Sessions 8

Evaluate and adapt the material based on the following 6 aspects (see the checklist):
A. The Task B. The Rubrics C. The Visuals D. Authenticity E. Model of Language Use F. Layout

Selection of teaching material: Reordering Rejection

Adding Changing Replacing

Creative and evaluative dimension

Objective of activity suitable?

Yes

No

Methods/ Task appropriate?

Omit or replace

Yes Content/language suitable? No

No

Change or replace

Yes

Use as it stands

Keep objective and task But change topic or language 4

1.

Listing: brainstorming and/or fact finding e.g. things, qualities, people, places, features, things to do, reasons. Ordering and sorting: sequencing, ranking, classifying e.g. sequencing story pictures, ranking items according to cost, popularity, negative or positive. Matching e.g. Listen and identify, listen and do (TPR), match phrases/descriptions to pictures, match directions to maps.

2.

3.

4.

Comparing: finding similarities or differences -e.g. comparing ways of greetings or local customs, playing Spot the difference, contrasting two different pictures. Problem-solving: logic puzzles, real-life problems, case studies, incomplete texts e.g. logic problems, giving advice, proposing and evaluating solutions, predicting a story ending.
6

5.

6.

Projects and creative tasks e.g. doing and reporting a survey, producing a class newspaper, planning a radio show, designing a brochure. Sharing personal experiences: story-telling, anecdotes, reminiscences, opinions, reactions e.g. early schooldays, terrible journeys, embarrassing moments, personality quizzes.
Adapted from Dave and Jane Willis- 2007
7

7.

What is the learner expected to do? - learn new vocabulary, identify facts and details, identify cause-and-effect in a text on food types. What language input is given to the learner? - the 4 major food groups: carbohydrates (starch & sugar), protein, fats, vitamins & minerals - examples of food items under these 4 major food groups What does the task focus on? - form and meaning

With whom does the learner interact? - pair work and individual work
What is the expected product from the learner? - understand the relationship between the food groups - be able to classify food items into the 4 food groups

Activity: Ordering and Sorting Activity Design: Create a questionnaire with 10 statements about the major food groups. Get students in pairs to say whether each one is true or false. Do not be too concerned about students getting the answer right. Why?

STATEMENTS

T/F

1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals.
2. Carbohydrates and fats are energy-giving foods. 3. If we eat too much fats, we will become obese.

4. If we eat a meal rich in starch, we will get hungry very quickly.

5. Rice, noodle, bread and pasta are all contain sugar. 6. If we eat more calcium food, we will have better eyesight. 7. Carrots and eggs contain Vitamin A. 8. Protein food is necessary for the growth and repair of our muscles. 9. Cakes, biscuits and pastries are rich in protein. 10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums.

STATEMENTS 1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals. 2. Carbohydrates and fats are energy-giving foods. 3. If we eat too much fats, we will become obese. 4. If we eat a meal rich in starch, we will get hungry very quickly. 5. Rice, noodle, bread and pasta are all contain sugar. 6. If we eat more calcium food, we will have better eyesight. 7. Carrots and eggs contain Vitamin A. 8. Protein food is necessary for the growth and repair of our muscles. 9. Cakes, biscuits and pastries are rich in protein. 10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums.

T/F T T T F F F T T F T

Provide the scaffolding of meaning and form by having learners fill in graphic organizer and/or a table as the students read in pairs or individually, aloud or silently.

4 food groups
Carbohydrates
Starch Sugar

Protein
Animal Plant Animal

Fats
Plant

Vitamins & Minerals

Vitamin A, B, C Calcium

1.

If we eat a meal rich in starch, we should not be hungry too quickly. If we eat too much fats, we may become obese.

2.

3.
4.

If people are obese, they can get heart diseases.

If we eat carrots and eggs, we will have good eyesight. Form: conditional tense (modals) Meaning: Cause-and-effect

Purpose: Get students to recall what they have read. Prepare a number of copies of a section of the text. Pin these to the walls round the classroom. Divide students into groups Members of the group take it in turns to run to the wall and remember as much of the text as they can. They then run back to the group and dictate what they have remembered. As soon as a group believe they have completed the task they take it to the teacher. Teacher notes down time taken on their paper. Mark paper and add thirty seconds for each mistake.

Evaluate and adapt the material based on the following 6 aspects (see the checklist):
A. The Task B. The Rubrics C. The Visuals D. Authenticity E. Model of Language Use F. Layout

Choice of Task: Creative Group Project

What is the learner expected to do?

- the cause of obesity - advice on how to keep fit and healthy

- to create a meaningful information text on keeping fit and healthy

What language input is given to the learner? What does the task focus on? - form and meaning With whom does the learner interact? - individual and group work What is the expected product from the learner?
- writing of the information text with visuals (a poster)

19

19

Do you think Bertha looked better when she was fat or when she was slim? Write a list of 3 reasons to support your answer.

How Bertha looks now 1. She lost her teeth 2. She has spots on her face 3. She is over-weight What Bertha should not eat and not do 1. 2. Drink fizzy drinks 3. Be a potato couch

How Bertha will look when she is slim

What foods Bertha should eat and do

1. Eat fruit, fresh vegetables, healthy snacks

2. 3. Do more exercises like: ..

Design a poster with tips to help students in your school keep fit and heaIthy.

By the end of the 6 year course of primary schooling, learners should be able then to read a variety of texts both in print and in the electronic media for information and enjoyment such as notices, warnings, instructions, directions, recipes, messages, simple passages, letters, advertisements, poems, stories, descriptions, recounts; and maps, charts, graphs and time-tables.

3.11

Thinking Skills and Questioning

Thinking skills is one of the essential skills highlighted in the new National Education System for the 21st century or Sistem Pendidikan Negara Abad Ke-21 (SPN 21). It is to be made explicit in the teaching and learning for all levels of schooling, either at primary or secondary level. Thinking skills and thinking strategies should be integrated in the teaching and learning processes.

The Thinking Skills our students need to develop: Blooms Six Taxonomy (know, comprehend, apply, analyze, synthesize, evaluate), Observe (speculate, collect data, organize), Reflect (compare/contrast, identify relationships, draw inferences/assumptions), Resolve (values with new materials, personal assumptions, and preferences), and Evaluate (evidence, premises, statements of policy and value, agendas).
It is recommended that schools give priority to the development of communication skills, creativity and critical thinking skills (3Cs). To enhance the development of the 3Cs, teachers of English can ask more open-ended and thought-provoking questions in lessons and in assessment.

STANDARD DESCRIPTORS for standard 4 (WRITING)

Enjoy writing strings of sentences and show satisfaction on the finished products. Reread their own writing, checking that it makes sense. Use of strategies to revise writing; for example, reading aloud, use of feedback from others. Apply combination of writing with drawings or computer graphics to support meaning. Show enthusiasm to edit writing independently for correct grammar, capitalization, spelling, punctuation, and sentence structure.

By the end of their primary schooling, learners should be able to write lists, messages, letters, instructions, directions, simple poems and stories, descriptions, simple recounts and simple reports for various purposes.