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Intensive English Summer Camp for Chinese Primary School Students
Additional Materials (The Appendix)
Course: EDUC674 Curriculum Design and Materials Development
Project: Curriculum Design Poster
Team members: Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao
Instructor: Dr. Junko Hondo
Date: Dec 14, 2016
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Appendix I Entry Point and Exit Point
Entry Point Exit point
Listening • Showing what happens next based on familiar oral stories (e.g. by pointing or drawing).
• Pointing to visual characteristics of models or real-life objects from oral clues.
• Indicating personal points of view in response to oral phrases or short. sentences (e.g., by thumbs up/thumbs down; agree/disagree cards).
• Drawing or providing other visual displays of people, animals, or objects in response to oral prompts.
• Identifying the “who,” “where” and “when” of illustrated statements.
• Matching oral descriptions to photos, pictures, or icons.
• Identifying preferences from short oral statements and others’ oral presentations.
Speaking • Acting out and naming common daily activities or experiences (e.g. sleep, eat, drink and etc.).
• Describing the outcomes of stories with guidance and visual support.
• Making simple self-introduction.
• Reproducing facts or statements in context in simple present tense.
• Responding to related stories or experiences (e.g., “Who came to the door?”).
• Naming steps in processes or procedures.
• Sharing reasons for opinions. • Asking simple yes/no or Wh-
questions to request clarification from peers or teachers.
Reading • Identifying key words and phrases in illustrated text.
• Matching pictures with graphic information from illustrated texts.
• Genre: explanatory text and stories. • Using key words and phrases to
recount general plot of a story in correct sequence.
• Interpreting images, illustrations, and graphics.
• Identifying claims or opinions in illustrated texts.
• Categorizing content-based pictures or objects from reading text (e.g., “animals that form groups to help members survive”).
Writing • Creating visual representations of ideas or stories.
• Indicating decisions or preferences through labeled pictures and words.
• Stating facts associated with images. • Describing visual information. • Listing ideas using graphic organizers. • Connecting preferences, choices, or
opinions to reasons.
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Appendix II Needs Analysis
Outcomes • Student are of or slightly below the entering level in WIDA-Can-Do Grade 2-3; • Students reading and listening proficiency is slightly higher than speaking and writing proficiency.
Situational context – Parents Expectations • Providing students immersing language learning environment; • Letting students experience non-test-oriented language learning; • Enhancing kids’ learning interest on English; • Developing kids’ social skills on communication and teamwork. • Preparing kids for future studies in foreign countries.
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Appendix III Course Outline 1. Story-based Reading
Week Topic Functional target Language target Activities
1 All about me 1. Self-introduction 2. My hobby 3. My school life
l Using key words and phrases to recount general plot of a story in correct sequence.
l Identifying key words and phrases in illustrated text.
• I am/ He is/She is/ We are • I like/He likes/She likes • I have/He has/She has. • Vocabulary: hobby/ school subject/
age/ gender/personality
• Read Aloud: Fluency Developing
• Guided Reading: - Information gap - Describe and drawing
2 Welcome home 1. My family member 2. My house 3. My hometown
• Identifying key words and important relations to retell family story.
• Interpreting images to describe the location.
• I am from/ I come from • There be • I have/He has • Preposition: in/on/under/etc. • Sentence structure: The (bed) is in
the (bedroom). • Vocabulary: household objects/
family member/ city
• Read Aloud: Fluency Developing
• Guided Reading: - Short description - Opinion exchange
3 Our planet 1. Four seasons 2. Weather 3. Plant
• Identifying sequence words and retell the story.
• Make inferences from key words. • Identifying supporting details for main
ideas.
• The use of adjective • Simple tenses: past, present, future • Vocabulary: four seasons/
weather/plant
• Read Aloud: Fluency developing
• Guided Reading: - Decision making
4 Food 1. Menu 2. Recipe
• Categorizing pictures or objects from reading texts.
• Using key words and phrases to recount correct sequence of making foods.
