May 24th, 2011 Presenter: Liza Gao

How to Teach 1 e-mail: liza@joy.com.tw

How much do you know about…

users 6–8 years old

number of books Tales of Joy 1–Tales of Joy 8

years of study

two years

2 classes per week

2 hours per class

3 months per book

key features

English teaching through stories

presenting highlights of classic

stories

promoting English proficiency

providing meaningful learning

increasing learning efficiency

users 6–8 years old

number of books Phonics ABC 1–8

key features

building basic reading foundation

storing sound memory through

rhythm and chants

increasing student interest

through fun activities

promoting the ability to sound,

to read, to spell the words

cultivating the habit of reading

1

Learning Focus in Book 1

Theme • Age • Colors • Stationary • Fruit • Numbers 1-12 Communicative Function • Greeting • Introduction • To thank for.../To apologize…/To

comfort…/To care for… • Describe the color of an item • Express what they saw • Ask something they don’t know

Language Components • Alphabet: 26 letters • Letter name: 26 letters and letter chant • Vocabulary: 166 words • Patterns: singular pronouns, be-V, Let’s…,

possessive, this/that/it, a/an, singular nouns, statement, What…?

Language Skills • Classroom language • Reading comprehension • Listening comprehension • Songs and chants • Daily English

2

3

Learning Units

Unit page 1st page 2nd page 3rd page 4th page 5th page 1st page 2nd page

Pre-story Magic Words

Dialogue

Vocabulary

Patterns

Songs Chants Activities

Alphabet Letter Chant

Practice/Activity

Joy Poker Ψ Dialogue Posters (3 pages)＋Dialogue Static Cling

Stickers

Ψ Story Props (apron)

Ψ Teacher’s Manual＋Parents Guide＋Tales of Joy CD

Ψ Flashcards

Ψ Dialogue Static

Cling Stickers

Ψ Song & Chant

Poster

Ψ Sounds & Letters

Flashcards

Ψ Wipe-Off Writing

Posters

Ψ Print ABCs

Ψ Phonics ABC CD

CD1 #1 English Background Story CD1 #2 Chinese Background Story CD1 #3 Dialogue Practice (Listen, look, and say.)

CD1 #1 CD1 #2 CD1 #3

Fun Units

1st page 2nd page 3rd page 4th page 5th page 1st page 2nd page Review Games Sight Words Listening Practice Tales of Values Review Alphabet

Practice/Activity Ψ Review Activity Posters Ψ Sight Words

Flashcards

Ψ Stickers

Ψ Tales of Joy CD

Ψ Tales of Values Posters Ψ Sounds & Letters Flashcards

Ψ Wipe-Off Writing Posters

Ψ Phonics ABC CD

4

Review Units Day 21 Day 22 Day 23 Day 24

Picture Dictionary Patterns Review Oral Practice Talent Show Rehearsal

Final Written and Oral Test

Talent Show

Demonstrations

My First Day in

5

Lesson Plan for Day 1

Teaching Procedures Teaching Aids Reminders Warm-up Greeting and self introduction Name Cards Give each of the students an English name, and write it

down on a 4-line card neatly before class, then help them pronounce their names.

Dialogue Story Telling Role Play

Dialogue posters, stickers1, story props, apron, ball

Before class: Listen to the CD (audio) and read the translation of

background story in “Parent’s Guide” (textual). Classroom scenarios serve as great references for

your classroom interaction. You can find them in “Teacher’s Manual”.

While telling the story: Create a happy, relaxing atmosphere; however,

students are encouraged to remain being focused. Utilize all sorts of teaching aids to help students gain

comprehensible information. After the story:

Ask some questions in order to check students’ comprehensibility. Answers given by students do not need to be verbal, in English, or a complete sentence.

Students are also encouraged to ask questions. Vocabulary + Pattern

Flashcards See-say Who’s who?

Inductive MethodSubstitution Drill

Flashcards, story props, mask, hammers

You’ve presented the words and the patterns while telling the story, so the only thing that you need to do is to focus on recognizing the print of the words; fully spelling is not necessary.

1 stickers: dialogue static cling stickers（靜電對話貼紙） 6

Teaching Procedures Teaching Aids Reminders Warm-up Show It to Me Accessories Spend some time on introducing and labeling every book

they have in their new book bag.

Phonics ABC

Flashcards + See-say +Acting Hitting Game Textbook Exercise

Sounds & Letters flashcards, Phonics CD, CD player, hammers

In unit 1-10, please focus on helping students recognize the letters (both big and small), but don’t force them to memorize the letter chants.

