She is Teacher Bonny. We handle one Grade 5 class, Class 501.
She is Teacher Kate. She is the head of our English Community. We handle five Grade 5 classes, from Class 507 to Class 511.
She is Teacher Annie. We handle five Grade 5 classes, from Class 501 to Class 505.
Class 501 is a quiet and cooperative class. In this class, Teacher Bonny serves as my support during teaching. She manages students’ behavior while I am in charge of the overall teaching process. Whenever students feel confused during class discussions, she makes sure to explain the lesson in a language that is understandable to them.
Together, we plan the flow of our teaching process. She prefers a simple approach to teaching, which is why I ensure that even when I integrate game-based learning, the main focus remains on lecturing and the teaching-by-questioning method.
Teacher Kate is indeed a seasoned teacher, and I have learned a lot from her. Our setup is almost the same as with the other English teachers: I serve as the main teacher, while she acts as the supporting teacher. She manages classroom behavior before I begin the lesson, and when needed—such as during classroom games—we work together.
Our teaching strategy is built on sharing best practices. We regularly reflect on our teaching procedures after each class, discussing what can be improved and what should be removed. What I value most about this collaboration is that Teacher Kate is willing to step out of her comfort zone and move beyond traditional ways of teaching.
Teacher Annie is also one of the seasoned teachers at Chung Shan. She gives me a lot of freedom during classroom teaching. Like the other teachers, she also manages student discipline.
This was my presentation on Day 1 of my English class. I began with a fun warm-up activity called “Guess the Animal,” followed by “Two Truths and One Lie” about myself. In this activity, students tried to guess my age, favorite food, and other personal details.
Finally, the students reviewed the phonics, vocabulary, and sentence patterns they learned in Grade 4. There were also a few short exercises to assess their phonics skills.
VOCABULARY & SENTENCE PATTERN
Focus: Writing and Speaking
In this presentation, I taught the seven days of the week. I began the lesson with a song about the days of the week, followed by a vocabulary presentation. After that, the students were asked to fill in the missing letters for each day.
For the sentence pattern, the students arranged Sentence A, and I had them read the sentence pattern repeatedly for practice. Next, we did a group activity in which students used a whiteboard and a marker. They checked the calendar, looked for the Minions’ picture, and answered the question by writing their responses on the whiteboard.
Focus: Speaking and Real-Life Communication
In this activity, the students were divided into pairs. Each pair was given a calendar with animal clipart. They took turns asking their partner, “What day is today?” and answering based on the calendar.
Focus: Vocabulary and Spelling
In this presentation, students learned seven daily routines. First, I showed pictures, and the students identified each routine. Next, we focused on the spelling of each word. I showed them incorrect spellings, and they corrected them.
To test their understanding, we played a game called “Spell It Out, Zombie!” Students closed their eyes while the song “Zombie” was playing. The teacher selected seven students and placed a special note on their desks. If a student had a note, they had to spell the word correctly.
Mechanics for the game “Spell It Out, Zombie!”
Students close their eyes while the song “Zombie” is playing. The teacher selects seven students and places a special note on their desks. When a student has a note, they must spell the word correctly. The game continues until all selected students have spelled their words.
Here is a copy of the special note for the game. Cut it out, fold it, and distribute it to the seven students you choose. This fun game is a great way to celebrate Halloween while also practicing English.
Focus: Writing and Speaking
In this lesson, I taught the sentence pattern using the sentence pyramid strategy. To check students’ understanding, I included several drills, such as completing the sentence pattern using pictures of daily routines and clocks, as well as multiple-choice questions.
Focus: Writing, Communication and Speaking
In this worksheet, students will be given a worksheet. They have to unscramble the sentence. After that, they will go to their partner, ask the question and their partner will write their answer. The main goal of this task is to familiarize with sentence pattern and to use it to collaborate with their classmates.
Focus: Writing, Collaboration, Speaking and Listening
In this collaborative task, there will be 14 groups. They can see a scrambled sentences, together with their pair, they have to unscramble the sentence. Finally, to finish the task, they have to write it.
Focus: Speaking & Mastery of Sentence Pattern A
In this presentation, I started the lesson with the review of the vocabulary through pictures. Next, I asked the students to read the sentence pattern through the sentence pyramid. Finally, they will orally answer the question through pictures/images.