• My favorite (food) is… • Sequence words • Cooking verbs
• Read Aloud: Fluency developing
• Guided Reading: - Jigsaw - Decision making - Role play
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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5 Animals 1. Zoo 2. Aquarium 3. Arctic animal
• Categorizing pictures or objects from reading texts.
• Compare and contrast characteristics and habitats of animals.
• Analyzing photographs for main ideas.
• There be • Can do • Have • Vocabulary: all kinds of animals
• Read Aloud: Fluency developing
• Guided Reading: - Jigsaw - Problem-solving
6 Jobs 1. Dream jobs in the future 2. Parents’ jobs 3. President in the United States
• Identifying claims or opinions in illustrated texts.
• Reorganizing the information and reforming the story
• I want to be…, because • Simple future tense • If I were
• Read Aloud: Fluency developing
• Guided Reading: - Jigsaw - Role play
2. Speaking and Listening Unit Topic Function target Language target Activities All about me
My story 1. Using simple present tense to do a brief self-introduction 2. Identify detailed information from short oral statements.
• Vocabulary: girl, boy… • I am…, I have…, I am from…”
• Find someone who (Ss find peers who have same age/are from the city with them.)
• Let’s be friends! (Ss introduce themselves to their partners.)
My family members 1. Using simple present tense and third person singular to introduce others. 2. Matching oral descriptions to photos and pictures.
• Vocabulary: adjectives about people: tall, thin, fat, beautiful
• He/ She is …
• Jigsaw activity (Ss work in groups. They will listen to different part of the description of a family and then they share their information with their partners.)
My friends 1. Using simple present tense and third person singular to introduce others. 2. Matching oral descriptions to photos and pictures.
• Vocabulary: related to name, age, look…
• He/ She is…
• Jigsaw activity (Ss work in groups. They will listen to different part of the description of a student and his/her friend and then they share their information with their partners.)
My family
My hobby 1. Using simple present tense to show preference 2. Matching oral descriptions to photos and pictures
• Vocabulary: related to hobbies: singing, running, dancing…
• I like … best.
• Find someone who (Ss find peers who have same hobbies with them)
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Hobbies of my family members
1. Using simple present tense and third person singular to introduce other peoples’ preference. 2. Matching oral descriptions to photos and pictures
• He/ She likes … best • Listen & match (Ss listen to a recording and match pictures of different hobbies with pictures of different people)
My home 1. Using simple present tense and “There is/ are…” to introduce something. 2. Identify detailed information from short oral statements.
• Vocabulary: related to homes: kitchen, living room, bedroom…
• I live in…, There is/are… in my home
• Drawing my home (Ss draw their homes and introduce their homes to their partners.)
Our Planet
Four seasons 1. Using simple present tense to describe characteristics of each season and the order of four seasons
• Vocabulary: related to four seasons: spring, summer, fall, winter, cold, hot…
• The first season is… It is …
• Draw four seasons (Ss draw pictures of four seasons according to the descriptions from teachers)
My favorite season 1. Using simple present to show preference and share reasons of their choices. 2. Matching oral descriptions to photos and pictures.
• My favorite season is…, because…
• Find someone who • Jigsaw
The weather 1. Using simple present tense, simple past tense and simple future tense to describe weather 2. Identify and retell detailed information from short oral statements.
• Vocabulary: adjectives related to weather: sunny, windy, rainy…
• Today is…, Tomorrow will be…, Yesterday was…
• Jigsaw (Ss work in groups. They will listen to different part of the description of a the weather and then they share their information with their partners.)
Food
My favorite food 1. Using simple present tense to show preference. 2. Matching oral descriptions to photos and pictures.
• Vocabulary: related to food: apple, orange, cabbage, meat…
• My favorite food is…
• Matching game (Ss match pictures of different food with English words)
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Meals of a day 1. Using simple present tense to describe routines of a day. 2. Identify and retell detailed information from short oral statements.
• Vocabulary: related to three meals of a day: breakfast, lunch, dinner
• I usually have… for breakfast/ lunch/dinner.
