Tuesday, 26 September 2017

Do you ask your students to copy essays?

I used to be very skeptical about transcribing aka copying 😕 Does copying essays blindly for example do any good to a student's language development? To be honest I loathed the idea when I first heard about it. I googled this topic but I couldn't find anything that supports its use in the classroom. But then I realised we have different teaching situations. Some of us are lucky to have good students but the majority do not. ( I'm marking my students' trial 2 essays now and sometimes you feel like you want to cry 😢 reading their essays but I always console myself by praying for them for I believe in the power of prayer 😍)

Do I use transcribing now? Yes! But I've decided to change the way it's usually done. I've thus used two methods:

Method 1: SS transcribe stories and generate 5-8 questions on the story to check for understanding. (Mind you, the students are bad at question formation 😃😏 This can be an area for action research for those who are looking for a topic)

Method 2: Remove target vocabulary (single words and phrases....because research says we learn words better in chunks) from narrative, factual, argumentative texts and get students to copy while filling in the blanks. See the sample below.

Not innovative enough? Well, it has worked so far for my students. What works is sometimes better than what's innovative. I make sure I choose the words/phrases carefully before I delete them. Rather than copy something blindly, give them tasks based on the text (mine is usually a narrative by the way). The samples below are self-explanatory I think. Pardon the handwritten part. Yours truly have tried to type them for two months now but simple couldn't complete the task hahah! 


Give it a try peeps and tell me how it goes.

Happy teaching!

















Those who can DO, Those who can do more TEACH


Sunday, 20 August 2017

Lesson Plan: Eat Healthy, Stay Wealthy

Dear all,
Here's another lesson plan conducted last week. Try it and share with others. And oh! the next time you go to Giant, grab those brochures and use them for this lesson 😊









Lesson Plan:


DAY/DATE
SUNDAY
13/8/2017
FORM
2 QAYYIM
TIME
9.30-10.30
NO. OF SS
28
THEME
People & Health
TOPIC
Eat Healthy Stay Wealthy
LEARNING STANDARD
Know fundamental skills in reading and acquire new vocabulary.
LEARNING OBJECTIVES
By the end of the lesson, you will be able to:
1.
Read a variety of texts and scan for details and  individual meanings of unfamiliar words.
2.
Acquire vocabulary related to food.
SUCCESS CRITERIA
I will be successful if I can
1.
Read and understand the gist of a text and answer open-ended questions.
2.
Classify 25/30 food-related words into 5 groups correctly.
3.
Decide and classify healthy vs. unhealthy foods satisfactorily.


TEACHING &  LEARNING
ACTIVITIES
1.
SS watch a video on “Eat Healthy Stay Wealthy”.
2.
SS answer some questions based on the video verbally..
3.
SS read a passage on “Food for Fitness” silently
4.
SS classify words from the passage into six groups and answer comprehension questions based on the passage read
5.
Feedback and discussion
6.
Using a circle map, SS choose pictures of healthy and unhealthy foods to complete the circle map.
TEACHING AIDS/RESOURCES
Circle map, handouts, GIANT brochures, video
21ST CENTURY ELEMENTS
Collaboration
/
Creativity
/
PBL

SS centeredness
/
Communication
/
Critical thinking
/
I-THiNK Maps
/
Task-based
/
SCHOOL-BASED ASSESSMENT
1

2

3

4

5

6

REFLECTION














Download the handouts, video here HERE.

Happy teaching peeps 😎




Those who can DO, Those who can do more TEACH


Wednesday, 16 August 2017

Lesson Plan: Simple Past Tense and Regular-Irregular Verbs

Was observed on Monday by an inspectorate :) They are all in my school till Thursday. Here's the lesson plan in case you'd like to try it! My SS were angels 😉😍 Not bragging o.k. but I was very pleased with how the lesson went. One of the best lessons I've conducted...most importantly, objectives achieved 😄 The inspectorate's feedback was positive Alhamdulillah. Feel free to use and share. 

It's a habit of mine to have a lesson outline such as the following before I'm observed. For the lesson plan proper, please check below.













