Taichung FET Lesson Materials Design-Lesson Plan Format

Domain/Subject EFL Author Bridgette Wynn A. Arienza

Topic/Theme Toys, Colors; What color is it?; Grade Level Grade 3

What’s that/this?

Number of Lessons 1 Duration 40 minutes

Title Sentence and Vocabulary Review on Unit 3 (At B&J’s Toys) and Unit 4 (Baby
Dragon’s Gift)

Lesson Type Vocabulary Review, Sentence Pattern Practice

Description The lesson focuses on toys and colors, helping students recall vocabulary through
interactive games. Students practice answering questions like "What color is it?" and
"What's that/this?" to reinforce their understanding. Collaborative activities encourage
sentence practice, allowing students to work together to form complete sentences. This
combination of vocabulary recall and sentence practice enhances language skills in an
engaging and fun way.

General Subject-specific Competency Development

English-E-B1 Possess entry-level English-E-B1 Students can improve their

listening, speaking and writing skills in listening, speaking, and writing skills
English. Be able to use, under guidance, through guided review. Activities like
learned vocabulary and sentence patterns interactive and digital listening activities,
核心素養 for simple daily communication. engaging in simple conversations in-
Core- competencies depth of the discussion, and arranging
A1 A2
A3 basic sentences help them use learned
English-E-C2 Actively participate in in- vocabulary and sentence patterns.
✕ class English language group learning Teacher feedback ensures accuracy in
B1 B2 activities and develop a spirit of teamwork. daily communication.
B3
For English-E-C2 competency, students
✕
can participate in group activities like
C1 C2 language games that promote teamwork.
C3 These collaborative tasks allow students
to practice English in context, listen to
peers, and work together to complete
tasks, fostering both language skills and a
spirit of teamwork. Teachers, together
with the high level learners, guide these
activities to encourage active
participation and effective
communication.

Learning Content Learning Performance

學習重點
Learning
Ac-II-3Focus
Vocabulary of Stage II level 1-II-5 Can recognize phrases, sentences and their
stresses learned in class
B-II-1 Everyday communication achievable with
the vocabulary and sentence structures of Stage 1-II-7 Can comprehend words learned in class
II 2-II-3 Can say the words learned in class

2-II-6 Can speak sentences of simple structures with

intelligible pronunciation and appropriate intonation
 3-II-2 Can recognize the words learned in class

3-II-3 Can understand the sentences learned in class

4-II-3 Can trace the words learned in class

4-II-4 Can trace the sentences learned in class

Students will be able to:

1. identify and recall vocabulary related to toys and colors through interactive
games and activities.

2. practice the simple sentences using learned vocabulary and sentence patterns,
such as "What color is it?" and "What's this/that?"

3. exercise their listening and speaking skills by actively participating in

Learning question-and-answer activities related to toys and colors.
Objectives 4. collaborate in group activities, enhancing their ability to work together and
practice English in a supportive, interactive environment.

5. engage actively in in-class activities, practicing both receptive (listening) and

productive (speaking and writing) language skills.

Target a ball a car a doll a kite a robot a yo-yo

vocabulary
blue green pink purple red yellow

Target grammar/ A: What’s this/that? A: What color is it?

sentence
B: It’s a _____. B: It’s ____.

Procedural Language Functional Language

Classroom Language Repeat after me. I need help.

Louder, please.
Time’s up. Can you say that again?
Next station. Is this right?

I’m done.

Teaching materials and Smartboard, Computer, PowerPoint, Station Tables, Worksheets, Printed Cards
equipment

Necessary prior ● Students should already be familiar with the vocabulary words.
knowledge
● Students should already have been introduced to the target sentence patterns.

Teacher Preparation Before the lesson, the teacher must:

● Set up the two learning stations.

● Create the PPT and interactive games to be used.

● A week before the lesson, the teacher needs to choose two (2) high level
learners to be the station helpers, instruct them on their duties, and make sure
that they have mastered all the vocabulary and sentence patterns.

Accountability The teachers will walk around as the students are at the stations. The teachers, together
 Measures Summary with the station helpers will be making sure the students are on task and participating.

Lesson High level students (HLSs)

Modifications/Student
Accommodations ● Two (2) high level students will be the station helpers at different centers.
They will be in-charge of the activity at each center to ensure the student-
centered learning.

● The HLSs will have a more advanced exit ticket at the end of the lesson.

Low level students (LLSs)

● They will have the basic vocabulary and sentence patterns for the exit ticket.

● They will be helped by the HLSs at the learning stations to master the
vocabulary and sentence patterns.

Lesson Phase Procedure Time

Introduction/ Connect/ The teachers will first do the greetings with the students. 8 minutes
Warm-up

Afterwards, the teacher will ask the students about their day
and their mood.

Then as a starter, the teacher will let the students play “Color
Guess.” This is a way to review the colors they have learned.

The class will be divided into 3 groups. Each group will

receive a marker and a slate board. The class will play
“Scattered Pictures.” They will write their answer on the slate
board and must cooperate with each other.

Teacher Talk: 70%

Interaction Measures ● The teacher will ask them how they feel today.

● The teacher will let the students repeat the vocabulary words once they are
revealed on the PPT.

Presentation/Activate The teacher will review the sentence patterns with the students. 7 minutes
The PPT material will contain pictures that will be utilized to
answer the learned sentence patterns.

Teacher Talk: 30%

Interaction Measures
T The teacher will call on different students in pairs to orally practice the sentence
patterns:

A: What’s this/that? A: What color is it?

B: It’s a _____. B: It’s ____.

Practice/ Demonstrate The teacher will explain the learning stations. One learning 15 minutes
station will focus on colors and the other one on toys. Each
 station will cater to all the students, but 10 at a time only. Each
student will be given a learning station card to be stamped at
the stations.

Station 1 (Toys)

● The HLS will let another student choose a card.

● If the HLS holds the chosen card, the sentence pattern

he/she must ask, “What’s this?” and if the HLS lets
the student who chose the card hold it, he/she must
ask, “What’s that?”

● The other student must answer using the sentence

pattern: “It’s a ________.”

Station 2 (Colors)

● The HLS will let another student play a color game.

● After playing the game, the HLS will ask, “What

color is it?”

● The other student must answer using the sentence

pattern: “It’s ________.”

Teacher Talk: 10%

Interaction Measures ● The teachers will roam around to assist and see to it that both the HSLs and
LLSs are working together to learn and practice.

Review/ Consolidate/ ● The teacher will give the students an exit ticket that 10 minutes
Wrap-up they need to answer.

● Before the students leave the classroom and get their

student book reward points, they must read the word
that the teacher points. For the HLLs, the teacher will
let them read the sentence pattern.

Learning Assessment Formative Assessment

1. Students will have differentiated worksheets (exit tickets) to write on. This is
based on their level of ability.

 The HLSs will have to supply the correct color of the pictures and will have to
unscramble the sentence patterns.
 The LLSs will have to match the words with the photos.
2. Students will be evaluated on their ability to read the words or sentence
patterns learned as they present their differentiated worksheets. The teacher
will check their names on the checklist if they successfully have read the word
or sentence pattern/s.

Summative Assessment
 1. The students will showcase their mastery of the target vocabulary and sentence
patterns during their final English examination at the end of the semester.

Teaching Reflection (to be filled in after the delivery of the lesson)

Notes There is a need to let the HLSs manifest their ability and unlock their potential. Also,
the learning stations are deemed important in order for the classroom to be student-
centered and to let the students showcase their teamwork in making strategies like this
happen.