cooperatively.] ■ Jigsaw reading - Let students read the outcome of jigsaw by taking turns. - The teacher records the reading for next the next class when students read. [The teacher makes permissive atmosphere by letting students read the story aloud with some errors, and then give corrective feedback if needed.]		5min           5min         5min		Storybooks       Jigsaw sentences and pictures         The outcome of jigsaw Recording machine
Closing	■ Giving homework - Read the story again at home. - Good-by everyone!		2min		Storybooks

 

Ⅶ. Lesson specification-After reading

Unit	The Gigantic Turnip	Period		3/3(20min)
Objectives	Students will be able to do a story telling with fingers puppets.
Classroom Setting	3rd graders, 30students with one KT and NT
Procedure	Teaching and Learning Activities		Time		Materials
Introduction	■ Greetings and daily routines ■ Motivation - Let's listen to our readings from the previous lesson. ■ Presentation of the objectives		3min		Projection TV Recording sound files
Development	■ Making fingers puppets - Let’s decide the roles you want to do,   draw your puppet, and then color it. [Let students make puppets using pictures and magazines.] ■ Story telling - Let each group perform one scene with fingers puppets. [The teacher let’s individual join in the activity with imitating animal sounds entertainingly.]		5min         10min		Picture cards Magazines     Fingers puppets   Recording machine and camera
Closing	■ Giving homework - Read the story to your family at home. - Good-by everyone!		2min		Storybooks

 

Ⅷ. Rationalization

1. Problems of Current Language Curriculum

With the goal of practical improvement of communication skills, current English curriculum has focused on listening-speaking-based instruction rather than reading- writing-based one. Considering the ultimate goals of elementary English teaching pedagogy, having learners get communicative competence, it is very desirable to emphasize the importance of the spoken word.

However, there have been some problems with the current curriculum: monolithic textbooks and language curriculum without sufficient consideration of the level of individual learners, the difficulty of early written language instruction caused by lack of connection between spoken and written language, too monotonous reading materials without story line, and writing simply at the level of copying of presented words and sentences.

To put it clearly, communication in an information-oriented society means not only using spoken language but also exchanging and adapting various written information through the Internet and other media such as newspapers, magazines and books. That is why we need to focus on the well-balanced 4skills instruction in the elementary English pedagogy.

2. The Best Way in EFL Setting

One of the limitations and difficulties in EFL teaching classroom situation is the absolute shortage of the amount of exposure to target language input in the communicative context through schooling and learners' daily lives. For this reason, we need to consider how to offer language input as much as possible and one of the best economical options is providing learners with lots of interesting reading materials as well as spoken language tasks in an incorporative manner for the successful communication from the start of the moment of learners' early stages of target language learning.

3. Literary works and English Education

Children like fairy tales because it gives vivid experience and fun through dramatic reverse. Thus fairytales are one of the most interesting and appealing parts of juvenile literature. They also show children both unexperienced and fantastic world.

 There are many theories about how much do fairy tales affect on the English education. Wright(1995) argued that we can meet certain culture and custom through books with which we also learn live language of the specific area, and it is very important to establish sound senses of values and to set up an ideal of children.

Krashen(1991) raised two kinds of value of juvenile literature. First, during reading books to children, we can stimulate their interest and sharpen their expectations, which make them express individual understanding and feelings through spontaneous expression of intention. Second, when children read books, they ask questions which lead them to get divergent thinking and learn language through incorporative actual activities.

Mckay(1982) argued that introducing students literary works gives positive effects on listening, speaking, reading, and writing skills of language as well as students can access to the target language more easily through experiencing and understanding of their society and culture.

4. Shared reading

Shared reading is originated from Holdway(1979) in New Zealand, called Shared Book Experience, and it started with the observation that children learn reading through the stories that their parents read them every night before they go to sleep. In classroom setting, we can apply this by starting with sample readings, reading with students, letting them practice, and then motivating them to read spontaneously in a step by step manner with offering story-friendly environment.

Ⅸ. References

1.  I.S.P. Nation. (2009). Teaching ESL/EFL Reading and Writing. Routledge.

2. Krashen. S. & Terrel. T. (1983). The natural Approach. Pergamon Press.

3. Jerry G. Gebhard. (2009). Teaching English as a Second or Foreign Language

(Second Edition). The University of Michigan Press.

4. James Dean Brown. (1995). The elements of language curriculum. Heinle.

5. Bishop. A. (2000). Ready For Reading, Massachusetts: Allyn and Bacon.

6. Patsy M. Lightbown and Nina Spada. (2006). How Languages are Learned.

Oxford University Press.

7. Jean Brewster and Gail Ellis wit Denis Girard. (2002). The Primary English

Teacher’s Guide. Pearson Education Limited.

8. 조경숙. (2000). 초등영어 읽기 교육방안. 부산대학교 영어교육연구 제12집.

9. 강영은. (1999). 초등영어 읽기학습 방법에 대한 고찰. 초등영어 교육 5.

10. 김영미. (1999). 동화로 가르치는 초등영어. 서울: ㈜문진미디어.

11. 최세호. (2004). 초등영어 읽기의 중요성과 효율적인 지도방법. 단국대학교.