黛靡在韓國ing

還記得我2008年時 也參加了慶尚南道的師訓課 (中文組),

當時我還的到了第一名, 而獎品是禮券五萬元(韓幣)

2008年 我又報名了慶尚南道的師訓課, 但是是英文組

英文組報名的人數很多,

除了我們在馬山的三個臺灣人以外~~其餘的都是菲律賓人~~

而並不是所有報名的人都可以參加這個課程~~

馬山區只錄取十名~~(所以要面試)

我的名字被排在面試名單上的第一位~~~真是緊張死我了~~

進去面試的教室后, 我就用英文自我介紹了一下我自己~~

也許是因為我是第一個面試的人, 面試的老師並沒有問我很多的問題~~

但是~~

我還是被錄取了( 真是好運)

Anna , Ashely也被錄取~~也就是說 臺灣人的錄取率是 100%~~臺灣人真是太強了~~哈哈~~

很好運的今年我又得到了 "最優秀獎" (ㅋㅋㅋ心里偷偷的笑了好幾聲)

獎品是 禮券三萬元 (比去年少了兩萬, 不過我以經很滿足了)

下面是證書和漿狀~~

這次幫我們上課的是四位很用心的外國老師~~

結業式當天, 他們還準備了小禮物送給每一位同學

這是我們收到的禮物~很實用的教具

當然2008年的英文試訓課也要做示範教學,

我抽到的題目是 "長母音i 和短母音i "

下面是我的教學計畫書~~

有需要的老師可以打包帶走哦~~("有需要的老師" 自己又在幻想有很多老師在看我的部落格)

Lesson Plan

Phonics of long i and short i

Objective

At the end of this lesson, the students will be able to pronounce the “long i” and “short i” and recognize “long i” and “short i” spellings.

Introduction or Warm-up

# Simon says

Teacher says “Simon says” and gives the instruction, and students have to follow it.

But if teacher doesn’t say “Simon says” , just gives instruction, students shouldn’t do it.

T: “Simon says: “stand up”

Ss: stand up (Students do the instruction)

T: “stand up” (Teacher doesn’t say “Simon says”)

Ss: Do not follow the instruction.

Presentation

Students will know the rule about how to pronounce “long i” sound and “short i” sound.

1.     Teacher writes “The kids kick the kite.” on the whiteboard, and explains to students the long sound of letter i sounds like the name of the letter, and the short sound of letter i is often found in short words.

2.     Teacher uses a paper to hide the flash card, and shows one part of flash card to students, and elicit the vocabulary from the students.

3.     Teacher lists vocabulary that belong to different rules on the white board.

4.     Students take a turn to read the vocabulary one by one.

Basic Practice

After this activity, students will be about to pronounces and understand the meaning of the vocabulary.

# Matching Game

1.     Teacher prepares flashcards (picture and word) and put the picture cards on the board. When teacher puts the card on the board, students have to say the word of that card.

2.     Giving each student different word cards, and tell them to match their cards with the pictures on the board, and pronounces it.

3.     Students read the vocabulary one by one.

# Concentration Game

1.     Teacher divides students into two groups.

2.     Using matching game’s flashcards, put them facedown on the board, and mess them.

3.     Each group’s each student takes turn to select two cards and pronounces both cards.

4.     If the cards match, this student can keep the cards. If the cards don’t match, they are returned to the board facedown. Then another group’s student chooses.

5.     Finally, the group that gets cards more than other group will be the winner.

Production (Communicative Practice)

After this activity, student will be about to pronounce and spell the vocabulary.

# What’s missing

1.      Teacher divides students into two groups.

2.      Teacher shows flash cards to students and puts them on the board. Students have to pronounce the vocabulary.

3.      Teacher takes away one card from the board, and asks students “What’s missing?”

4.      Students tell teacher which card disappeared, and spell the word.

5.      Student who gets the right answer and spelling can throw the sticky ball and get point for their group.

Conclusion

Teacher shows flashcards to students. Students have to pronounce the vocabulary.

Additional Activities

# Spider Man

1.      Teacher divides students into two groups.

2.      Teacher puts the flash cards on the floor.

3.      Each group comes out one student.

4.      Students have to step or put their hand or foot on the flashcard that teacher says.

5.      Students have to keep their hands or feet on the flashcard until the end of this game.

6.      Student who can use their hands and feet to touch four cards will be the winner.