Focus: Speaking & Mastery of Sentence Pattern B
In this presentation, I discussed the format of the sentence B through pictures wherein they have to supply the missing word/weather. Finally, the student can master how to answer the sentence pattern B through multiple choice questions.
In this activity, the class will look at the Taiwan's map. They have to identify the weather in each given county in Taiwan.
In this worksheet, the student will fill out the correct sentence pattern through the given Taiwan's map.
In this activity, I plan to enhance students' reading and team collaboration ability. They will read the sentence together but, it's not a complete sentence. Therefore, they need to fill out the missing word and read it aloud.
The class will be divided into seven groups. Each group will have a weather report that shows seven countries - Taiwan, London, Paris, Australia, South Korea, Brazil and India. They have to identify the weather and practice reading it like a news reporter.
Here's the weather report news you could use to level-up your topic about weather. Transform the kids into a news reporter. They will have lots of fun!
Here's some of the pictures of the students doing their weather report news. It challenge their confidence in speaking while also making sure that the sentence pattern is accurate.
In this activity, the students will try to guess the subject through a given dialogue/script.
After discovering the subjects, the students will now try to spell the school subjects through the given letters.
To deepen their knowledge about the school subject, they will see pictures about each subject, they will guess what it is.
Focus: Mastery of Sentence A and Speaking
In this presentation, I discussed the SENTENCE A format (What subject do you like - I like ____.) I discussed this lesson by asking the students to supply the missing words and try to complete the sentence through pictures.
Drag & Say Activity
Focus: Speaking & Sentence Pattern A Mastery
In this activity, the student will share their favorite subject by dragging one object to the table. Then, they will say, "I like ______."
Focus: Speaking & Sentence Pattern A Mastery
In this activity, the student will look for a subject and they will say the sentence pattern, "I like ______."
Focus: Mastery of Sentence B and Speaking
In this presentation, I discussed the SENTENCE B format (Do you have _______ class on _______ Answer: Yes, I do/ No, I don't) I discussed this lesson by asking the students to supply the missing words and try to complete the sentence through pictures. Next, to check their understanding, they will try to compose the question through the given subject and day.
Focus: Speaking, Team Collaboration and Mastery of Sentence B
Use this to execute the Time To Speak activity. Distribute it to the students and let them practice their oral activity.
PHONICS LESSONS
STORY TIME
Before I start my English class, I recognize two students who stood out last week. I give them a paper called “A Note from My Teacher,” where I check the strong and positive actions they showed.
Students will earn a sticker every time they participate in class.
When students collect 10 stickers, they come to me, choose a random scratch card, and win a small gift.
During class, team games, and Chromebook activities, students can earn points in ClassDojo. They will collect points throughout the semester, and at the end of the semester, I will rank the students and recognize the top 10 students in each class. They will receive a certificate.
https://teach.classdojo.com/#/classes/68ade08ef8060d6e2433a454/points
https://teach.classdojo.com/#/classes/68ade27817009e24ef06b754/points
https://teach.classdojo.com/#/classes/68b676102db34fda57e6d051/points
https://teach.classdojo.com/#/classes/68b6996e62698ab0e0595a01/points
https://teach.classdojo.com/#/classes/68b8e46bac5c12c0d5ac8209/points
For this school year’s oral test, we decided to think outside the box. We explored more challenging tasks for the students. For several years, oral tests followed a traditional format, where students read vocabulary, phonics, and sentences beside their English teacher. This time, however, we wanted to innovate and create an assessment that truly showcases students’ confidence and ability to speak in English.
Using the given material from the SuperFun 5 book, we encouraged the students to fill out the necessary details about themselves. In this part, they were required to use the vocabulary learned in this unit.
We gave them time to read the passage during English class, and we also assigned it as homework so that they would have plenty of time to prepare.
I will call on students randomly to add more challenge. To do this, I used an online random name picker.
Then, the selected student will read their answers in front of the class, while I score their performance on the side.
After their performance, I will grade them from the side, with the highest score being 6 points. After this, they will go to the back to meet my Local English Teacher to earn an additional 4 points, which focus mainly on phonics reading.