FORM 2 IBNU QAYYIM
 THE SIMPLE PAST TENSE 
AND REGULAR IRREGULAR VERBS
(60 mins)


ACTIVITIES
STEPS
MATERIALS
1.   WARMER/
STARTER
        (10 mins)

1.        T distributes number 1- 4 cards to each group and ask each group member to pick one number.
2.        T shows some simple past tense verbs on ppt. and ask SS to study the spelling of the verbs.
3.        T asks SS to identify which are regular verbs and which are irregular:
4.        T gives input on the simple past and regular/irregular verbs using ppt.
Ppt. slides
Numbers 1-4 enough for all SS in groups of four

2.   STORY TIME
      (35 mins)

1.        T distributes a true story (Escape from the jungle).
2.        SS read the story silently and change simple present tense verbs into the verbs in the boxes into the simple past tense.
3.        T models by reading aloud and asks questions to check SS understanding for each paragraph:

a.  When did the incident take place? 1971
b.  What’s the name of the girl in the story? Juliana
c.  How old is the German girl? 17
d.  Who was Juliana traveling with? Her mother
e.  What was she travelling on? A plane
f.   What animal did she see on her journey to escape? 
    caimans and piranhas

4.        T checks answers by calling “HEADS TOGETHER NO. 1” to give answers to the blanks in the story.
5.        All SS with no.1 stand up and answer questions. T continues to call other numbers.
6.        Once all the blanks are filled up, T gets SS to verbally say which verbs are regular and irregular verbs. Alternatively, T can draw columns on board and call SS to classify the verbs in the story:

REGULAR
IRREGULAR
Para 1:
looked   called

left, were, broke, fell, hit, lay, food
Para 2:
started

heard, found, saw, knew
Para 3:
learned
came, knew, swam, learnt, got took



















Numbered heads
“Heads together”


















3.   GRAMMAR GAME AND CLOSURE
   (15 mins)
1.        Grammar Tic Tac Toe
How to play:
a.      Use the 4 games on the slides.
b.      Divide class into 2 teams (green and red teams depending on colour of marker pens used)
c.       Give green marker pen to green team and red pen to the read team.
d.      Show slide Game 1. Call GREEN TEAM to choose a verb in the simple past and change that to the infinitive. (correct spelling mandatory)
e.       Next, call the RED TEAM to choose a verb and do the same. (the idea is to block the other team and to try to score a tic-tac-toe)
f.        The winner is of course the group that can have a straight line! (No worries, when I carried this out, only in the 4th game did green team won!)
g.      Allow group discussion before one volunteer come to the board to choose a verb.

2.        Follow-up: SS to find 10 regular and irregular verbs for the next lesson.


Ppt.

 

DAY/DATE
MONDAY
14/8/2017
FORM
2 QAYYIM
TIME
7.30-8.30
NO. OF SS
28
THEME
People
TOPIC
Grammar- the simple past tense and regular-irregular verbs
LEARNING STANDARD
The simple past tense – form and meaning
LEARNING OBJECTIVES
By the end of the lesson, you will be able to:
1.
Read a story and complete the story with the simple past tense verbs correctly.
2.
Show understanding of regular and irregular verbs in a grammar game.
SUCCESS CRITERIA
I will be successful if I can
1.
Read and understand the gist of a story.
2.
Change at least 20 infinitives into the simple past tense to complete a story (“Escape from a jungle”)
3.
Change simple past tense verbs into present tense in a language game.
TEACHING &  LEARNING
ACTIVITIES
1.
SS listen to input on the simple past tense and regular/irregular verbs.
2.
SS read a story silently and fill in the blanks with suitable simple past tense verbs.
3.
T calls numbered heads to answer the questions.
4.
SS demonstrate understanding of the simple past tense for regular and irregular verbs by playing tic-tac-toe.
TEACHING AIDS/RESOURCES
English Language, Catherine Swan, UK Press
Grammar, Betty Azar, Longman, handouts. Ppt, numbered heads squares, grammar game

21ST CENTURY ELEMENTS
Collaboration

Creativity

PBL

SS centeredness

Communication

Critical thinking

I-THiNK Maps

Task-based

SCHOOL-BASED ASSESSMENT
1

2

3

4

5

6

REFLECTION


















What you need (click HERE for lesson plan and attachments)

Try it and do share how it goes in your comments.  Feedback welcome.

Happy teaching peeps!




Those who can DO, Those who can do more TEACH
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