Hi Lets Talk Level 3 Vipkid Review Slides
This should have been completed MUCH sooner. I apologize. No excuse for existence lazy!
I promise you lot detect this mail helpful. I've spent quite a bit of time thinking nearly classes that require you to watch that clock!
As a general dominion, I believe pacing at1 slide per minute is good to follow. Yet, there are some classes in which you just tin can't do that. Some reasons for this include:
-Unfamiliar and/or hard concepts/terms/grammar
-Besides much content
-Combination of different field of study matters
-Hard/out of place reading passages, comprehension questions, or sentence patterns
Beneath are the classes that I all the same struggle with in terms of pacing to this day. I believe these lessons need to be adjusted at some bespeak.Please keep note of these classes if you ever see them on your schedule.
Annotation: **I exercise non encourage teachers to do what I do. I simply listing them every bit options if you are actually short on time**
Unit of measurement 7 Lesson iv: It Is My Altogether (MC-L3-U7-LC1-4)
Number of slides: 27
Why this lesson can be difficult: Likewise much content, unfamiliar sentence patterns.
Footstep Recommendation: More time needed for the second part of form.
This lesson covers:
(one) Math – Reviewing numbers one-x, introducing numbers 11-20, and spelling numbers 11-20.
(2) Introducing judgement patterns associated with standard course and word grade.
(3) Reviewing primal vocabulary.
(4) Reviewing the present tense and the present continuous tense.
(5) Phonics – This tin can exist very difficult for students.
(6) Math give-and-take problems.
I emphasize needing time towards the stop of class due to (5) and (6). The majority of students really struggle with distinguishing the unlike /oo/ and /ou/ sounds. It'southward very hard to notice the subtle differences between the sounds! In improver, the math word issues tin can sometimes be challenging for students to fully grasp, empathise, and solve independently.
What I do:
I will sometimes skip spelling the larger numbers (slide 8) and ask students to work on this as practice. I almost always skip spelling activities and mention in the feedback why I skip them. I personally believe that whatever activities that take away verbal output is non what the parents paid for and that anything that tin be done outside of form without the needs of a teacher can exist practiced outside of class. I usually quickly go through introducing the sentence patterns associated with give-and-take form and standard form and ask students to practice outside of class. I personally dislike these sentence patterns and if I could have it my way, I would remove them from the lesson completely. If I'm short on time, I quickly go through reviewing the present tense, nowadays continuous tense, and possessive adjectives. I spend a good per centum of time on slides 20-22. This is when students have to lucifer the different /oo/ and /ou/ sounds. I believe this, forth with the math word trouble, eats upwards a lot of time. For the math word problems, the teacher directions (TD from this bespeak frontwards) states that students should either spell out the words (word course) or write the words (standard grade) written in 'carmine.' I skip this and just focus on the problems. There is usually not much time for students to practise this.
Unit vii Lesson 8: I Am Doing Well at School (MC-L3-U7-LC2-8)
Number of slides: 30 – (slides 22-27 go by really fast)
Why this lesson can be difficult: Also much content
Step Recommendation: More than time is needed towards the middle of class.
This lesson covers:
(1) Reviewing numbers in their standard form and word course.
(2) Spelling some of the larger numbers.
(3) Math riddles.
(four) Reviewing present continuous tense sentences.
(5) Reviewing possessive adjectives.
(half-dozen) Reviewing phonics and the sight words.
I detect that the vast majority of students struggle with (i) and (two). A skilful percentage of students as well struggle with (five). I personally have a difficult time completing this lesson within the time limit.
What I do:
I ever ask simply one question for students to answer using the sentence patterns associated with standard form and word form (slides 4-5). If you discover, the sentence pattern is differentfrom the one inlesson four. Nigh students practice fairly well with reviewing the present continuous. If students really struggle with reviewing possessive adjectives, and then sometimes I volition either blazon out the pronouns with their related possessive adjectives or just say the sentences with the answers and take the students repeat. I believe "slide 18" is an error in the curriculum and should either be removed or placed before the possessive adjective slides. That slide sometimes throws students off.
Unit 11 Lesson 6: Assessment ane (MC-L3-U11-LC1-six)
Pace Recommendation: More than time may exist needed for the grammar section.
