2) I have a small sister.

3) I love cycling.

You see, it's packed here, the air is just fast paced.

Sounds touch you and the light wakes you in the middle of the night. It's a place that sticks with you.

i) Learning verb collocations with pictures and annotated functions;

ii) Doing tiered listening activities: global>focused>fill in the blanks;

iii) Micro-teaching of theme-based vocab with supplementary videos, glossary and group discussion

2 strategies to promote interaction:

i) Asking Ss to change their background filters;

ii) Ask Ss to react with certain emojis to make sure their understanding's clear

1 overall summary:

i) I really like the Aussie Ss' outside of classroom activity of doing an audio tour, it's quite student-led and involves vigorous active learning. I might try to incorporate that as the school's English Society activity!

• What are you most proud of?

  - I think the session is quite informative, and the drawing activity is actually quite fun for Ss, so I'm proud of my creativity.

  
  

• What might you do differently next time?

  - I think there might not be enough critical or reflective questions, so I'll make sure to have questions in different tiers next time.

  Also, I could have clearer instructions and do a little demostration at the beginning of the activity.

  
  

• What question still remains for you?

  - How to elicit quicker response from Ss?

Thank you for your work on your Padlet portfolio and for sharing your peer teaching reflection following Peer Teaching 1. 

It looks like you've made a good start on your portfolio – I love the background image. Please be sure to add your infographic and 2 truths & a lie to your “About me” column. You could consider having two columns for each week, one full class content and one for peer teaching materials and reflections. You may find this makes it easier to access materials in the future.

I'm pleased to read that you are feeling proud of creating an interactive lesson that tapped into your class’s creativity. You're right this is a nice low stress environment in which to experiment with some different teaching techniques and try out some new tools.

Over the next few weeks, we will focus a lot on clear questioning, eliciting from our students, and giving clear instructions. This will be a great theme for you to follow throughout your immersion programme. I look forward to reading your future reflections as you learn more skills in this area.

Thank you for your thoughtful contributions to class this week.

Best wishes

Ceara

3 things I learnt:

• The responsibility for school education is held by the State and Territory governments, though the Australian Gov does provide financial support to school.

• Quite a portion of schools are privatized, although there's the National Curriculum to follow generally, I'd imagine there's a greater degree of autonomy for schools to adapt to that.

• Fun fact: 1) International students account for roughly 25% of all Australian uni students.

• 2) There's this flexibility to the academic year (e.g. winter break time) specific to community contexts.

3 information from infographic:

• Statistic shows that 76% of students take ownership of their learning and see it as their responsibility, indicating a strong intrinsic motivation, I would like to know how's that possible.

• TikTok is one of the top three platforms for teaching new skills.

  I think this is controversial, in some countries, TikTok is criticized for being detrimental to learning. Australia seems to be looking at it positively.

• Educators are prioritizing academic development more than in 2023, which is surprising given the emphasis on holistic development in schools.

1 question:

• All three parties in the infographic believe schools focus too much on nurturing well-being and not enough on building resilience, how do schools reach a balance on this issue?

WILF (What I'm Looking For)

• 5 guidelines to help assess an activity's effectiveness

• Productivity (do Ss ned to produce a lotto lang to complete task?), Purposefulness (non-linguistic outcome, sth that can be used in real life context, e.g. facials, gestures, negotiation lang), Interactivity (work tgt, info gap?), Authenticity (would tht happen in real-life? would tht produce long-turns usually?), Challenge (is there sth outside of their own knowledge, so they need to ask?)

• 4 speaking activities to add to my tool kit

• Improv/role play, charades, "speed-dating speaking games", discussion, debate, story-telling

• 3 ways to set up a role play for different skills focus

• Fixed script, fill-in blanks, free script /w scaffold instruction, contextualized oral convo
  

• 2 things to consider when setting up a speaking task

• Purposeful learning objectives/focus, authentic and relatable context, Ss abilities and scaffolding material

  
  

• 1 example of a book that can kick off a speaking lesson

• Disney book, i.e. Bambi, for learning about the forrest?

