I speak a little Turkish.

I’ve taught for 7 years.

• What are the aims of the lesson? Do you think these were achieved? Give reasons. The aim of the lesson is to let students choose their own exhibition topics, which were achieved because they are all focused on Canva and engaged to ask teacher questions.

• Describe the learners' participation. How were the learners called upon? Did any volunteer? very active most of the time, almost each group has 1-2 volunteer.

• What was the general behaviour and attitude of the learners during the lesson?. "very well behaved", "positive attitude", engaged and willing to question teachers’ orders, like one boy asking teachers why they need to have a backup topic after being told to do so. 

• Describe the interaction patterns you observed during the lesson. 

How many different interaction patterns did you see? What were they? Were there any activities or parts of the lesson that could have had more student-centered interaction?

There are 2 types of interaction patterns, like teacher-students and student-student. The PBL project is very student-centered. Teacher gives students about 30 minutes to find their own topic and they can move around anywhere in the classroom to finish their project. 

• Did you see any classroom routines or learner training? learners knew their roles in group discussions, and they know they can move around when it’s group discussion.

Grade & Subject : grade 5/ social studies

Age of Learners: 10, 11 years old

No. of Learners: 28

Length of Lesson: 1 hour

Each student introduces themselves and finds a food word that starts with the same letter as their name.

My name is ＿＿＿. The world’s best pizza has……in it. 

Each student takes turns introducing themselves with a food that starts with the same letter as their name.

Before saying their own sentence, they must repeat all the previous students’ names and foods in order. This creates a fun memory and listening chain!

What can teach?

Sentence pattern, food words, countable& uncountable.

• 🐨 20c – Platypus

• 🦘 1$ – Five kangaroos

• 🐜 5c – Echidna

• 🐦 10c – Lyrebird (liar XD)

• 🐑 50c – Coat of arms with kangaroo and emu

Queen Elizabeth II is on one side
All Australian coins still show Queen Elizabeth II on one side (heads), though new coins will eventually show King Charles III.

James Bond 007(虎克船長)

Show & Tell(share your favorite object)、Ping-pong greeting

Vocab review: slide to the side

sorting game

不同詞性來描述圖片、單字x圖片x形容詞配對

Sentence: 句型改寫、找歌詞中最生活化的句子、reading pirate(從文章找答案)

Reflection: barometer(easy, OK, very challenge)

澳洲原住民已經在這片遼廣的國土居住了數萬年，孕育出世上現存最古老的文化，其獨特身分和精神繼續長存於澳洲每個角落。

雖然「土著」或「原住民」都是用來描述澳洲第一民族，他們卻對此有不同看法。Ridgeway博士說：「『土著』和『原住民』既是一體，又彼此各異，卻同樣為數眾多。」

托雷斯海峽群島（Torres Strait Islands）是昆士蘭州（Queensland）的一部分，當地原住民被視為有別於澳洲大陸和塔斯曼尼亞（Tasmania）的原住民。 

托雷斯海峽島民來自托雷斯海峽的島嶼，其位於昆士蘭州的約克角（Cape York）和巴布亞新畿內亞之間，故島民與巴布亞新畿內亞和太平洋地區的人民有著許多相似文化特色。 

目前，原住民和托雷斯海峽島民佔澳洲人口比例不到4％，因此大多數遊客都未必能親身與澳洲的「第一民族」居民互動交流。 

原住民和托雷斯海峽島民分別以兩面旗幟為象徵—原住民旗幟分成三種顏色，由藝術家Harold Thomas於1971年設計，黑色代表原住民，黃色圓圈代表太陽，而紅色則代表地球、儀式用的紅赭石、以及原住民與大地的精神關係。

托雷斯海峽島民旗幟由已故的Bernard Namok先生設計，於1992年起用，圖案以橫向分開三層，最頂和最底為綠色（象徵大地），中間為藍色（象徵海洋），各層由代表托雷斯海峽島民的細黑線分開，正中心有白色Dhari（托雷斯海峽傳統頭飾），下方的白色五角星則象徵和平、托雷斯海峽五個島民族群，以及星辰為航海人民所扮演的傳統角色。

澳洲原住民文化一體，按其與家庭、社區和國家的聯繫定義，「活在自己的國土」是澳洲原住民的世界觀核心。

原住民按土地（亦即國土）定義自己—沿海原住民稱自己是「鹹水人」；河流區居民是「淡水人」，而中部乾旱地區的居民則是「沙漠人」。

Juan Walker曾說：「國土不僅是一片美麗土地，更是我們的一切，盛載著我們的故事、宗教、習俗和祖先。」

原住民相信：他們祖先的靈魂從天與地之間冒起，是創世英雄，在遊歷世界之際，創出一切生物。這股創造力一直長存，因而緊緊連繫原住民、國土和地方之間的文化。

*在精油的世界中，尤加利有「澳洲三寶」之一的美譽，不是因為無尾熊只吃尤加利的葉子，而讓尤加利出名，而是清香的尤加利，本身就像是一個親切的戰士，在對抗生活週遭的敵人時，又不失和善。