I wasn't planning on putting any assessments in any of these posts. The bulk of assessments that I tin can think of are usually watered down considerably… significant the assessments are generally easier than the actual lessons. There are a few exceptions that I can think of where the assessments can be sometimes more than difficult or accept more content in comparison with the lessons (e.g. Level two Unit ten Lesson 12, Level four Unit vii Lesson 6).
This item assessment can sometimes exist troubling. The grammer section (the final level) tin can often be difficult for some students for a couple of reasons.
-First, the grammar section has iv questions. On the boilerplate cess, the grammar section simply has 2 – iii questions. Most of the grammar questions are simple.
-2nd, the questions are quite long. Some of the questions include a reading passage where the student must identify the correct past tense verbs and a crossword puzzle. The crossword puzzle is more than difficult than it looks.
-Finally, it is really hard to gauge how students volition practise on the grammer section, particularly if it is a beginning time student. I've taught students who are superb conversationalists and readers (for this level) but to get completely stumped by the time they come beyond to the grammer department. In that location is not much to go off of that volition tell you how students will perform on the grammer section.
Other than the grammer department, this cess isn't too bad. Just be cautious!
Unit of measurement 12 Lesson 4: Brazil (MC-L3-U12-LC1-4)
Number of slides: 27
Why this lesson can be hard: Too much content.
Stride Recommendation: Pray
This lesson is a review of Level three Unit of measurement 4. This lesson covers:
(one) Animals and their trunk parts.
(ii) Animals and how they move.
(iii) Conjugating verbs that follow he/she/it.
(four) Forrard and backward skip counting.
(5) Grammar – Atypical / Plural nouns & matching them to the correct verb conjugations.
(6) Sight words – Review and using them in a sentence.
(7) Reading – Rainforests
I don't find the material to be overwhelmingly hard. I observe that students sometimes struggle with how much content is thrown into this lesson. This lesson is literally just judgement patterns piled among sentence patterns piled amidst sentence patterns. Students who accept either started after Unit 4 or skipped Unit 4 may as well struggle and get cached alive within the stacks of sentences patterns.
This parent feedback may provide some further indication of how much content is in this lesson:
This student did a fantastic job with the lesson. Despite this, I was unable to consummate the last 3 slides AND went to the 28 minute mark.
What I do:
I apace review all the animals and their body parts. Students usually know all of the animals but may demand some guidance reviewing the torso parts (e.yard. hooves, horns, pecker, fins). I merely ask a few questions from the sentence patterns "What animal has _______?" and "How do _______ motion?" There is literally no time to inquire every question . North-O T-I-M-E! I promise. With the grammer department, I will sometimes help them if they are struggling. Students need to (one) place the singular and plural nouns, (2) friction match them with their appropriate verb, and (three) say it out loud. For case: "five sharks swim." Students are also presented with the verb "swims." If students struggle with this, I may do it for them and have them echo later on me. For the sight words, I simply accept students pick 1 – ii sight words to make sentences if I'one thousand running low on time. I as well divide the reading duties from the reading passage if I'one thousand really pressed for time.
Feel gratuitous to go out and questions or comments below!
Accept a adept day anybody!
-ibtip
I hope you notice this post helpful. I spent quite a bit of fourth dimension thinking nearly classes that require yous to watch that clock!
Equally a general rule, I believe pacing at i slide per minute is expert to follow. However, there are some classes in which you simply tin can't practice that. Some reasons for this include:
-Unfamiliar and/or difficult concepts/terms/grammar
-Too much content
-Combination of dissimilar field of study matters
-Hard/out of place reading passages, comprehension questions, or sentence patterns
Below are the classes that I still struggle with in terms of pacing to this day. I believe these lessons demand to be adjusted at some betoken. Delight keep note of these classes if yous always come across them on your schedule.
Note: **I practise non encourage teachers to do what I do. I but list them as options if you lot are really curt on fourth dimension**
Note: **I am not including Unit 5. For those that have been around for a while… you know why.
Unit 1 Lesson 9: A Year on World (MC-L3-U1-LC2-9)
Number of slides: 26
Why this lesson can be difficult: Too much content – specially reading.