-group memo and discussion

-good for collab work basically

-filters and background change

-breakout rooms: T's monitor (on off cam)

-polling: able to know other classmates' ideas

-more flexibility for Ss

-fun game element

-element of surprise (treasure box)

-warm up/wrap up the session/a fun time-out

#Ss may put their name/initials up /w annotation on zoom, maybe they can do it as a team

-surveys

-free images

-allow Ss to collab

-single words

-gestures

-repetitions

-realia

2 things to guide me when writing ICQs
-Y/N qus

-one-word ans (short, close question)

-think of some opposites

-easy to understand

-X should/would

-avoid "Any questions?"

1 idea for a demo

-teacher-in-role

-guest speaker

Language focus: Question tags

Target outcome: Able to form question statements using question tags like "doesn't it, wasn't it"

-Jenny: Matching for vocab building > sharing using "I like ... I dislike that ..."

-Karena: Giving crossword puzzle's definitions/hints for kpop terms

-Joyce: Spin-a-wheel and T/F using You can... You can't...

• I feel a bit stressful, because the instructions for this week's activity is quite complicated. And I feel like I need to get things done so I'm not proud that I didn't do a demo to clarify thigns for Ss.

  
  

  What are you most proud of?

• I'm proud that in the preparation stage, we actually come up with loads of ideas based on that simple game mechanism.

  
  

  What might you do differently next time?

• I'll definitely include a quick demo before the activity. Also, I can provide a better recap at the end of the activity.

• Simplify teaching instruction for me to rmb, e.g. color-coded the instructions

  
  

  What questions still remain for you?

  • How can I help Ss to evaluate their own progress?

Facts:

-I can see lots of open space in the classroom.

-This school should be quite inclusive, in terms of religion and ethnicity.

Process:

-The Ss are very quick to start things. I think the how is the effort of training their classroom routines.

-The building process might also include classroom consent, i.e. like gestures for signaling "agreeing" with others or "eyes on me".

Creativity:

-The classroom takes place in a very free setting, allowing Ss to change seating arrangement by their wills.

-Lots of classrooms are in group setting, or everyone just gathers around, this enables more groupwork or interactions to occur.

Positive:

-Ss are usually eager to share their work with us.

-Even though some are shy, their classmates are very supportive and hype them up.

Emotions:

-Ss seems to be very care-free, just walking in the rain very chill, that's very youthful.

-I feel quite fruitful today, because buddy teachers are really sharing a lot with us.

Caution:

-Class management is relatively different here. While Ss can still complete the task when they're chatting, things might be different in another classroom. Sometimes I just raise my eyebrows, but I learnt to observe the class dynamics and routines before jumping into judgements.

What:

I observe that the teacher use a lot of digital tools to aid the lesson. For example, like providing three sets of fundamental mathematics questions as routine warmers. There's also differentiation (level 1-3) to cater learner's diversity. A little timer countdown at the bottom right corner.

Moreover, the teacher asks students to use the spin-a-wheel online and complete a table on canva. It demonstrates the power of using a realia in learning and how it makes learning feels more relatable for students.

So what:

I learnt that it's a good idea to create some classroom routines. For example, they plot graphs for everyday's temperature. They're trying to incorporate basics that they've learned with an everyday routine and also it's like a slightly fun thing to do rather than just drilling and exercises.

Now what:

For the application, I'm going to try to incorporate some technology into preparing warmers for classes every day. I was hoping it could train the basics for students, for example, maybe verb recognition (or morphemes matching?) would be a great start. Or maybe make it a simpler, more fun version of Duolingo task and keep it short.

Type: JPC is a private school, therefore, although following Australia's national curriculum, the school has a lot of autonomy and flexibility in adapting their curriculums. The school is a co-ed school and it also covers a wide age range of Ss from preschool kids to high schoolers. The demographic of the Ss' ethnicity is also greatly diverse.