*如果把茶樹跟尤加利擬人化，並加以比較，我覺得尤加利比茶樹親切多了，清新的味道讓人想主動親近。它的氣味也算強烈，但並不像茶樹帶點刺鼻、甚至是嗆鼻的感受，尤加利的清新是具貫穿鼻腔，直達大腦的勁道，在提神的時候，我也很常用到尤加利呢！

*尤加利樹學名Eucalyptus，又稱桉樹，具有強大的生命力，是很古老的樹種，在已知的多種尤加利樹中，絕大多數生長在澳洲，它的生長速度很快，譯名藍桉或藍膠的品種（Eucalyptus globulus）是提煉尤加利樹精油的主要來源。其它還有檸檬尤加利、澳洲尤加利等，亦是精油的來源。

*尤加利的精油是蒸餾樹枝、葉子，所萃取出來的。精油看起來透明而清澈，沉澱後可能略見淡黃色。它的化學成份有桉樹腦、α-萜品醇、1,8-桉油醇等等。而在常應用的尤加利精油當中，藍膠尤加利的1,8-桉油醇含量高達80%。

*在《中醫芳療診察室》一書中，有提到關於1,8-桉油醇的各種精油，亦提到1,8-桉油醇對於呼吸道黏液的作用，由於在中醫方面，感冒有不同的屬性，所使用的精油也就不同了。但若在呼吸道疾病好發的季節，利用尤加利來保養肺部，是最適合也不過了。若鼻塞、鼻水不止時，利用薰香，讓尤加利的清新注入鼻腔，是不是感覺好多了呢？

*尤加利樹又叫作「孤獨樹」，這是因為它的葉子會分泌有毒的物質，防止其它昆蟲吃它，加上它還會釋出一些物質，會抑制週遭植物的生長，沒有昆蟲，也沒有植物親近，所以它又被叫作「孤獨樹」。將尤加利視若珍寶的，除了人類，就是無尾熊了吧？無尾熊獨特的基因，能夠讓他們大快朵頤尤加利葉，仍平安無事。

*尤加利樹其實很早就被廣泛使用，生活在當地的原住民，採擷大自然的恩賜，將尤加利應用在他們的生活上，不只將尤加利的葉子煮成茶來喝，也會燃燒尤加利的枝葉進行淨化。航海時代開始，可以說是一個重大的改變，探險家們來到了澳洲，發現了使用尤加利的毛利人，遂將尤加利樹帶到其它國家。

*十九世紀，植物學家穆勒（Ferdinand von Mueller）寫了關於尤加利的書。從尤加利廣為人知，一直到現在，都有科學家不斷去研究它，發現它的價值，讓它應用越來越廣泛。

*我在工作的時候，除了迷迭香，也很常將迷迭香和尤加利一起置入薰香器中，不只讓工作的氛圍具有清新的氣息，也利用它來提振自己的精神。尤加利不只照料健康，還具有清潔的特性，在家用精油的選擇上，尤加利始終在排行榜上居高不下。

*僅管尤加利有許多好處，但尤加利葉仍具有毒性，由於精油是高濃縮的產物，所以在使用上需注意。即便如此，只要了解精油的特性，並且遵守使用說明，仍可安心使用。即便是早期的毛利人在煮尤加利葉時，也不會一下子熬煮到高劑量的尤加利茶。我們不是無尾熊，不會短時間大量攝取尤加利的葉子，但卻可以利用萃取出來的精華，讓它在空中擴香，為自己帶來好心情。

*炎炎夏日，感到昏昏沉沉時，除了薄荷，不妨換個氣味，來幾滴尤加利精油吧！讓其清香改善空氣品質，以及工作環境，用更愉悅的心情，面對大大小小的事情。

Inanay gupuwana

Ay, ay, ay, oola

Oola, oola

oola ay, yippee ay, yippee, ay

Goowanna, goowanna, goowanna goowanna, goo-waa, chu!

Goowanna, goowanna, goowanna goowanna, goo-waa, chu!

1. Just a minute. Time's up.

2. For example, (then give an example)

3. Listen and write down the answers to these questions. (Don’t be afraid of using imperatives 祈使句. Over politeness can cause confusion.

4. Pair the Ss up with your hands. Say ‘Check together’, ‘Compare’ or ‘Do you have the same?’

5. Say ‘I want to borrow my friend’s car. What do I say to him? What question do I ask?’ (Avoid ‘would’ questions. They tend to fly above the learners’ heads).

6. My turn, your turn.

7. Find a new partner.

8. Beautiful. great. perfect. nice. 

9. What a beautiful thing to take away today!

10. Who are we up to? =who’s turn?

11. Your pronunciation is really clear.The idea is really good.

12. say bye to your friends

13. Make groups of three

    
    

(Gestures work better than 1000 words

active, productive noise is acceptable

1. Aussie indigenous painting has a lot of snakes

2. dots: community 

3. arrow: kangaroo/animal print

Easy-to-answer instructions. questions that

Short students to understood check

Instruction: Don’t show your picture to your partner.

