1. I am fluent in German

2. I like reading novels

3. I have been to Charlie Puth concert before

-> group brainstorming on teaching vocabulary related to Australian culture

-> listening for global understanding and scanning for information

-> sentence remaking with our own input (personalized context)

2. Think of 2 strategies the teacher used to promote interaction

-> naming students

-> having students to diy their background to fit the context

3. Write 1 overall summary

-> we learn new vocabulary related to Australian culture and experienced an integrated skill lesson carried out online. We also had experienced in brainstorming ideas for teaching. We also get start with our peer teaching by deciding on the topic first.

-> I feel inspired when observing my peers teaching

-> I feel "reflective" when i teach, as i become aware of the difficulty of the task, the possible problem that appeared.

2. What are you most proud of?

-> I am most proud of that my peers like the design of our activity and enjoy the mini-lesson

3. What might you do differently next time?

-> I will reconsider the design of the activity and selection of language items, so it will suit the class level

4. What questions still remain for you?

-> How to manage the class well in an online setting?

-> i complete all tasks on time and collaborate with my peers effectively while in breakout room

-> i tried out Miro in the peer teaching, trying to apply ideas the tutor introduced in the previous class

2 - Language for teaching

-> For most of the time in lesson, i used English. Though there are time that i use Cantonese to share my ideas with peers

2 - Planning

-> I planned carefully and creatively to make use of authentic material to teach, though there are still areas for improvement

Thank you for your work on your Padlet portfolio and for sharing your peer teaching and 3-2-1 reflection following Peer Teaching 1. 

As well as reflections, your portfolio is a great place to keep teaching ideas and activities as well as tools that you have collected or experienced along the way. Have a think about ways you can organise your columns to create a portfolio that will be filled with teaching ideas to help you out in your future teaching... especially if you're having a day when you think you hate teaching!

I'm pleased to hear you're feeling proud of your Miro lesson today. You certainly got lovely feedback from your classmates about the different activities they experienced in your lesson. Thank you for your thoughtful reflection around the language items that you chose. Teaching with peers is such a helpful way to test things out when you're not sure how successful they will be as you can be sure to get productive feedback. I think you're right, when you're introducing something new it's tricky if the language is too similar.

Thank you for your question about managing classes online. I hope our experiments with classroom management in Week 2 will help you to start answering this question, as well as your opportunity to keep teaching.

Thank you for your contributions to class this week.

Best wishes

Ceara

-> Australia's academic year start in late January, while Hong Kong starts in September

-> Australia has a similar education system to Hong Kong for primary-secondary

-> The Australian government put a strong emphasis on teacher preparedness and skills improvement, and put up a resourceful website for teachers to use.

2. Identify 2 things that interested you from the infographics.

-> Parents today ares more concerned about their kids than those in previous generation

->76% of the students know or believe that learning is their own responsibility

3. Write 1 question you have about Australian education.

-> Is there any progress on the policy "Close the gap" ?

• set up an interactive, communicative classroom.

• balance activities focusing on fluency and accuracy.

• use role plays in a variety of ways to promote learning.

• identify learning outcomes and language focus of activities.

WILF:

5 guidelines to help assess an activity's effectiveness

4 speaking activities to add to my tool kit

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

2 things to consider when setting up a speaking task

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

1. How the use of ICT engages the students in class

2. The use of digital camera, which they can refer back to after the lesson

3. Use of ICT does not have to be fancy and high-tech

Class 2

3 things remember

1. The use of noticing principle when the teacher asked students how they got the answer

2. In feedback, ask students to further explain their answer instead of just saying correct/incorrect

3. The use of visual and color in the handouts, the handout is big and spacious enough for students to write on it. The teacher has her own “evidence sheet” when going around the classroom, so she could keep a record of the misconception.

Class 4

3 things remember

1. To anticipate the possible problems and make it clear in the planning stage

2. To keep a balance between individual and group learning

3. To make use of physical resource instead of solely focusing on ICT resource

• students being active in class, some misbehaviours occur but the teacher spot in time

• there are a lot more students' talking time than teachers' talking time, allowing students to have plenty of time to digest and explore the language

b. Process

• the teacher ensures that the students have greeted her before sitting down

• the stages in lesson is clear, with a lead in of how articles are used in daily life, following a smooth transition to ask students to work on tasks

  
  

c. Emotion

• Students enjoy the literacy lesson, although some are playful and chatting around. The teacher did not stop them unless they are too loud. I think it may be because they are talking about the learning?

