1. Introduce Our School to the World!

2.  Designed for Chinese primary school 4 th -grade English class.  Expected to be compatible with National English Syllabus.  Used both in class and after class.

3. Objectives in English SyllabusThroughlines Affective Attitude 1.Students will have interest in listening and speaking English as well as participating ESL activities such as singing English songs, reading English poetry and stories, etc. 2.Students will have courage to communicate in English. 3.Students will actively participate in learning activities and seek help from teachers and/or peers. 1. Interest and Confidence Students will have an increasing interest and confidence in learning and using English. Language Skills Listening, Speaking, Reading, Writing, Other Skills 2. Flexibility Students will understand and use English flexibly in various contexts and settings. Language Knowledge Phonetics, Vocabulary, Grammar, Functions, Topics

4. Objectives in English SyllabusThroughlines Cultural Awareness 1.Students will understand how to address, greet and bid farewell to other people properly in English. 2.Students will be able to give proper response to general compliments and requests. 3.Students will have basic knowledge about important global activities, sports, and social and cultural events. 4.Students will understand what popular food and drinks are in English speaking countries. 5.Students will have basic knowledge about the capitals and national flags of main English speaking countries. 6.Students will have basic knowledge about famous landmarks in main countries. 7.Students will have basic knowledge about western festivals. 3. Cultural and global awareness Students will have an increasing cultural and global awareness.

5. Objectives in English SyllabusThroughlines Learning Strategies 1.Students will cooperative with others actively to fulfill learning tasks. 2.Students will seek information and help actively from teachers and peers. 3.Students will practise what they have learnt actively. 4.Students will be able to associate English words with related objects. 5.Students will be able to focus their attention in learning. 6.Students will make attempts to read English stories or other extra- curricular English materials. 7.Students will communicate and express themselves in English actively. 8.Students will pay attention to the English used in daily life or media. 9.Students will make simple study plan to learn English. 10.Students will be able to use student's dictionary to assist learning. 4. Creativity and high-order skills Students will develop creativity and their communicative, cooperative and problem-solving abilities

6.  Perennially difficult problem spots in teaching and learning Students lack an authentic, accessible and interesting context to learn English. Students lack correct motivation. Students cannot think beyond what they have been told.  Central and critical to the subject you teach Motivation, Confidence & Interest; Flexibility; Global Awareness; Creativity & High-order Skills  Likely to be understood better through the use of new educational technologies Internet can provide an authentic, accessible and interesting context and develop students’ global awareness. Online communicative tools can enhance authentic and meaningful communication. Various technologies can help students develop creativity and high-order skills.

7. … education should be about providing contexts in which students are able to acquire and practice (new) skills in ways that help them utilize existing ideas to generate new knowledge. This can be achieved by participating in inquiries that are authentic and engaging, collaborating with others, seeking out expert assistance and knowledge from a variety of sources, and communicating or disseminating the findings to others in an effective and appropriate way. (p.8)

8. Five features of Generative Topics (Wiske, et al, 2005):  Connect to multiple important ideas within and across subject matters. Link the new language with old concepts. Link the new language with real life. Link the new language with cross-subject knowledge & skills.  Are authentic, accessible, and interesting to students Materials: videos, websites & maps of real schools in the world Task: to introduce students’ own school Authentic and meaningful communication and collaboration

9. Five features of Generative Topics:  Are fascinating and compelling for the teacher The teacher is very interested in this project.  Are approachable through a variety of entry points photographs, videos, websites, wiki, and interactive maps  Generate and reward continuing inquiry Encourage students to study deeper about their school. Encourage students to learn more about schools and students in other countries and areas. Encourage students to learn more about ways to introduce a place and relevant knowledge & skills.

