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协作学习法，效果颇佳。
一个星期老师就提供一个主题，让学生共同讨论，然后回到各自的小组与组员分享。
一轮下来，可以学习到好几个主题，效果不错。

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The usage of Think Pair shared in the practising of oral has enable all pupils to be engaged, and brain storm about the points to talk about during oral. They can share to whole class after their discussion.

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It bought relevance to pupils by letting the pupils research on the Dead Sea. It becomes more interesting and goes beyond just a simple text chapter in the text book where they have to learn just the vocabulary. They were also able to associate with the concepts they learnt in Science lesson after their research on this topic in Chinese.

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课文《躺在波浪上看书》
1.上课前，老师先提问：
a鸡蛋在什么情况下会浮上来？
请做一个实验，讲结果上载至S户口与大家分享。
2.在上课时，同学分享他们的实验成果。
3.学生回答老师在sls户口的提问。
如：死海的周围景色是怎样的？你怎么知道？
学生通过自学的方式，上网搜索资料，将提高他们的学习兴趣。

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Use questioning to teaching the different levels of comprehension and provide more scaff folding for challenging open ended questions for pupils.

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Through watching the video, teach pupils the themes and possible questions that could be raised. Through questioning, pupils know how to answer accordingly.

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Pupils were interested on the Dead Sea and get more information the the place. Pupils then share their burning questions with their partner and their try to answer if not other pupils could contribute their ideas that deepen the learning.

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Group pupils into pairs and use think pair share on oral video and then choose few groups to share. Also elicit responese from other pupils on the improvement

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本学期教学重点是利用协作学习促进口试训练。由于我班学生学习进度缓慢，资质较不理想，因此我们的协作学习主要是让学生分成三人一组，共同回答会话（问题3），每人都要说出一个点，然后其他组员点评与补充或修改任何病句。

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我让学生观看了死海的录像后，再写下一个他们想知道的关于死海的问题，然后将问题打写在Padlet上。过后，学生们必须上网查找更多关于死海的资料，回答彼此的问题。我们也比较了死海和温泉的不同。学生从活动中获取了不少宝贵的知识。

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I got the pupils to get into groups of 3. Then they will simulate PSLE Oral. This prompt the pupils who were acting as examiners to think of possible questions and for the pupils answering, is a simulation of 2 examiners and thinking on the spot. After that they will rotate their roles.

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I show the pupils youtube on the Dead Sea. Pupils were very interested. There were many questions poised. I got the pupils to go home and research on the Dead Sea. The following day, I got pupils to ask questions about the Dead Sea and get the rest of the class to answer the questions.

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I am using the Genius Hour to deepen my pupils' knowledge about the Dead Sea. In this 1 hour, pupils will post their own questions about Dead Sea and conduct their own researches. They are learning things within their own interest and yet it's relevant to the lesson objection. However, I will need to summarize their learning the next day, to ensure that their research findings are accurate.

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Other than Verso, I'm have tried using Seesaw to collate pupils' answers for comprehension practice 5. They will be able to see each other's answers and make amendments. Using this approach, pupils will take ownership for their own learning.

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通过观看录像，让学生思考主题是什么，并在小组内设想可能会提问的问题，再讨论出答案。这么做能让学生更加深入、更仔细地看录像，从中训练他们深层思维

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1. 将录像先让学生观看，让后学生预想老师的设问。
2. 老师将录像与问题挂在MC online，学生上网回答3道问题。
3. 最后老师给予学生回馈。
这个教学策略，得以让学生比较深入地回答

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To use videos to get pupils to craft questions. After that pupils to attempt answering the questions.

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I have observed Vivian using the refine3 method and based on pupils' responses, they have understood the lesson.

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Ask pupils questions of different difficulties. Ensure there is scaffolding. Get pupils to build on one another's answers and with socratic questioning, deepen comprehension.

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Ask pupils questions of different difficulties. Ensure there is scaffolding. Get pupils to build on one another's answers and with socratic questioning, deepen comprehension.

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Suat Har

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When we teach each chapter, we must include different types of questioning so that pupils have more practices.
Kai Loon

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Passages in the textbook and comprehension exercises are very good resources to deepen our pupils' understanding. However, we cannot just go through the answers, but we have to analysis the content on a step-by-step basis. Even for MA classes, I feel that pupils can also engage in peer feedback, by first building a positive classroom culture.

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玉梅：除了课文提问外，课外补充练习的篇章也是很好的教材。提问多样化，是很好的教学材料。老师可以运用作为教学之用。

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玉梅：除了课文提问外，课外补充练习的篇章也是很好的教材。提问多样化，是很好的教学材料。老师可以运用作为教学之用。

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Using Questions to deepen learning in Oral Conversation/ Comprehension

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Using Questions to deepen learning in Oral Conversation/ Comprehension

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通过不断的运用合适的提问技巧，深化学生对阅读理解的学习与掌握，这对学生的理解和成绩将起极大的作用。
YPS