• Listen & draw (Ss listen to a recording and draw pictures of three meals of a day with different food described in the recording)
Chinese food 1. Using simple present tense to describe characteristics of something. 2. Matching oral descriptions to photos and pictures.
• Vocabulary: words related to famous Chinese food: dumplings, Peking duck, Dandan noodles…
• “… is a famous Chinese food. It is from…
• Jigsaw (Ss work in groups. They will listen to descriptions of different food and where it is from and then they share their information with their partners.)
Animals
What is the color of …? (sesson one)
Asking simple yes/no and Wh-questions • Vocabulary: words related to animals and their colors: elephant, monkey, dog, white, black, red…
• Is it…? • What is the color of…?
• Information gap
What is the color of …? (session two)
1. Answering simple yes/no and Wh-questions. 2. Identify detailed information from short oral statements.
• Yes/No, it is…, It is… • Information gap (Ss work in pairs. Each student of a pair has the same worksheet but with different part of information about animals and their colors. They need to ask and answer questions in order to share their information with their partners to complete the worksheet.)
What can those animals do?
1. Using simple present tense to describe characteristics of something. 2. Matching oral descriptions to photos and pictures.
• Vocabulary: words related to characteristics of animals: fly, swim, jump…
• …can…
• Listen & match • Jigsaw activity
Jobs
My parents’ jobs 1. Using simple present and third person singular to introduce their own experience and other people’s experience.
• Vocabulary: words related to different jobs: teacher, doctor, policeman/woman…
• My dad/ mom is a …, His/ Her dad/ mom is a …
• Jigsaw activity (Ss work in pairs and introduce their parents’ jobs to their partners and then report jobs of their partners’ parents’ to the whole class.)
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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2. Identify detailed information from short oral statements.
My dream job (session one)
1. Asking and answering Wh-questions.
• What is your dream job? • My dream job is…
• Jigsaw activity
My dream job (session two)
1. using simple present to show preference and share reasons 2. Identify detailed information from short oral statements.
• I want to be…, because…. • Find someone who
3. American Culture
Unit Topic Skill Target Language Target Event
Halloween Trick or Treat & Customs
• Listening: Providing visual displays of people and objects in response to oral prompts
• Speaking: Reproducing facts in context in simple present tense
• Reading: Interpreting images, illustrations, and graphics
• Lexical items related to Halloween • Linguistic conventions used in
Halloween • Simple present tense in description
• Halloween Custom Party: Students wear Halloween customs, play trick or treat, carve pumpkins, etc.
Thanksgiving Story about origin of Thanksgiving & Brief American history
• Listening: Identifying the “who,” “where” and “when” of illustrated statements
• Speaking: Responding to related stories
• Reading: Using key words and phrases to recount general plot of a story in correct sequence
• Lexical items related to the origin of Thanksgiving
• Sentences describing who, where and when
• Sequencing words
• Story-telling Competition: Working in pairs, each pair choose and tell a short story related to American history
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Christmas & New Year
Story of Santa Claus & Blessings
• Listening: Identifying the “who”, “where” and “when” of illustrated statements
• Speaking: Sharing reasons for opinions
• Reading� Identifying opinions in illustrated texts
• Lexical items related to Christmas & New Year
• Linguistic conventions used in giving blessings
• Sentence structures expressing opinions
• Gift Exchange Party: Each student picks a gift for others. Every two students will be randomly picked out to exchange gifts and give blessings to each other.
Animation Disney World & Iconic characters
• Listening: Matching oral descriptions to photos, pictures, and icons
• Speaking: Asking simple yes/no questions to peers and teachers
• Reading: Interpreting images
• Lexical items related to animation • Yes/no questions & answers • Introductive sentences used to
describe characters
• Drama Show: Working in groups of three, each group choose one 10-minute clip of classical Disney animation and act it out.
Sports Typical pass-time activities in the USA
• Listening: Identifying preferences from short oral statements
• Speaking: Asking simple Wh- questions to peers and teachers
• Reading: Categorizing content-based objects from reading text
• Lexical items related to different types of sports
• Wh- questions & answers • Sentence structures used to express
preferences
• Sports Expo: Some American guests will be invited who are experts in a certain type of American pass-time sports. Students can interview the guests and play sports with the guests.