Forcing your students to memorize the words on the flashcards from the very beginning is not necessary.

In unit 11-20, the goal is to reach mastery of the alphabets.

Activity Name Tag Name tags, crayons

It always takes time to do an activity, especially in this unit, because most of them don’t know how to write letters yet.

Contact Book

ABC Cards This is the first class at Joy, so encourage your students both in Chinese and English at this phase.

7

My First Fun Unit in

Lesson Plan for Day 5

Teaching Procedures Teaching Aids Reminders Sight Words Flashcards

See-say Make Sentences

Tales of Joy CD, sight words flashcards, hammer

Students have encountered those sight words from time to time, so try to help them use learned knowledge to build sentences.

Tales of Values Story Telling Listen and Do

Tales of Values Posters

Before class: Listen to the CD and get a complete idea of the story.

While teaching: Put the imperative sentences in a meaningful context. Physical outputs from the students are expected

while the imperatives are verbally given to them. Daily classroom: from time to time, use the taught TPR

phrases in adequate situations – make them meaningful.

8

A Perfect Integration in

Lesson Plan for Day 14

Teaching Procedures Teaching Aids Reminders Warm-up Retell the story with Q-A Dialogue posters

(U13), story props There is a strong connection between U13 and U14:

the story shared the same plot and patterns, so a review is necessary.

Dialogue Story Telling Role Play Matching Game

Dialogue posters, stickers, story props, apron, paper hats

While telling the story, you may have provided students an opportunity to encounter the vocabulary and the patterns in a meaningful and contextual interaction. Students will find it easy to comprehend the new patterns and vocabulary since they have already been mentioned through the story.

However, the comprehensible input can only be students’ part of speech when they are engaged in an effective form-focused instruction.

9

Vocabulary + Pattern

Flashcards + Paper hats See-say

Inductive MethodSubstitution Drill

Flashcards, story props, paper hats, bag, patterns strips

Have your students bring their hats (the art craft in U13) to class.

Since you pre-teach the meaning of the vocabulary and the patterns, the teaching focus here is to make Students use the target voc and patterns naturally.

Rationales beyond Book 1

1. Comprehensible input increases language proficiency.

2. Sound and image aid comprehension.

3. Adopt repeated sentences to create a rich targeted input.

4. Storytelling increases class participation.

5. Help children make comprehensible outputs. Enhance the development of listening and reading skills.

6. Large amounts of vocabulary and sentence patterns are acquired implicitly.

7. Integrate moral education into English teaching.

The “Dos and Don’ts” for teaching Book 1

Be on-time: Enter the classroom before class. You should be in the classroom on time or better still, before time. Since Tales of Joy are full of stories and kids need more time to absorb through your ongoing storytelling. Other than telling stories in the class, stories can also be told during the break or even before the class.

10

Full participation: We suggest that teachers stay in the classroom during the co-teaching hour. It’s a good opportunity to observe your students and find out the strength and weakness of them objectively.

Discipline policy:

Set up the classroom rules gradually. Start with a simple and easy-to-follow rule, such as “Be nice!”, “Sit properly.” Do not expect your students to obey “English Only” policy at the very beginning, but you could make them try. To help create a positive atmosphere in the classroom, teachers should refrain themselves from using too many negative words and phrases. Positive reinforcement is suggested for language students. It works better when they are encouraged rather than being discouraged.

Make the best use of Teacher’s Manual:

Teacher’s Manual would be your best friend while teaching Tales of Joy. You can take it as a reference; for examples Notes for Preparation gives you some information to get ready for the class; Difficulties for Students reminds you the possible errors as well as difficulties Ss might have; English for Teachers provides thorough background knowledge for teachers; and the Reminders aids to manage your class. Teacher’s Manual is not only useful in sharing teaching skills, but also in administrating school work. Last but not least, it is helpful to share my dribs and drabs of the pilot study.

Teaching Aids:

Please take good care of all teaching aids. After class, please put them back to where they belong. Teaching aids are needed for every class, and they are not cheap. Some of the teaching aids are fragile, especially the dialogue static cling stickers. Standing or walking on top of them does damage the precious teaching aids. Please pay extra attention to them.

After Class:

Make sure that you and your co-teacher have enough time to discuss the learning process of the students, your class observation, and each other’s educational feedbacks.

11