小學組冠軍：《Story writing and telling》
年級：五年級 │ 科目：英文科 │ 課堂節數：兩節（共 70 分鐘）
所應用之電子教學工具：PowerLesson 互動課堂、網頁、簡報、Pdf 文件
教案簡介
循道學校賴翠蓮老師的教案以兩課節為基礎，她特意運用教學系統及平板電腦，加強學生以過去式寫作英文故事外，亦藉此提升課堂的趣味性。課堂中，她運用「PowerLesson 互動課堂」整合了影片及教材，並以多媒體配對遊戲、拍照、投票及錄音工具，帶領學生學習寫作技巧。每組學生需為創作故事演說一分鐘，並以平板電腦進行錄音及拍照，一併將錄音檔及工作紙上載至 PowerLesson 以作提交。由於學生英語能力有別，賴老師特意將強弱學生編為一組，以協作形式鼓勵他們互相指教。而老師更運用投票工具，從數據中評估學生的能力差異，並針對他們的共通錯處進行即時指導。
教學目標
● Pupils are able to describe the five parts of a story and produce a story with the use of
different objectives, adverbs, vocabulary, correct forms of verbs and give elaboration of ideas
● Pupils are able to use the appropriate intonation and stress, and vary volume, tone of voice
and speed to convey intended meanings and feelings
● Pupils are able to develop their communication skills and confidence in using English through
sharing their work with and giving positive feedback to each other
● Pupils are able to work cooperatively with others and treat others’ suggestions positively to
complete a task
Lesson Plan:
| Prodcedure | Details |
|---|---|
| Greetings and introduction (5 mins) |
[Powerpoint, pdf – embedded on PowerLesson] ● Teacher uses a guessing game to draw the attention from the pupils ● Teacher introduces the lesson focus to the pupils  |
| Voting (5 mins) |
[PowerLesson – Voting] Ask pupils to vote for their favorite type of stories and share their reasons  |
| Revision (5 mins) |
[PowerLesson – Matching] ● Use the interactive matching exercise to revise the 5 parts of a story with pupils  ● Ask pupils to discuss with their partner during matching exercise ● Reveal the matching statistics and follow up the weaknesses of pupils  |
| Context setting (5 mins) |
[Pdf, website – embedded on PowerLesson] Teacher checks the understanding of the pupils after watching the animation (learnenglishkids.britishcouncil.org) with the 5 parts of a story and asks some high order thinking questions   |
| Exposure to writing hints (10 mins) |
[Powerpoint & pdf – embedded on PowerLesson] ● Teacher shows pupils a clause pyramid and guides pupils the way to expand sentences step by step. Then, teacher invites some of them to share their sentences with others  ● Teacher illustrates and explains a traffic light with three different colours that represent the structure of a paragraph. Then, teacher asks pupils to distinguish the type of sentence(s) in the task and discuss with their partner 
● Teacher revises and elicits the meaning of different connectives with pupils. Then pupils give some examples, e.g. although, because, however etc. |
| Writing task (15 mins) |
[Pdf – embedded on PowerLesson] ● Teacher uses the writing task sheet to explain the requirement of the task and uses ‘editing checklist’ to tell pupils that they need to edit their work with the checklist requirements after finishing story writing ● Pupils work in groups of 4 and write at least 4 sentences for the story 
|
| Story presentation and peer feedback (15 mins) |
[Pdf – embedded on PowerLesson], [PowerLesson – Forum, photo taking, voice recording] ● Teacher invites 1 group of pupils to present their story. The audience give comments to the presentation by using the ‘presentation checklist’  ● Group leader of each group captures their group’s task sheet and uploads to Forum  ● Teacher then asks pupils to use iPad to record their story presentation and shows 1 group of pupils’ work in class. Then invites pupils to give positive feedback to that presentation |
| Conclusion and reinforcement (5 mins) |
[PowerLesson – Voting] Teacher projects a voting activity to pupils about the title of the story and concludes what pupils have done and learnt in the double lessons 
|
| Homework assignment (5 mins) |
[Website, pdf] ● Teacher tells pupils that they are required to give comments to at least 2 groups of work after school ● At last, teacher encourages pupils to extend the learning to website (myenglishgrammar.com),do revision at home and share their learning experience today with their parents ● Three sets of composition exercise are prepared to cater for individual differences. Pupils are requested to finish writing the third part (Ending of the story) individually at home |
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