FUN English
Speaker: Jenny Wu
Ice-breaking
Taipei
pineapples
blue
3
0
Taiwan
on foot
Ice-breaking
 Where do you live?
 Where are you from?
 How many brothers or sisters do you
have?
 How do you go to school?
 What’s your favorite color?
 What’s your favorite fruit?
 How many countries have you ever
been to?
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)
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

• # All in together
First by the weather,
When I say your birthday,
You must jump in #
January, February, March...etc
(Jump in when it’s your birthday month)
＃All in together
First by the weather,
When I say your birthday,
You must jump OUT! #
Schools kill the creativity?
Starting the creativity from
the beginning of the new
semester.
Do you think you’re
creative?
Do you think your Ss are
creative?
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)
Why creativity is
important when teaching
languages?
•
•
•
•
Motivate students
Creat a fuzzy, happy environment
Learning by doing
Connect what they’re learning/
they’ve learnt to their personal lives
• “play” with languages!
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).
How to generate some
cool ideas?
click, click, click!
A creative learning
environment
 Why
do lions eat
raw meats?
 What comes down
but never goes up?
Cool ideas in English
Teaching
Alphabets
 Phonics
 Reading
 Writing
 Songs/ Chants

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
Letter +1 word
My Picture Dictionary
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.
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）

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）

A….Alphabets Assessment

Running Records
 first
used in reading assessment
 Assess fluency/accuracy
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
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

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)

Phonics teaching
A Fat Cat and A Rat
 Running records
 a_e

Vocabulary

Golden triangle of Vocabulary
 Shape
 Sound
 meaning

The way to teach vocabulary
 Phonics
rule
 Syllable
TPR
 Songs & Chants
 Root/Prefix/Suffix
 Imagination
(Connect Chinese-English)
 Visual Hints
 Solitaire Activity
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)

Reading-Jigsaw Reading

Frogs
 Students
number:30
 Level of students: fourth grader, mix level
 Time: 120 min.
 Students background knowledge
 They’ve
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 _______.
Jigsaw Reading-teaching
procedure

Step 1: Copy pages and laminate.

Step 2: Type the content sentence by
sentence. Cut the sentence strips and
put them into the envelope. (2~3 pages
are assigned to one group)

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.

Step 5: Give Ss the “pages” to check
their sentence orders.

Step 6: Ss They discuss the pages
and translate the pages they’re
assigned.

Step 7: Preparing for the presentation.

Step 8: Presentation.
 Read
the pages.
 Explanation the content.
 Teacher makes exploration on that if
necessary.

Step 9: NanHu Millionaire
Reading: Scan and Skim

Scan: reading for details
 Look
for some steps, numbers, or words
like first, second…etc.

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.

Reading: Scan and Skim

Star
 Students
number: 28
 Level of students: fifth grader, mix level
 Time: 80 min.
 Students background knowledge
 They’ve
learnt things about stars in
astronomy class.
 Language
points
Vocabulary: sun/moon/eclipse/ sky/ Big Dipper

Learning points
reading techniques: skim and scan
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

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?
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.

Step 5: Vocabulary teaching:
sun/moon/eclipse/ sky/ Big Dipper
Reading and Fun!

Reading the receipt!
Writing-write right!
 “I
don’t know how to spell/write
“apple.”
 Chin-English
 Help students express thoughts in
words.
Writing-Write right!

As an elementary ET…
英 4-1-5
能拼寫一些基本常用的字彙。
英 4-1-4
能臨摹抄寫簡單的句子。
英 4-1-2
能書寫自己的姓名。
英 4-1-3
能摹寫已學過的字詞。
英 4-1-1
能書寫印刷體大小寫字母。
英 4-2-3
能寫簡單的賀卡、書信及段落等。
英 4-2-2
能填寫簡單的表格及資料等。
英 4-2-1
能寫簡單的句子。
Writing-Write right!
letter
word
phrase
sentence
paragraph
article
 Letter: Alphabet writing (Grade 1)
 Word  phrase sentence (Grade 2~Grade3)
 Sentence (Grade3~Grade 4)
 Sentence  short paragraph (Grade5~Grade6)
Yo! Yes!
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)

Writing-Write right!
 Are
they sentences?
 It is cloudy.
 I like cats.
They are five hundred dollars.
My little sister.
Under the table.
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.
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.
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. 。
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
 can
time:
(U3, Happy Rainbow 7)
 come up with (U1-3, Taiwan Tone)
Writing-Write right!
 sentence+1paragrah
 「老師我不會寫！」
 Four
elements writers need to
write
 Idea
 Words
 Spelling
ability
 Structures
Ideas
Tall,
 Whole
 Use
Short, curly
hair
class discussion
Good at
playing
basketball
Phonics rules to spell the words
 Five senses
My
 Personal living experiences
 Spider
His name is
Burke.
Web
Likes to
playing
basketball,
read comic
books.
Idol: Kobe
Bryant
best
friend
Eleven years
old
He is kind
and generous.
• 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.
Q&A

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?
Guided Writing
 My
favorite season
 Four seasons
 Weather
 Indoor/outdoor activities
 Clothing
 Food
 Nature
 Four
Spider Web!
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.
• 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.
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.
Writing is FUN!
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.
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)

Songs-Western Pop songs
 Teacher’s
 Language
preparation
points
 Search for some videos (with
subtitle, singer)
 Does it have another version?
 Ukulele
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
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
R1: Although loneliness has always been a
friend of mine.
R2: I'm leaving my life in your hands.
R3+R4: in your hands.
R2: People say I'm crazy and that I am blind.
R1: Risking it all in a glance.
R3+R4: No, you’re not crazy.
R3: She’s your lover!
R1: And how you got me blind is still a
mystery .
R4: It’s a mystery!
R2: I can't get you out of my head.
R3: I can’t!
R1+2: Don't care what is written in
your history.
ALL: As long as you're here with me
R3: I don’t care
R1: Who you are
R2: Where you’re from
R4: What you did
ALL: As long as you love me
R2: Every little thing that you have said
and done
R1: Feels like it's deep within me
R2+R4: deep within me!
R1: Doesn't really matter if you're on the
run
R2: It seems like we're meant to be .
ALL: We’re meant to be.
R4: I don’t care
R2: Who you are
R1: Where you’re from
R3: What you did
ALL: As long as you love me
THE END
thank you
E-mail: fsjenny@ms7.hinet.net
My page: JENNY’s English Land (facebook)