10. ThroughlinesUnit Level UGs Interest and Confidence Students will have an increasing interest and confidence in learning and using English. 1. Understand that “practice makes perfect” 2. Understand that English is a widely used language and is a powerful communicative tool. Flexibility Students will use English flexibly in various contexts and settings. 3. Understand how to use the target vocabulary and structures appropriately in various contexts. Cultural and global awareness Students will have an increasing cultural and global awareness. 4. Understand what primary schools in other countries and areas look like and what facilities those schools have. Creativity and high-order skills Students will develop creativity and their communicative, cooperative and problem-solving abilities 5. Understand the importance of team work, communication and collaboration. 6. Understand the importance and methods to seek out resources and information on their own. 7. Understand that an introduction or presentation need to be well-organized and clearly expressed

11. PoUUnit Level UGs 1. Let’s explore the world! (introductory) 2. Understand that English is a widely used language and is a powerful communicative tool. 3. Understand how to use the target vocabulary and structures appropriately in various contexts. 4. Understand what primary schools in other countries and areas look like and what facilities those schools have. 6. Understand the importance and methods to seek out resources and information on their own. 2. Let’s make a video tour! (guided) 1. Understand that “practice makes perfect” 2. Understand that English is a widely used language and is a powerful communicative tool. 3. Understand how to use the target vocabulary and structures appropriately in various contexts. 4. Understand what primary schools in other countries and areas look like and what facilities those schools have. 5. Understand the importance of team work, communication and collaboration. 7. Understand that an introduction or presentation need to be well-organized and clearly expressed

12. PoUUnit Level UGs 3. Let’s brainstorm! (guided) 2. Understand that English is a widely used language and is a powerful communicative tool. 3. Understand how to use the target vocabulary and structures appropriately in various contexts. 5. Understand the importance of team work, communication and collaboration. 6. Understand the importance and methods to seek out resources and information on their own. 4. Let’s do a project! (culminating) 1. Understand that “practice makes perfect” 3. Understand how to use the target vocabulary and structures appropriately in various contexts. 5. Understand the importance of team work, communication and collaboration. 6. Understand the importance and methods to seek out resources and information on their own. 7. Understand that an introduction or presentation need to be well-organized and clearly expressed Class wiki: http://efl2020.wikispaces.com/http://efl2020.wikispaces.com/

13. We limited our inventory of technology to make our design realistic and applicable. Basically, we choose four types of technologies:  Technologies that can allow students to learn in a concrete and well-organized way. Wiki, selected videos and websites, interactive game, PowerPoint  Technologies that can develop students’ creativity and support students’ varied interests and learning styles. camcorder, blog, Scratch, camera, Photoshop, scanner  Technologies that can evoke students’ self-reflection and create "an active environment in which students not only solve problems, but also find their own problems." (Bransford et al, p.207) recorder, camcorder, blog  Technologies that can create two-way communication, i.e., teacher-to-student and peer-to-peer. Wiki, forum, blog, VoiceThread Reference: Bransford, J.D. et. al.(2000), How people learn: brain, mind, experience, and school, National Research Council. Expanded ed. National Academy Press: Washington, D.C.

14. Form of OACategory The teacher and students will brainstorm and work out the criteria for ongoing assessment together. community When students are work in groups, the teacher will walk around the class and assess students’ understanding of goals. teacher, informal Students discuss in pairs or groups and give feedback on each other’s idea. peer, informal Students playback the recording of their discussion and reflect on their language. self, informal Students report their findings or discussions to class. The class evaluate together the reports according to the criteria. community, informal The teacher and students post their ideas and opinions on the class forum and give feedback to each other. community, informal Students write a log to record their culminating project and reflect on their learning. self, informal The teacher and students share their projects online and give feedback to each other. community, informal Students write a report about their project.self, informal Teacher assess the final project and report and give feedback.teacher, formal

15. PoUAlignment with other elements 1. Let’s explore the world! (introductory) UGs: 2, 3, 4, 6 Technologies: wiki, videos, websites, PowerPoint, forum Ongoing Assessment: informal, peer, teacher, community 2. Let’s make a video tour! (guided) UGs: 1, 2, 3, 4, 5, 7 Technologies: wiki, video, recorder, PowerPoint, forum Ongoing Assessment: formal, informal, self, peer, teacher 3. Let’s brainstorm! (guided) UGs: 2, 3, 5, 6 Technologies: wiki, video, Scratch, PowerPoint, forum Ongoing Assessment: formal, informal, self, peer, teacher, community 4. Let’s do a project! (culminating) UGs: 1, 3, 5, 6, 7 Technologies: wiki, camcorder, Scratch, camera, Photoshop, scanner, VoiceThread, forum, blog Ongoing Assessment: formal, informal, self, peer, teacher, community