Working Journal

Day ​ 1 ​ July ​ 8 ​, 2019

Part 1—Lesson Plan
​Volunteer Teachers: Jessie Yu and Dora Sow
Topic: Introduction
Language Focus: Vocabulary
● names, grade levels (numbers 1-5), group numbers (numbers
1-5), ages (6-12)
Sentence Patterns
● Hello, my name is _____.
● I am in _____ grade.
● I am _____ years old.
Learning Students are able to introduce themselves using sentence patterns.
Objectives:
Learning ● Google Slides Presentation
Materials:
Teaching Aids: Icebreaker 1
● Construction Paper
● Coloring Supplies (especially markers)
Icebreaker 2
● Ball
Total Teaching 2 Sessions: Each session 40 minutes
Time: Total Teaching Time: 80 minutes/1 hours 20 minutes
Stages Procedure Time
Pre-teaching Session 1 Icebreaker 1​:​ Name Tent Sessions 1​:
(Warm-Up & ● Write down the name and team number on a sheet 10 - 15
Review) of construction paper using coloring supplies. minutes
While Teaching Session 1 Icebreaker 2​:​ Ball Toss Sessions 1​:
(Presentation / 1. Students stand in a circle. 30 minutes
Practice / 2. A Ball will be thrown from student to student.
Production) 3. When the student catches the ball the student
needs to introduce themselves to the class using
the sentence patterns.
Session 2​: ​Classroom Rules and Procedures Sessions 2​:
● Teach classroom rules and procedures using 30 minutes
Google Slides presentation.
Wrap-up Session 2​:​ Review Classroom Rules and Procedures

Assignment Session 3​:​ Pre-test

● Students did individual pre-tests on paper.

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Day ​ 2 ​ July ​ 9 ​, 2019
Part 1—Lesson Plan
​ Volunteer Teachers​: ​Jessie Yu and Dora Sow
Topic: Countries
Language Focus: Vocabulary
● Famous spots in some countries - USA ​(Statue of Liberty)
France (Eiffel Tower) China (Great Wall of China) Japan
(Mount Fuji)
● Daily dialogue in some countries ​(Hello)​- French ​(Bonjour)​,
English/USA ​(Hello), Spain​ ​(Ola), Taiwan/Chinese (Ni Hao),
Japan ​ ​(Konnichiwa)
Sentence Patterns
● “Where are you from?” “I’m from _____”
Learning 1. Students will be able to recognize and name the above
Objectives: countries; they will be able to recognize the famous landmarks.
2. Students will be able to exchange simple dialogue from
different countries.
3. Students will be able to sing along to a song about countries.
Materials Google Slides Presentation
Teaching Aids: Not applicable
Total Teaching 3 Sessions: Each session 40 minutes
Time: Total Teaching Time: 120 minutes/2 hours
Stages Procedure Time
Pre-teaching Session 1 Pre-teaching​:​ ​Has anyone ​been to another Sessions 1​:
(Warm-Up & country before​? about 5
Review) Session 2 Pre-teaching​:​ How many languages do you minutes
know? How do you say “Hello” in this country​? ​(Show Sessions 2​:
Taiwan flag) about 5
minutes
While Teaching Session1: Famous spots in some countries - USA Sessions 1:
(Presentation / (Statue of Liberty) France (Eiffel Tower) China (Great 35 minutes
Practice / Wall of China)
Production) 1. Presentation- Introduce countries with maps and
pictures of the famous places.
2. Repeat famous spots and where they are located.
Session 2: Daily dialogue in some countries ​(Hello)​- Sessions 2:
French ​(Bonjour)​, English/USA ​(Hello), Spain/Spanish 35 minutes
(Ola), Taiwan/Chinese (Ni Hao), Japan/ Japanese
(Konnichiwa)
1. Presentation- Introduce ​“Hello” in different languages
and have the repeat “Hello” in different languages.
2. Say “Hello” to each other in different languages in table
groups.
Wrap-up Call and response​: “Where are you from?” “We are from Session 3
Taiwan!” “Where are Teacher Jessie and Teacher Dora
from?” “Teacher Jessie and Teacher Dora are from
America!”
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 Call and response​: We point to pictures (of a flag and
respective landmark) and say either the country in Chinese
or the landmark; the kids say the country name
Assignment Session 3​:​ Activity Session 3
Sing along to this song.
https://safeshare.tv/x/ss5d1a047f5389d#

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Day ​ 3 ​ July ​ 10 ​, 2019
Part 1—Lesson Plan
​ Volunteer Teachers​:​ Jessie Yu and Dora Sow
Topic: Clothing
Language Focus: Vocabulary
● Shirt, dress, jacket, hat
● A pair of: shoes, pants, socks
● Optional advanced vocab: types of pants (jeans, shorts), types
of shirts (t-shirts, long sleeved, blouse)
Sentence Patterns
● “How much is this/are these _____?” “This/these _____ is/are
_____ NT.”
● “What are you wearing?” “I am wearing _____.”
Learning 1. Students know how to buy and sell clothes through role play.
Objectives: 2. Students know how to identify the clothes they are wearing
and can engage in simple dialogue.
Learning Google Slides Presentation
Materials:
Teaching Aids: Cardboard cutouts of person’s silhouette and example articles of
clothing, fake money
Total Teaching 3 Sessions: Each session 40 minutes
Time: Total Teaching Time: 120 minutes/2 hours
Stages Procedure Time
Pre-teaching Session 1 Pre-teaching​: At the
(Warm-Up & “What are you wearing today?” beginning of
Review) “What do we wear in hot weather? In cold weather?” Session 1:
Short activity (most likely in Chinese): have all the about 10
students stand up, then say “If you are wearing ____, sit minutes
down.” until all the students are seated
While Teaching Session 1: Vocabulary Introduction Sessions 1:
(Presentation / 1. Go through the presentation with vocabulary about 30
Practice / words paired with text minutes
Production) 2. Quiz the students in a casual group setting, using
images without text
Session 2: How to interact in a buying/selling Sessions 2:
environment 40 minutes
1. Continue presentation with key sentence patterns
and several example slides
2. Fill-in-the-blank with more sentence pattern slides
(students raise hands to answer)
3. Teachers perform a short role play skit as a
demonstration
4. If there’s time, begin student role play with
sentence patterns
Session 3: Role play and Relay game
1. See below