Dining Etiquettes
Western tableware,
• Listening: • Lexical items related to tableware, dishes & dining procedures
• Banquet (western food):
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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dishes & dining procedures
Drawing visual display of objects in response to oral prompts
• Reading� Interpreting illustrations
• Speaking: Naming steps in procedures
• Location words • Sentence structures used to name
steps
Students’ parents will be invited to join a banquet of western food together with their children. Each student has to follow the dining procedures and explain them to their parents.
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Appendix IV Course Description, Textbooks and Sample Pedagogical Tasks 1. Story-based Reading
The course aims at developing fluency reading through reading aloud activity, forming good reading habits and interests at the early stage of language learning and laying the foundation of basic reading skills and strategies. There are six units in total for the six-week summer camp. Each unit will have different topic. There are three classes every week and each week will cover one unit.
There is no fixed textbook for the reading course. The reading materials are chosen from story books and picture books related to six topics outlined above. And those books are appropriate for the entering level students.
Sample picture books are listed below
- My Neighborhood: Places and Faces (All about Me), by Lisa Bullard (Author), Brandon Reibeling (Illustrator)
- THE FOUR SEASONS, by Linda Baumgarte (Author) - If I Were the President (Dream Big!), July 1, 2009, by Thomas Kingsley Troupe (Author), Heather
Heyworth (Illustrator)
Course Assessment
- Formative assessment Reading task completion
- Summative assessment Final reading test
Sample Pedagogical Task
Student Number 12 Unit type Group of 3; 4 groups in total Target form (task-essential form)
Object + Verb Simple present tense
Task type Pedagogical task/Jigsaw/Retell story Skills Reading/ Speaking Task goal Retell a story and find the supporting details
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Task procedure
1. Ss in 4 groups, 3 in each group; each group will receive small part of story about family reunion. 2. Ss in group read the story and work together to discuss the main idea of the text and the supporting details. Ss in each group try to retell the story and other Ss in the group help others to organize the information and the language. 3. T reform Ss into 3 different groups, each group has four members from different group in the former activity. In this case, every group member will have different piece of story. 4. Ss in new group retell the story they just read. 5. Ss in new group will read the stories together and then work together to find details: 1) Who join this family reunion? 2) What do they do together? 3) What do cousins make in the kitchen? 4) Why Rosa wants to hit the piñata? 5) What do they do in warm summer evening? 6)Where do I live in the past and where do I live now?
(Reading Material: INSIDE Language, Literacy, and Content. Leve A p. 175-181) (See Attached Files) 2. Speaking and Listening
This course aims at developing students’ communicative English speaking and listening competence and increasing their English learning interests at a young age. Students will be able to talk about topics that are closely related to their personal experience. There are six units in total for the six-week summer camp. Each unit will have 2-3 different topic. There are three classes every week and each week will cover one unit. Textbook ESL Gold (Listening & Speaking)
• Rationale: o Covering a wide range of topics that are appropriate for students’ language and cognition levels. o Having abundant materials for beginning level learners.
• Adapting those two textbooks according to book selection checklist of Byrd, P. & Schuemann, C. (2014)
o Changing some language targets/objectives to make them suitable for students’ needs. o Using other multi-media support to make materials more diverse and attractive. o Adding assessments and tests to evaluate students’ proficiency. �
Assessment Formative assessment:
• Periodical task performance • Presentations • Paper-based listening tests
Summative assessment: • Paper-based listening tests • Impromptu presentations
Sample task Class topic: What is the color of …? (session one) Information gap activity
• Ss form hypothesis: o T divides Ss into pairs. One S of the pair will get worksheet A and the other S will get worksheet
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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B. o T tells Ss that they cannot look at each others’ worksheet and they need to ask questions to
their partners in order to know the colors of blank animals and complete their own worksheets by filling colors with crayons on the blank animals.