Atmosphere: I think it is less rigid comparing to my previous school setting. I feel like it's because the Ts have established a routine with the students therefore and they are very willing to comply, it's a mutual agreement between the two parties and Ts are not the ones in authority to forces things on students. Ss themselves take responsibility for their actions. Also there are a lot of interactions between teacher and the students, and a lot of collaborative tasks for Ss to work together.

Equipments: They have an interactive whiteboard where you can touch the monitor and move stuff around. There're a lot of posters and student works displayed on the walls of the classroom. I really like it because it allows Ss to visualize what work did they do and let their peers appreciate them.

5 Observations:

1. The students seem genuinely enjoy doing the task and using technology.

2. Ss enjoy the classroom setting in different ways, some of the kids are literally lying flat on the carpet while they're doing the tasks with their laptop .

3. T provides assistance to Ss 1 on 1.

4. They have an exercise book. I think this class has a mix of physical and digital homework policy.

5. I like that when teachers are talking about general instructions of a task, instead of sitting in their own tables, they all gather around in front of the interactive whiteboard, it's a closer and more concentrated setting.

Sketch of classroom: Interactive whiteboard at the centre of the front row, a lil space in front of it that allows Ss to sit on the carpet together. Tables grouped by 4, whiteboard sheet sticked to tables, allowing Ss to draw on top. Many posters on the wall, Ss have their small baskets at the cabinet because they've no drawers.

Mediums: Interactive whiteboard (PPT), white papers with big Cantonese characters, props for role-play (red pocket, pen)

Observations: 1) Ss are very active in answering and asking questions, 2) Very self-behaved, keep their chatting volume low enough that won't disturb lesson

I really like the Museum of Brisbane, the Precious exhibition was so much fun. Everybody's collection is full of personalities (Tony Albert's one is such a giveaway.) We also went up the clock tower, the view and also the oldest lift in Brisbane was so cool!

Aims: The aim of the lesson is to make sure student have written a poem and start working on this week's analysis task. I think the aim is achieved because the T will go around to see if Ss have any difficulties.

Materials & Equipment: Interactive whiteboard to let Ss look at the PPT with task instructions (like the paragraphs and headings stuff), Ss are in pairs or groups by their table. They're looking at their physical writing booklet. They are also searching information and heading in their homework using their laptops.

Learners' participation: I think learners are generally active. They're also very well-prepared and completed their previous tasks on time.

Atmosphere: Generally, most Ss are focused and on task. A few Ss are easily distracted and chatting rather than finishing their work. After a quick reminder, Ss seperate and continue to focus on their tasks in different tables. Some light chatters, everyone seems to be working in a low-stress and enjoyable environment.

Interactive patterns: I think for this lesson, T-Ss does not occupy a long session, because it's mostly recapping instructions and giving time for Ss to finish their work on their own. Some S-S because Ss read their poems to each other or ask for clarifications.

Transitions of interaction: T plays a spooky Halloween themed music as background with a little countdown at the bottom.

Classroom routine: T gives clear ICQs, such as checking understanding with "hands up..."

*One extra observation I really like is there is a "Help list" on the whiteboard, Ss put their names on it if they have any trouble. T will find them near the end of the session or see them in after class time.

That's all I need! Yeahhhhhhhh

I want to be a koala sometimes. I wanna chill too....arhhhhhhhhh

If I can, I wanna take Ss to a huge indoor playground (i.e. ReUbird), where they can play something like running man's treasure hunt or real-person aeroplane chess or mafia kind of games! The elaborate setting will give them a more immersive feeling and focus on communicating rather so conscious of their language.

scaffold writing

Raining and hailing.

Imagine it's late evening,

Striking lightning that's insane.

Behold, what's coming,

All the trying and erroring.

Nothing is mundane,

Everything is not the same.