Footstep Recommendation: More time is needed for the second part of grade.
This lesson is the simply one in Unit one that gives me a lot of trouble. This lesson is especially hard for (1) young students who still need time decoding and sounding out words when reading and/or (2) students who are expert conversationalists but struggle with literacy.
This lesson covers:
(ane) Learning the months: May – August.
(2) Reviewing "before/afterward" judgement patterns. Students have seen this judgement pattern in Lessons 3-six, simply this is their first time using it with the months.
(three) Reviewing the "bossy e rule."
(4) Showtime fourth dimension seeing the story "The Lamentable Ape."
(v) Reviewing when to capitalize letters and underlining words that brand the "long a audio" on slides xv, 17, and 23. Slide 23 is towards the terminate of grade and includes some long and brutal sentences.
(half dozen) Making sentences using the sight words.
If students struggle with at least ii of the half dozen points listed above (and a lot of them do), it can be very tough to complete everything on time. I have a few 5 twelvemonth sometime students who are great little conversationalists merely need time with reading.
What I do:
I blaze through learning the months May-August if possible. For "The Sad Ape" story, I underline all the words with a "long a sound" earlier students start reading. This helps a bit with their accuracy and pace. I sometimes skip the stopwatch sight words action and just have the students say the sight words i fourth dimension. For slide 23, I volition sometimes simply have the students read the sentences and ask students to read the sentences out loud again and identify the long "a" audio. I put this in student feedback. Despite all this, there are times where I don't stop everything on time.
Unit 2 Lesson iv: What are yous wearing? (MC-L3-U2-LC1-4)
Number of slides: 26
Why this lesson can be difficult: Hard grammar, long reading passage, hard judgement patterns (if students are struggling with before/afterwards).
Step Recommendation: Slightly more time needed for the second part of form.
A lot of content in jam packed in this 26 slide lesson. Grammar, phonics, and a long reading passage. Not to mention reviewing 'before/afterward.'
This lesson covers:
(1) Reviewing unlike clothes.
(two) Grammar – nowadays tense vs. present continuous tense.
(iii) Sight words – Students must make sentences using the sight words.
(4) Using before/later in sentences associated with the days of the calendar week.
(v) Long reading passage (slide 18), followed by a birthday riddle (slide 19).
(half dozen) Reviewing the long 'e' sound.
If students struggle with at least 2 of the 6 points listed above (and a lot of them do), information technology is nearly impossible to finish on time. Trust me on this.
What I do:
Information technology is really difficult to speed through this lesson. You want to make sure students understand the difference betwixt when to employ 'He/She/Information technology wears' and 'He/She/It is wearing.' At the aforementioned time, information technology is very hard for students to say these consistently with grammatically perfect sentences. If students struggle with the grammar, fine. If students struggle with reviewing 'before/after' (students have practiced this all throughout Unit one), then I will skip 'slides 18-19.' I also mention to parents in the feedback that I skipped information technology due to the lack of time. I have students only say the sight words rather than making sentences. In that location is actually no time for that (I've learned through trial and fault). For reviewing the long 'east' sound, I don't even bother with that BINGO activity. I take students read the words or some of them, depending on the fourth dimension.
Unit 2 Lesson 8: Clothes for the Seasons (MC-L3-U2-LC2-8)
Number of slides: 27
Why this lesson can be hard: Besides much content, difficult reading passage, hard reading comprehension questions, hard grammar (placed towards the end of class to surprise the instructor and the student).
Pace Recommendation: Pray.
This is the lesson I detest the most out of any VIPKID lesson… more than whatever teacher talk lesson… more than any fish, reptiles, mammals, and birds lesson. This lesson is B-R-U-T-A-L. I accept NEVER, I repeat, NEVER finished every slide on time. Even students who would be a perfect example of a office model student detect speed bumps throughout this lesson.
This lesson covers:
(ane) Reviewing 'before/afterward' … without any scaffolding or back up (eastward.g. no sentence patterns for students to look at for assistance).
(2) Reviewing ordinal numbers and using them to lodge the months of the year.
(3) A long story about pirates. Reading comprehension questions throughout each slide and afterward the story.