• Teacher intervention: o T explicitly introduce language targets to Ss and tells Ss if they want to ask colors of animals,
they can use sentences structures “What is the color of …?” or “Is it…?” o T gives some examples of each sentence structures
• Ss complete the task with task essential forms: o T re-group Ss so that they have different partners at this time and asks Ss to do the activity
again to check if they have the same answer with last time. • WCFB
o T invites two Ss to report their answers about worksheet A and worksheet B respectively and asks other Ss whether they have the same answer with them.
Task material:
3. American Culture
Based on the theory of Experiential Learning, American Culture advocates a process through which students develop knowledge, skills, and values from direct experiences outside a traditional academic setting. This course encompasses a variety of activities including custom party, group competition, try-out and other creative and professional events. These events can stimulate academic inquiry for English by promoting interdisciplinary learning, teamwork, leadership and other linguistic and intellectual skills. Most importantly, this course raises students’ cultural awareness of American with integration of classroom scaffolding and experiential events outside classroom.
American Culture has 6 units in total during a 6-week program. Each week covers a cultural topic in two classes. The first class of each week aims to provide students with plenty scaffolding including cultural awareness, background information, essential linguistic knowledge, communicative strategies, etc. It is
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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anticipated that after one class, students are able to communicate competently in the following cultural event. The second class of each week aims to provide real-life scenario to students so that they can have the opportunity to experience American culture in person via both physical and verbal interaction in social settings. Course Objectives - Students are able to get interested in and understand American culture through six cultural events. - Students are able to creatively utilize their English linguistic competence in real life events. - Students are able to take initiative, make decisions, and be accountable for the results of their performance
in all aspects. - Students are able to engage intellectually, creatively, emotionally, socially, or physically in designed
learning experience. Course Materials Textbooks for reference: 1. American Holidays: Exploring Traditions, Customs, and Backgrounds by Barbara & Sara 2. Halloween: An American Holiday, an American History by Lesley Bannatyne 3. Celebration: The Story of American Holidays by Lucille Recht Penner
Movies: 1. Nightmare Before Christmas (1993) 2. It's the Great Pumpkin, Charlie Brown (1966) 3. Pooh's Heffalump Halloween Movie (2005) 4. Winnie the Pooh’s – Seasons of Giving 5. Mouse on the Mayflower 6. A Charlie Brown Thanksgiving 7. Home Alone (1990) 8. Frozen (2013) 9. Frosty the Snowman (1969) Course Assessment 1. Attendance & Participation in class 10% 2. Performance at Events 15*6 = 90% Sample Event
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Sample Event: Gift Exchange Party
Location conference room (can accommodate up to 160 people)
Time 2 hours
Participants All the students, language teachers
Staff 2 hosts, 4 gift registrars, 4 gift distributors, 2 cameramen Setting
Procedures Preparation 1. Before the event day, each student picks and registers for a gift from a
gift list provided by teachers. 2. On the day of event, guided by assigned language teachers, each student
picks their selected gift at either gift register desk and puts his/her name tag on the gift with the help of gift registrars.
3. Each student brings the gift to either gift center for storage. 4. Gift distributors in gift center sort all the gifts in alphabetical order
according to their last names. Gift Exchange 1. Starting from Class 1, the hosts call the students to go to the stage one
by one. The student needs to blindly pick one name tag from a box containing the name tags of all the students. The selected student can come from any student in any class.
2. The selected student needs to go onto the stage immediately. At the same time, gift distributors need to quickly send the two students’ gifts to the stage.
3. The two students need to introduce themselves to each other in English and exchange their gifts. Most importantly, they need to send one New Year blessing to each other.
4. The hosts keep calling the students to go to the stage according to the class they are in. The students who have been selected before will be skipped.
EDUC 674 Additional Materials for the Poster (Appendix) Jingxian (Emma) Gu, Yuejun Niu, Si (Sissi) Shi, Zixi (Nina) Zhang, Yue Zhao Dr. Hondo
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Sample Event: Gift Exchange Party
After Party After all the students exchange their gifts and give New Year blessings, they can mingle with each other in the conference room where snacks and refreshments will be provided.
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