• Observation 2: In the science class, students needed to be the participants for the Year 11 psychology project. They are willing to cooperate and follow the rules. Genuinely an interesting lesson learnt

d. Positivity

• Teachers say " Good job", "Good try", "Excellent" frequently to praise and appreciate students

• Instead of "Don't....", teachers tell students to " Do...". It gives students an idea of they should behave in class

e. creative

• the task i saw in the literacy class ranges from controlled exercise to more freer one. For the fast finishers, the teacher even ask student to review their English learning profile

• For the science class, i found how creativity is encouraged in JPC looking at the Year 11 students presenting. They are confident, proud of what they were doing. They came up with creative idea to do the memory test and stay professional.

f. caution (What is the problem i observe and what would i do)

• some students continuously misbehave, the teacher intended to separate the students, stop them for a few times but they continue to disrupt the class

• the topic for the class seems to be a little bit simple as the students complete with ease, just a difference in fast/slow. If i were to deliver a lesson like this, i may consider having more group activities, but not on the laptop. I was aware that the teachers were sticking posters up the wall, but sadly we did not get enough time to see what she would do with it to end the lesson.

• Math teacher scaffolding the skills and knowledge needed for map reading skills (including decimal numbers, duration and direction)

• The teacher made use of an inquiry-based approach, instead of telling students the facts. The teacher asked the students what they think and check their prior knowledge. After that, he clarified the concept to the class

• The teacher differentiated the level of the tasks to be simple, more difficult and challenging. Instead of saying it is most challenging, he turned it into 3 "hearts".

  
  

Why did the teacher do that:

• the teacher knew the importance of allowing students to think about what they have learnt

• the teacher understood the landscape of the classroom, including the learners' preference, ability and behaviour

Now what am i going to do in the future:

• I am going to review the notes and think about how these methods could be used in the secondary classroom

• i actually do not know that a Kangaroo is friendly, so i like how it acts like a cat and allow a stranger to pet it.

2.BONUS: Suggest a place in Hong Kong where you could take students on an excursion. What kind of task would you give them to complete there?

• I would take students to Mong Kok for an excursion because it is the place where young people likes. I believe the students would do too. The task that i would give them is to "bargain" for a good price on a product at the ladies market.

What was the purpose of each activity?

Session 1

1. 5 sense questions - to ask each others what they see, smell, touch over the weekend

   • to get students to become active in the beginning of the lesson

2. Draw a picture that represent the use of textbook

3. cooperative listening exercise: 1 person listen and 1 person take notes -> recreation of paragraph

   • encourage collaboration

   • listening drilling

   • reinforcement of ideas

   • engage the ideas, turning the materials more interactive

4. textbook analysis and adaptation

5. Scaffolding language: i + 1, where i = interlanguage

Session 2

1. Reflection on summarising the takeaway/activities in session 1

2. Decision on poetry activities

3. creating a poetry worksheets

4. teaching rhymes activity

   
   

...

Self-directed activities

...

2. Matching pictures with the poem

3. Researching the context of the poem

4. Matching stanzas with a summary sentence

5. Translating the text into modern English

6. Role play

7. Brainstorming & comparing characters and attitudes in different cultures and contexts

8. Discussing the differences between autumn in Hong Kong and in the poem

9. Create another stanza

10. Create a story that matches the poem

Literature

interesting or boring

reading, interpreting, creating

individually

Literature

->Figurative language: Metaphor

• cut me down “really cutting?”

• hits my skin

-> first person perspective

-> gonna/wanna

2. Activities ideas for teaching English with songs

3. Gallery visit

   • approaches suitable for teaching English with artworks

I particularly like this approach because it gives a lot of freedom to students to interpret an artwork. I think this is where students can make use of their creativity and integrate the skills used in the other approaches such that they can create a complete story.

To adapt it for weaker/lower-level students, i may supplement with some scenarios setting or a language box. It may also be important that i pre-teach them some related language

1. find a picture for the word given, show to everyone and remember as many as possible. Fill in the gap with the recited words

• Listen to the song played and clap/ jump up when heard the word

  • Listening detective: give each group a 'jump up' secret word, double the listening challenges

• Listen to the song and notes down vocabulary/grammar items... heard -> race to write down words on board

• Draw in your notebook as you listen to the lyrics. (Draw something you hear in the lyrics or the feeling of the song)-> Show your drawing to a classmate.

  Ask each other what you drew and why.

• Song as lesson:

  • Pre-task: prediction of song context

  • vocabulary checking

  • co-operative speaking/listening task: take turn to close eyes and tell each other what happen

  • writing task: reconstruct the story

  • listening extension: fill in the blanks with the words provided (predict the words that fit in)

1. slow looking: Ask students what they see, think and wonder.

-> sts build language of description(observation), creative thinking (imagination) and critical skill(interpretation)

2. Colour, shape, line of an artwork

-> to encourage students to delve into the meaning of the elements

3. People in picture

-> What i see, who are the characters, feelings

4. Narrative (Beginning, Middle, Ending)

-If this artwork is the beginning/middle/ending, ...