• theme: positive thinging, self-describing

• I am .... (adj to describe character)//(relative clause)

• I'm gonna..... (future action)

• standard collocation phrases

Learning goal: I wanna be able to incorporate songs into my teaching resource and make the lesson more transformative.

Using music in clssrm:

1) because it's more fun and motivating for Ss>lower affective barrier, also, I thk the melodic lyrics will help Ss memorize new words better; Ss got a wide range of database regarding music. But it depends on class dynamics, some are too shy, so how to use it will be a thing.

2) What can I DO: sing-along, lyric analysis, sharing and discussions

3) What can I use: disney, musicals, folk songs, sesame street?

• think of 3 (verbs/nouns/adjs...) for the (theme)

• gpwork: see lyrics and recognize... (target lang)

ACT 2

• (emotions) what do you feel

• match which pic the best?

ACT 3

• song spagehtti (put words/sents in right order)

ACT 4

• song recreation (favourite things of Ss)

• incorp Ss' names into song

ACT 5

• song playing(A B take turns to watch ((info gap)) and describe the scene to the other one)

• reconstruct the 3-5 scenes and write a story for them

• ACT 1

  • think of 3 (verbs/nouns/adjs...) for the (theme)

  • gpwork: see lyrics and recognize... (target lang)

  • I feel like this one is more reading focused.

• ACT 2

  • song recreation (favourite things of Ss)

  • incorp Ss' names into song

  • while this one's a little more creative and demands Ss to produce an output.

• Both of these cater to diff commu skills

Session 2: A pic from the gallery and an activity that goes with it

• I'd like the Ss to create a creative short passage for the man figure, like maybe introducing where he's from, and imagine a short internal monologue for him. Then, Ss can do a little role play for him.

• teach pace, pitch, stress, volume, face, body

• How are you!

• Hello...

• How dare you...

Additional/extended task:

• develop context// form // usage awareness + intonation

• Switch placed if you likes/have.... (present)

• Switch places if you had .... (past)

• Switch places if you have been .... (present perfect)

https://www.canva.com/design/DAG36RI8vhU/EH1yBO1c9As3P2u5VZLO1A/edit?utm_content=DAG36RI8vhU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

-poem appreciation

-target language: descriptive language, mainly adjectives and imageries

-target Ss: F.2, more capable Ss

-task: poem recreation

Key to use txtbks and plan the lesson:

1) identify the "heart" of the lesson, plan backwards

2) select, adapt, reject, add

***Be sure to make a communicative task PURPOSEFUL.

- e.g. "act out the convo" to take turns to ask for advice.....<<there's NO PURPOSE in the task!!!!! (e.g. discuss a best place to visit and 3 attractions)

- you shd GIVE CONTEXT to role-play (e.g. T acts as a new-comer to HK, T tells preference, love to go to beach, shopping>>reccommend acctractions) (Extra: A: lost in the city, no umbrella, no octopus... realistic situs, B: giving advice)

5 factors from Thornbury: input, interaction, output, feedback, motivation🙌

3 implications: comprehensible and authentic input; oppor for interaction, oppor for production

-sharing and getting to know more abt each other

-building vocab bank, concise wording

-train past tense(?)

- conditionals(?

- prepo

- oral prac

- action colloc

- relative clauses

Marker sent: (target language)

• The flight leaves at 7:30 pm.

  (Simple present + agreement)

   

  Context i.e. the scene / who and in what situation

  - Family asking Bob when his flight is.

   

  Function i.e. Why do we say it? (e.g. inviting, describing, agreeing, explaining, talking about future plans, giving directions)

  - Talking about a fixed/OFFICIAL event that most probably will happen.

   

  Meaning i.e. What does it mean? In other words?

  - The flight has 99% chance that it will leave at 7:30 pm. And it's a fact most probably.

   

  Focus on written form i.e. subject, verb, object / question / negative, etc.

