Stop ‘Bangau’-ing!

I attended an event this morning. Thankfully, the speaker they invited was very positive and I was inspired with the way he delivered his ideas. Three things that I learnt at the event were:
  1. Teknik berkomunikasi: “SALAM MESRA

    communicate

SALAM:
  • Sebut nama & salam
  • Ajukan soalan tentang diri pelajar
  • Luahkan pujian ikhlas
  • Ajukan soalan relevan (sesuai dengan keadaan atau situasi pelajar)
  • Minta diri (Contoh: “Okay, thank you everyone. I’ll see you tomorrow for the next lesson.”. “Jumpa lagi”
MESRA:
  • Memandang mata (apabila berkomunikasi)
  • Ekspresi muka (Wajah kita mampu mengubah emosi orang lain)
  • Senyum! 🙂
  • Rapatkan jarak
  • Anggukkan kepala (Sebagai tanda respon)

2. Stop ‘Bangau’-ing!

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  • Pernah dengar lagu bangau oh bangau? Ianya tentang memberi alasan. Jadi, berhentilah beralasan!

3. Bertanggungjawab dengan setiap pilihan kita (supaya rezeki yang diperoleh adalah halal dan berkat. Ameen!)

‘till then! 😉
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Grammar lesson: Shopping for nouns

Assalamualaikum and good day, everyone!

If you are really following the form 1 syllabus, grammar section in the first chapter covers the topic of common nouns and proper nouns. Hence, for the activity, I decided to give a task for my students. The task is to shop for nouns!

How to play the game?

Students move in their group by carrying a shopping list from one shop to another. They have to list down common and proper nouns available using the letter at the shop as the initial letter. Give each group a number. Each group starts at the shop with their group’s number (E.g.: Group 1 starts at Shop 1).

Example :

Shop 1 : ‘C’

Possible common nouns: Cat, Car, Cereal

Possible proper noun: Coco Cruch, Cornflakes

Each 3 or more minutes, ask each group to move to the next shop (E.g.: Group 1 at Shop 1 moves to Shop 2). Rotate the turns until all groups visit all shops.

Materials

  • Labels : Small pieces of paper (Labelled with letters)

Example:

Shop 1 : A

Shop 2 : L

Shop 3 : I

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  • Shopping lists : A small piece of paper written name of groups on top
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I had 6 groups altogether, so I prepared 6 sheets of shopping list

Preparing for the activity

Paste the labels around the classroom’s wall for easy access.

Conducting the activity

  1. Firstly, give some briefing or explanation about what is common nouns and proper nouns.
  2. Secondly, brief the students on how to do shopping and how to play the game.
  3. The leader of each group collect the shopping list paper from the teacher.
  4. Then, students play the game (go for shopping). Teacher can play music for time setting.
  5. When students finished the activity, ask students to present their answers to the class, or just paste it on a huge paper for display. Teacher may read for others to save time. 🙂
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I asked students to display their shopping list on the whiteboard… Not so nice though… Huhu

Integrating with grammar rules

There are so many grammar rules that you can integrate with this game. You may ask your students to identify whether the common or proper nouns they found can be paired with article ‘a’ or ‘an’.

 

I hope you and your students enjoy this simple activity.

Good luck!

 

#teachwith ❤

Reading comprehension: Silent reading

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I just finished my form 1 class. They seemed to be excellent and intermediate students. Most of them can answer and respond to my questions pretty well. During my degree (and even now), I read that silent reading can be very helpful. These are some of the reasons that I think might make some sense of it:

1. Focus

As compared to reading out loud in groups or classes, students reading individually and silently can be really helpful as they can concentrate on reading alone, without the disturbance of speaking. They also may focus on the meaning of each word or even the context of the sentences.

2. Processing

By reading individually, students are given time to process those words in their head. Students also can comprehend the context of the sentences by making sense of each words they read.

3. Imagining

Well, I am a visual person. If I am reading something, it takes me a lot of time to complete a text (that’s why I hate novels! haha!). Reading silently gives someone a chance to create pictures in their head on the text they read, which helps in giving them some pictures about the whole text. Oh! That’s why I love reading texts with adjectives and descriptions. That explains why I love A.Samad Said’s novels and poetry. I could imagine!

 

Just a simple sharing for today. Starting from now, I always ask my students to read on their own first before discussing the meaning of unfamiliar words with them. Vocabulary enrichment is also a good exercise in reading. I hope they’ll be getting better at using dictionary. 😉

 

’till then!

#teachwith ❤

Explorace (Part 1) : Elements in poem

Assalamualaikum!

Last Wednesday I made an explorace for my Form 3 students. I did it only because I’ve accidentally made a promise the day before, haha… Hence, I had to fulfill my promise by preparing a real explorace. Thanks to teacher Izi for brainstorming together at the same day I was about to do the explorace.


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Some of the materials needed

First and foremost, you need to prepare the materials for the explorace. Some of the things that you need to have are:

  • Checkpoints mark (with materials that they need to collect)- As for me, I put in different elements of poem in each number of checkpoint.
  • Colour-coded stickers (to show that they have been to the checkpoint)
  • Tasks and clues handouts

You may see in the photo that I had 5 different colours of stickers to differentiate each group.