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Wrap-up Role play: Session 3:
Students will volunteer to use pieces of cardboard 20 minutes
“clothing” to act out a buying and selling scenario in a
clothing store
(each person who volunteers earns a point for their team
to encourage participation)
Assignment Relay game: Session 3:
There is a cardboard cutout of a person’s silhouette for 20 minutes
each team on one side of the room. The kids line up with
their teams on this side of the room. There are cardboard
cutouts of shirts, shoes, pants, jackets, hats, socks, and
dresses on the other side. One of the teachers will call out
an article of clothing, and the first kid in line from each
team must run to the other side of the room, grab the
correct article, and run back to pin it on the cardboard
person. Whoever gets back first wins a point for their
team. This repeats until all of the kids have had a chance
to play.

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Day ​ 4 ​ July ​ 11 ​, 2019
Part 1—Lesson Plan
​ Volunteer Teachers: Jessie Yu and Dora Sow
Topic: Food
Language Focus: Vocabulary
● Eastern food: bubble tea, dumplings, sushi, curry
● Western food: hamburger, fries, pizza, salad, soda
Sentence Patterns
● “May I help you?” “Yes, please. I want some _____.”
● “I buy _____ at the grocery store.”
Learning 1. Students will be able to recognize and name different foods.
Objectives: 2. Students are able to engage in an ordering food dialogue.
Learning Google Slides Presentation
Materials:
Teaching Aids: Bingo cards (blank), coloring materials, Bingo chips
Total Teaching 3 Sessions: Each session 40 minutes
Time: Total Teaching Time: 120 minutes/2 hours
Stages Procedure Time
Pre-teaching Session 1 Pre-teaching​: Session 1:
(Warm-Up & “What do you like eating?” about 15
Review) “I like to eat…” (teachers give examples) minutes
Brief introductory game:​ students go to one side or
another depending on their preference of food (images on
google slides)
While Teaching Session 1: Vocabulary Introduction Session 1:
(Presentation / 1. Presentation with vocabulary introduction about 25
Practice / a. During the presentation, kids set up their minutes
Production) Bingo cards by drawing pictures of each
food in their squares (one per team)
2. Match picture to food
a. Teachers say vocabulary words aloud.
b. Separate class into two groups.
c. Teachers will call out the vocabulary word.
d. In pairs, students use a fly swatter (or other
long, harmless tool) to hit the correct
picture on the board as quickly as possible.
Session 2: Sentence Patterns Session 2:
1. Continue presentation with key sentence patterns about 40
and several example slides for how to order food minutes
2. Fill-in-the-blank with more sentence pattern slides
(students raise hands to answer)
3. Teachers perform a short role-play skit as a
demonstration
4. If there’s time, begin student role play with
sentence patterns

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Wrap-up Session 3: Role play Session 3:
Students practice sentence patterns for ordering food from 20-25
a fake menu, with fake money, in a role play situation. minutes
Assignment Session 3: Bingo game Session 3:
Teachers briefly review vocabulary with pictures, then 20-25
play Bingo with the Bingo cards that the students drew minutes
themselves.

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Day ​ 5 ​ July ​ 12 ​, 2019
Part 1—Lesson Plan
​ Volunteer Teachers​: ​Jessie Yu and Dora Sow
Topic: Transportation
Language Focus: Vocabulary:
● walk, car, bike, bus, metro, train, taxi, motorcycle, plane, boat
Sentence Patterns
● “How can I get to__?”
● “You can take____.”
Learning 1. Students are able to recognize and name the types of
Objectives: transportation.
2. Students are able to ask for clarification to get somewhere by
using transportation.
Learning Google Slides Presentation
Materials:
Teaching Aids: Not applicable
Total Teaching 3 Sessions: Each session 40 minutes
Time: Total Teaching Time: 120 minutes/2 hours
Stages Procedure Time
Pre-teaching Session 1 Pre-teaching​: ​How do you get to school? Session 1:
(Warm-Up & about 5
Review) minutes
While Teaching Session 1: Vocabulary Introduction Session 1:
(Presentation / 1. Go through the presentation with vocabulary about 35
Practice / words paired with text minutes
Production) 2. Quiz the students in a casual group setting, using
images without text
Session 2: Song Session 2:
1. https://www.youtube.com/watch?v=cSw50Jw0H3 about 20
4 minutes
Wrap-up Session 3: Matching Game Session 3:
Students play a matching game using vocabulary words. about 20
minutes
Assignment Session 3: Board Game Session 3:
1. Students play board games using vocabulary about 40
words. minutes