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English Department Learning Circle (2009 – 2010)

English Department Learning Circle (2009 – 2010). Reflect. Observe. Act. Plan. Reflect. Target Group: S.3 Level Seed Project: To develop effective reading skills. Stage 1 - Reflections (Initial). Students lack motivation in reading and using English both inside and outside classroom.

phyllis-jefferson
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English Department Learning Circle (2009 – 2010)

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  1. English DepartmentLearning Circle(2009 – 2010)

  2. Reflect Observe Act Plan Reflect

  3. Target Group: S.3 Level • Seed Project: To develop effective reading skills

  4. Stage 1 - Reflections (Initial) • Students lack motivation in reading and using English both inside and outside classroom. • Learners need to acquire a range of reading skills and strategies. • Need to analyze information and express feelings clearly and coherently in NSS curriculum.

  5. Stage 2 - Planning • Insufficient reading materials in textbooks • Introduce seed project in the first term • Introduce short stories to students as a language art element in the learning of English • Familiarize students with the basic aspects of a good story and raise their awareness in telling story in a proper way and in public • Practise the skills of using proper intonation, emotion and gestures • Practise to be a good listener and storyteller

  6. Stage 3 - Actions • 3 sets of story books and worksheets were integrated into the curriculum of different classes. • In-class practices of read aloud, interactive conversation dialogues etc. • Introduce drama lessons to practise story telling • Interactive storytelling performance as the assessment

  7. Story book (1) – Peter Pan

  8. Activity - Prediction • What are the names of the children? • What is the children’s nanny? • Who want to go to a dinner party? • Who pat the children to bed?

  9. Activity – Writing Task Hi! I’m Wendy. I live in London Hi! I’m Peter. I am from _______. Hi! I’m _________. I live in _______.

  10. Activity - Writing Task • Here are some words from the story. Can you write a story in 30 words by using them?

  11. Story Book (2) – Babe • Hi, I’m Babe. Welcome to my world! Just by reading the pictures of the cover and the title of the book, you can know something about me.

  12. Babe was a little pig with no mother. He came to live on Farmer Hogget’s farm. The farmer’s sheepdog, Fly , loved Babe and taught him many sheepdog lessons. • Babe was a clever , polite little pig and all the animals on the farm liked him. But Mrs. Hogget wanted to kill Babe. She wanted to make a Christmas dinner for the farmer. • One day Babe helped his boss, Farmer Hogget – and he learnt to talk to the sheep! Farmer Hogget made a plan. He wanted to take Babe to the British Sheepdog Trials! • Can Babe learn everything for the trials? The sheep at the trials won’t know Babe – how can he learn to talk to them? Will they help him? Can Babe be the best sheep-pig in Britain? Activity - Prediction

  13. Activity • Farmer Hogget brought (1) a little sheep/ a little pig to the farm. The sheepdog, Fly, the mother of (2) four young dogs/ three young dogs said to her children that all pigs were (3) clever/ stupid and were supposed (4) to be eaten/ to be kept by men as pets. • The little pig was called (5)Babe/Baby. He was very (6) sad/ delighted when he arrived at the farm. The four young dogs laughed at Babe when he said to the dogs he was(7) a little white pig/ a large white pig. But Fly (8) accepted/ rejected him as the family on the farm. At last, Babe felt Fly was a (9) good/bad mother and Farmer Hogget was a good man. He was happy to live there.

  14. 1.biased ．．a. having the duty to do something 2.dictatorial ．．b. expecting good things to happen 3.responsible ．c .Showing one’s love and care about others 4.optimistic ．．d. having an unfair opinion for or against one group of people 5.caring ．．e. using power in an extreme way. Activity - Understanding Characters Adjectives describing people

  15. Structure of a story

  16. Story book (3) - Matilda

  17. Matilda Wormwood 5 and a half years old In a small town/not mentioned exactly A primary student Little/small, big eyes, long black Personality: clever, helpful, brave… Reading, learning unfairness, cheating, telling lies Can move things with her eyes Can multiply two numbers very fast Read more books The profile of Matilda Name: Age: Address: Occupation: Appearance: Personality: Hobbies: Things she hates: Amazing things: Ambitions:

  18. Characters: Point of View: Setting: Title: Style / language features: Plot/story line: Theme: Activity - Elements of a story

  19. Activity - Similes • Similes are a way to compare two things using‘like’ or ‘as’. • e.g.1 ‘The man swims like a fish.’ because fish swim well. • e.g.2 ‘The man swims as well as a fish.’

  20. Alien(s) The alien is as big as a human It looks like a monster.

  21. Activity - Conditional sentencesIf… 1a. If you argue with Miss Trunchbull, she will be very angry. main -clause If -clause simple present tense simple future tense • 1b. Miss Trunchbull will be very angry if you argue with her.

  22. Miss Honey went to see Miss Trunchbull becauseshe found that Matilda should study in an upper group. Connectives of reason : because, since and as 1. Why did Miss Honey go to see Miss Trunchbull ? Reason: She found that Matilda should study in an upper group. Miss Honey went to see Miss Trunchbull sinceshe found that Matilda should study in an upper group. Miss Honey went to see Miss Trunchbull asshe found that Matilda should study in an upper group.

  23. Connectives of reason : because, since and as 1. Why did Miss Honey go to see Miss Trunchbull ? Reason: She found that Matilda should study in an upper group. SinceMiss Honey found that Matilda should study in an upper group, she went to see Miss Trunchbull. As Miss Honey found that Matilda should study in an upper group, she went to see Miss Trunchbull. Remember to put a comma ( , ) after the reason when we use 'since' / 'as' at the beginning of a sentence. But, we don't use ' because' at the beginning of a sentence.

  24. Stage 4 - Observations • Most of the students showed interest in learning English through reading stories. • Brighter students could complete the worksheets individually while weaker students are able to do the worksheets through pair work and group discussion. • Some of the students are too passive to take part in any activity during the lessons.

  25. Stage 5 – Reflections (Critical) • Worksheets can be further tailor-made to suit the level of different classes. • More interactive activities can be integrated into the programme in order to motivate the passive students to learn.

  26. The End

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