 

1. Checkpoints

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One of the checkpoint labels that I put at the library

Put the labels anywhere needed. There are places where you may paste the checkpoint labels ‘clearly’ or not to paste them at all…

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So here’s an example of ‘clearly stated’ checkpoints (This is the teacher’s copy. Students’ copy has no place mentioned. They need to understand the clues given).

For certain checkpoints, you may give them tasks to be completed before they get their next clue…

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This includes speaking skill (to interact with people properly). In this case, my students had to interact with makcik kantin– the canteen workers. I was lucky that she agreed to help me! 🙂

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This part is funny, when you see all of the group members read at the same time. Haha

You may download the clues here:

2. Stickers

It’s all up to you! You may use coloured stickers that you’ve bought earlier, or print out colour coded stickers from the internet and paste them!

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3. Tasks and clues

The tasks are all depend on you! You may combine all skills they’ve learned before- it could be speaking to others, reading a poem correctly, or even solving a puzzle at every checkpoint. In my opinion, the tasks should vary.


How I did it?

My target was reviewing the poem that we’ve learned in class before- ‘Poisoned Talk’ poem. Hence, the explorace was done in finding different ‘elements of poem papers’ at each checkpoint so that they could prepare an i-think map afterwards. I had 6 checkpoints altogether.

Objectives:

  • To ask questions politely to get information
  • Reading instructions and respond correctly
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Students interviewing canteen workers

After they’ve finished all checkpoints, students were given a piece of manila card to prepare an i-think map on the ‘Elements of poem’ in the Poisoned Talk poem.

The lesson was postponed. The next lesson would be discussing the elements of the poem. You may do gallery walk, or three stray, one stay learning techniques. You may refer to PAK21 learning to get some ideas on the learning techniques. I found that as quite interesting. 🙂


My students’ response

Most of the time, when it gets hotter and students are tired in class, it’s best to get them out. I could see that everyone participated, at least in finding the checkpoints by reading the clues given. It’s a funny sight to see my students talked to the security guard politely in English and interviewed canteen workers to get their next clue! Haha…

A female student told me that she never liked English before, and now the interest grows little by little. They’ve started to flip the dictionary to understand the instructions. Well, I also got some funny response- “Teacher! If you do something like this for every class, I’m going to lose so much weight!!”. I just laughed listening to their responses!

“Do you like the game?”, I asked.

Most of them replied a “Yes”. I was relieved…

 

I hope yours will turn out well. Mine was for intermediate and low level of learners. If yours are excellent students, they should be doing pretty well, and the tasks or clues can be a little bit challenging.

Good luck!

’till then!

#teachwith ❤

Form 3 Poem: Poisoned Talk

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Poisoned Talk 

by Raymond Wilson

 

Who killed cock robin?

I, said the worm,

I did him great harm.

He died on the branch of a withered tree

From the acid soil that poisoned me.

 

 

Who killed the heron?

I, mouthed the fish,

With my tainted flesh,

I killed tern, duck, and drake,

All the birds of the lake.

 

Who killed the lake?

I, boasted industry,

I poisoned with mercury

Fish, plant and weed

To pamper men’s greed.

 

Who killed the flowers?

I, moaned the wind,

I prowl unconfined,

Blowing acid rain

Over fields, flood and fen.

 

Who killed the forest?

I ensured that it died,

Said sulphur dioxide,

And all life within it,

From earthworm to linnet.


At first, I found it difficult to look for information about this poem, until I came across this slideshow on the poem analysis.

You may click this link to read the whole poem analysis for free (or maybe signing up, I’m not so sure haha).

Link : http://www.slideshare.net/MizMalinz/poisoned-talk-poem

You may also download this handout I prepared for my first class to introduce the poem and get students to familiarize themselves to the words in the poem itself, using pictures… 🙂

Download handout: poisonous-talk-poem-handout-pic

‘Till then ❤

 

Chinese New year

New year, new resolutions. You may introduce them with new cultures as well.

As written in the Teaching Organizer, students should be able to read  and understand the printed media. Since the theme is about people, I am going to introduce two different celebrations of two different cultures which are Chinese New Year and Indian New year celebration as well.

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Chinese New Year teaching materials

Here are the links where you may find the texts and materials for Chinese New Year celebrations:

 

Out of idea

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Sometimes, when it comes to teaching, I just lost all my ideas and creativity. Sometimes I don’t know what happened. I tried so much to design all materials as best as I can to suit my students’ needs and level. Somehow, it makes me more confused on the topics and lesson that I have to plan. Is it because I have lack of knowledge on the syllabus that I have to touch on, or I am just a bit ignorant about the contents available in the textbook?

 

I am reminding myself that the textbook is there for a reason- as a guideline for someone who doesn’t know where to start (especially new teachers) in designing new lessons and finding suitable learning materials.

Haaahh…

Guess it takes years to master all the systems, harmonizing things and becomes an expert in educating students in learning English.

I hope everything goes smoothly for tomorrow class.

Seriously, I am at my worst condition right now in terms of motivation level and ideas in teaching, but sometimes it ends up smoothly haha.

 

‘Till then!

#teachwith ❤