  -Subject + verb + time words

   

  Focus on spoken form i.e. phonological analysis of short forms / linking, etc.

  
  

  Essential elements of meaning e.g. time / agent / aspect / reality / perspective / evidence

  -future event

  -it's a real event

  -the subject is timetable-d/fixed and will happen

  
  

  Method to elicit marker sentence e.g. visuals, questions, etc.

  -story-telling the convo /w Bob and his mom

   

  Method to check meaning e.g. questions, timeline

  -MCQs

   

  Method to model and drill e.g. choral, individual, etc

  -choral

  -finger model

  -back-chaining

  -indiv

  
  

  Board Stage

  -pronun/stress

  -sent struc

  -posit/nega form atatement + question

  -substitution of subject

   

  Controlled prac act

  -Pair A & B do practice convos

  
  

  Freer prac

  -free speech with scenario prompts

Form: Used to + base verb,

Marker sent: She used to work hard. (create context, elicit the lang from Ss)

Meaning & use: -repeated/ongoing in the past,-Use it to talk/ask about something

have/not happened in the past that's different from now

Pronunciation: Stress, weak form, (omission of/linking of) ending vowels

Lesson Planning using PPP:

- **General context (money//rich man)

- Use Cinderella (setting **specific context for target lang) plot to illustrate a series of events

- images (now) + free sent making

- images (then) + free sent making

- noticing ((highlight gap in knowledge, make the usage/meaning CLEAR)) + sentence pattern (used to) ((**elicit maker sent))

- **Model & drill (choral & indiv)

- **Concept/meaning checking Qs

- Timeline + intonation prac + Substitution (Ss give their own exps)

- **Board stage (re-elicit written form, not so early tht Ss don pay attention to T's listening or their voices become robotic) Sent pattern deconstruciton on board ((lang and pron analysis))

- Ss pair practice (more controlled prac for sent pattern ((Asking and Statements))

Practice: controlled > freer

Production: (sth we do moreeee freely, i.e communicative activity, debate, survey...) ((spot the diff, role play script, creative writing with prompt, story rewriting))

-should (a gd idea, advice), have worn (past event)

-*dont use target lang to elicit target lang

I've never been to France. (present perfect talking about past event)

-Am I talking abt the past/present/future

-Am I talking abt a point in time in the past/sth happened for a longgggg period in the past

Gnerally/usually happened, but not a RULE

-Is this an event in the ....?

-Did he stay home?

-Did he want to stay home?

=Did he have a choice?

-Is it real/unreal??? (conditionals)

-Did I win a mill/sth tht happened?

-Did I give my money to the charity?

Woody:

G'day, fella!

Mary:

How's it goin'?

Woody:

Heading to a brekky.

Mary:

Gonna have an avo toasty?

Woody:

Yea nah yea! I'mma tryna be healthy!

Mary:

Good for you! Cheers!

Woody:

Cheers!

Importance of pronunciation:

- Phonemes: word-sound recognition, make new words, articulation of words (muscle memory) literacy, link back to the written & spoken forms

- Connected speech: able to communicate and comprehend authentic daily speech, sound natural, fluency,

- Stress: understand meaning-making (word), stress on key words

- Intonation: meaning, emotions and context setting, questions or statements

- Weak form: sounds natural

- Contracations: easier to say, identity-making

In small groups, quickly adapt the task by:

Purpose: Decide what language outcome they want (e.g., vocab, grammar, functional language).

• Consolidate environmental and recycling related vocab

• Practice simple negotiation language, agreeing and disagreeing.

Context: Rewrite the prompt so it has a clear role, goal, or product.

Tiered Tasks: how they’d scaffold it for weaker, or stronger students.

Gp 1, Level: S.2, generally high‑achieving students with strong English ability.

Gp 2, Level: S.2, majority are recent arrivals from Mainland Chi

na.

Quick sharing after 3 mins.

2 ICQs, no-language method

1 Giving simple and clear instructions