Possible ICQs: Can you show your picture to your partner? (No)

Who can look at your picture? (Only me)

Should you keep your picture secret? (Yes)

1. THE TIP OF THE TONGE, the teeth, and the lips

2. Which watch will a witch wear? 

3. A noisy noise annoyed an oyster.

Practice body parts after drawing portraits.

e.g. This is a song for ___.

Work in pair to lower the anxiety.

Support home language and English at the same time.

https://www.youtube.com/watch?v=OzKY5YHnOTg

Beatbox: just the way u are (out of the box)

Things the presenter did well:

I really liked the way you _____________

The ______ part worked well because_____

I got an interesting idea from your session about how to _____________

Things the presenter  might do differently:

I had difficulty understanding X part because_____________

Next time, perhaps you could _____

Perhaps, consider ________(verb+ing)

Who u gonna throw to? Catch. 

What do you see/hear/touch/smell during the weekend?

(just give situations)

talk non-stop about the topic all at the same time. You should talk for 20 seconds.

•Students work in pairs

•Students need to find 10 differences

•Students have one picture each and are not allowed to show each other the pictures

https://eslactive.com/activities/spot-the-difference/

Change the tone, but not the words.

https://www.youtube.com/watch?v=NtTXXj8VSFM

the pictures above.

● Read the text/s quickly.

● Write the names of the animal

Try not to get stuck on unfamiliar vocabulary. We will focus on the underlined words later.

Person 1 will mime an activity (for example, brushing your teeth).

Person 2 will ask them: “What are you doing?”

Person 1 will say a different activity from the one you are miming! (for example, “I’m dancing”).

Person 2 will say: “Oh, you’re ______ing!” (for example: “Oh, you’re dancing)

Person 2 will mime dancing

Person 3 will ask them: “What are you doing?”

And so on

As you complete the activity, think carefully about the ‘reasons’ for using a physical and verbal warm up

“I’m feeling happy.”

“I’m confused…”

“Pleeeeeeeeease”

“Oh no!”

“Something stinks!”

Paralinguistic features such as gestures, facial expressions and body language, can be very useful

to help learners understand classroom language.

Listen to the introduction to a lecture explaining the steps to reading

aloud successfully. As you listen, highlight (#) the key points

https://www.youtube.com/watch?v=7akqZ1SAyyM&t=36s

https://www.youtube.com/watch?v=RNsyie-_vtw

Grab your mobile phone and keep the text in front of you

Go to Vocaroo.com (a FREE voice-recording website)

When you’re ready, press the big RED button on your phone

Record your read aloud as an audio text

Record your read aloud as an audio tex

2. Your teacher will call out a place.

3. One by one, call out what part you are playing in that scene. Consider adding to existing parts of

the scene to create an interesting story.

4. FREEZE!

5. Take a photo of the scene – you have created a postcard

● Watch the short film clip

● Fill in the chart below for your character

Discuss & write down:

1. Would he/she be a good or bad neighbour? Why?

2. Would there be any problems having him/her as your

neighbour? What are they?

Personality:

What is he/she like?

Hobbies:

What does he/she like doing in her free time?

2. Jump up or raise hands when you hear your word

Song: Harder, Better, Faster by Daft Punk

https://www.youtube.com/watch?v=DCkBQJQKrEQ&t=55s

Kool & the Gang Celebrate

https://www.youtube.com/watch?v=3GwjfUFyY6M

challenger:

Each group get a secret words and jump out when they hear the words. And the rest of team has to guess the secret words

Then: When asked, show your picture. Look at everyone else’s pictures and try to guess what the song is going to be about.

Now: Listen to the song, when you hear your word, HOLD up your picture.

Song: The Wiggles Fruit Salad https://youtu.be/LYYGD56CxTw?t=50

IDEAS WITH THIS CONCEPT:

Listening Detectives - Give students their word secretly, the rest of the class have work out

what each group’s word is.

Double the listening challenge.

What other adjectives work?

https://www.youtube.com/watch?v=ekr2nIex040

Vocabulary: verb- want, hold on / sleep, drink/ dance, need /, kiss, freak/

go crazy, smoke

Activity: get moving- listen and act, other group to guess the action

Skill: Listen

Connect- action verb

Use the action to remember the words

For low level students do APT when they hear APT

Ask: (e.g. How did you…? / Where did you find … ? / Have you tried …?)

Give: (e.g. Perhaps you could… / Remember to … / I have a suggestion about …)

Post-presentation Discussion

Work in pairs. Share:

• 3 ideas/strategies/activities you learned from your classmates

• 2 aspects of your presentation that you were proud of

• 1 change you will make to your presentation next time you teach it