(four) Make your ain phonics words.
(v) Reviewing the present uncomplicated sentence.
What I do:
Pray.
Kidding.
I follow the curriculum without much extending. I also practise a lot of condensing. For example, rather than going through all of the 12 months using ordinal numbers (e.one thousand. January is the 1st month of the twelvemonth, February is the 2nd month of the twelvemonth, etc), I just have students say only a few of them. I ordinarily circle 1st, fourth, 8th, and 12th and take students make sentences using those ordinal numbers. For the pirate story, I highlight the answers within the story. It is still frequently difficult for students to answer the reading comprehension questions, but at least they have an thought of where to search. I frequently skip the comprehension questions at the end of the reading. I'k not sure why there's reading comprehension questions at the cease of the reading when there are 2-3 comprehension questions later on each slide. Students commonly enjoy making their own phonics words and can say them independently. For the present tense review towards the stop of class, I volition sometimes have students make one sentence for Mike, Million, and Dino. If nosotros are actually short on time, I often have no choice but to skip information technology and explicate to the parents why in the feedback.
*****Insert every Unit of measurement v lesson*****
Unit six Lesson 7: Smells Nice, Tastes Skillful, Can I Touch It? (MC-L3-U6-LC2-7)
Number of slides: 26 (4 of the slides are useless – dice)
Why this lesson can be difficult: Likewise much content, unfamiliar sentence patterns.
Stride Recommendation: Majority of time needed for the first half of course.
Don't be fooled by this lesson. There are technically only 22 slides if you lot remove the dice slides. I e'er seem to struggle with finishing this grade on time.
This lesson covers:
(1) Reviewing some of the facial parts.
(two) The sense of taste and smell.
(3) Spicy, sweetness, salty, and sour.
(4) Adjectives.
(v) Phonics – Reviewing short and long vowel sounds a, e, i, o
What I do:
On slide six and especially on slide 7, I will ofttimes model the answers for each of the senses kickoff. I do this and so students know the proper way of saying the answers. Students will often say: "It smells like stinky" or "That smells similar bad" considering they see the question grade as: What does it odor like?" and "What does that smell like?" Providing the answer grade first will save time on constantly correcting the students. When introducing the different tastes (spicy, sweet, salty, and sour), I volition ofttimes do it for the students and accept them repeat after me. I make a notation to the parents that students can review this and exercise independently. If the footstep of the class is going well past the time we reach 'adjectives,' I may inquire students to show me some things in their room using adjectives. If nosotros are behind, I will simply follow the curriculum. Finally, for reviewing phonics, I never use those dice that are provided. I just accept students say all the words.
Unit 6 Lesson 11: Smells Nice, Tastes Expert, Can I Touch Information technology? (MC-L3-U6-LC2-11)
Number of slides: 31 (four of the slides are last projection reminder slides)
Why this lesson can exist hard: Also much content, especially in the first part of form.
Pace Recommendation: Bulk of fourth dimension needed for the first one-half of class.
There is a ridiculous amount of content inside the start x slides.
This lesson covers:
(1) Reviewing the 5 sentences along with a agglomeration of questions students have to answer.
(2) Reviewing the unlike tastes.
(iii) Reviewing adjectives and when to put a comma.
(4) Phonics – Reviewing brusque and long u words
(v) Reading – The Book of Senses
What I do:
The very first matter is I simplify slides 6 – ten.
Equally you tin can encounter from slide seven, students have to talk well-nigh five things that they tin can odour, touch, taste, feel, and see. I immediately enquire them to just think of 3 things. Sometimes I volition inquire them to only recollect of ii things if I sense they need more fourth dimension. I also eliminate question 3 for slides vi-10. For the adjectives action, if students are actually struggling with agreement where to put the comma, I will practice it for them and then inquire them to sentinel the replay and practice it themselves in the feedback. For phonics, I do non time them (it is a timed activity – 3 times). The reading in the lesson is not really hard and nigh students can read it independently.
Experience complimentary to leave and questions or comments below!
Have a expert twenty-four hour period everyone!
-ibtip
Source: https://ibtip.wordpress.com/tag/vipkid-level-3/