-> roleplay/narrative

2. Text presentation

3. Skill-based task

4. Summary, Reflection, Feedback

5. Bridge to the next session

1. providing learning support, but not pitching the content at certain level / not letting others know 

2. tailoring content for cultural inclusion, e.g. writing a narrative that represent their culture

<B> Approaches in teaching native learners English / second language learners English

1. Teaching assistant support in class

2. Use of a translator for specifically weak students

<C> Classroom management: Running around the room: Teachers’ guide to behaviour

1. the key is build relationship

2. have clear rule and expectation

3. set clear boundary

4. Understand consequence of behaviour

<D> Balancing exam-oriented lesson and have-fun lesson

Gert Biesta: 

• qualification:

• socialisation: 

• subjectification: find your place in the world

<E> Differentiation of learning: Traffic light approach

• AI platform for differentiation: goblin, diffit

• alternative for differentiated assessment: Mixing the modality in the exam paper instead of creating diff kinds of tasks, so that students could be equally assessed

1. curriculum

2. Pedagogy

3. Pastoral care

Explicit instruction model

• Teacher should build the knowledge with students, starting with questions eliciting their knowledge, and “build the house” with the students

Cognitive load theory

• maintain the cognitive load such that students are not overloaded with input

Consciousness Raising 

• noticing -> understanding -> control

Reading and writing are more challenging than speaking and listening

-> literacy is invented by human

-> it involves a lot of skills to be able to read and write

Decoding skill becomes the main interest in language acquisition

-> instead of guessing meaning based on context, kids should learn the word roots, suffix/peffix to decode the meaning

Unintegrated macro skill 

• Gap fill *Note of caution

• Listen and match images

• Putting words in order

• Listen and student/s act out the story

• Listen and draw the scene from the poem/story

• Listen and answer comprehension questions

• Jigsaw listening for different information

  
  

Speaking

• Discussion
  - about ideas from the text
  - comparing and contrasting
  - use specific sentence structures

• Role Play (using characters/ script/ storyline/ theme/ context from the text)

• Read aloud (own poems, lines from the text)

• Prediction and speculation about parts of the story

• Collective brainstorming ideas/vocab

• Presentation on the theme/content of the poem

• Extend the story

• Create a new ending to the story

• Create a new page for the book (plan and act it out with your group)

• Devise your own dance moves for the character in the story

• Debate using concepts from the text

Reading

• Comprehension questions

• Highlighting poetic devices/rhyme

• Matching images and words from the text

• Jigsaw reading

• Read and summarise the action using narrative discourse markers

• Draw a graph of positive and negative emotions, according to the feelings of the character throughout the passage

• Read aloud dialogues from the story - put in chronological order

Writing

• Poems

• Extra stanza

• Collaborative Writing (pairs, groups)

• What happens next in the story/poem?

• Writing a summary sentence of a stanza or part of the story

• Write/ Re-write the ending of the story/poem

• Substitution writing: Use the structure of the poem/story (stems) to substitute own ideas (personalised)

• enjoy the process, students are making judgement/interpreting the emotion in their own way

• when students are explaining their graph

Did you reach your communicative goal?

• No, the difference in graph is not anticipated. I spent more time delving into the why the graph is diff

• go freeflow after the linegraph as i realised i kinda ruin the teaching a bit (not doing things in time). I panicked a bit

• my communication goal was a bit ambiguous in the first place, which lead to a seeminly lack of purpose which the activity continues

  
  

Simple and clear teacher language

• relatively simple and clear, allow enough time for sts to open the task, get the task set up done before starting

• doing a demonstration and doing CCQs on checking how students come up with the interpretation

Student talking time??

• give enough STT, allowing them to discuss without my intervention

• I go around the table and check the order of presentation after drawing the linegraph

- What is the feeling of the music?

• moody, emo, relief

- What is the narrative of the lyrics?

• making a mistake in a relationship

- What is the “moral of the story”? (In your own words)

• making mistakes is alright, as long as the ending is good, but we have to learn from it

Work in pairs.

As you listen, put the following lines from the song onto a timeline of events (i.e. which events happened when in the story of the song?):

E. Blindsided, addicted

B. But really I was foolish

D. We painted our house
F. But we fought the whole time

A. Talking with my lawyer, she said
C. Hindsight, it's obvious

How do you know where these events go in the timeline?

• conjunction, adjective, tense

Why do you think Vicki chose this song for today's song of the day?

• an obvious timeline for story

• 
  

BIG questions

1. What does it mean to "know" a word? (or a phrase, an expression, a grammar item, etc...)

   - form, meaing,

2. What are the stages of a PPP lesson?

• present, practise, produce

  
  

  3. How do we make the meaning of new language clear to students, without "explaining"?

• CCQs, visual, examples, text

• 6 words to summarise your weekend

Song warmer

• teaching grammar/storyline with a song

Mobile Journal

• teaching grammar with student-made journal video

Role-play scenario of 4 different contexts

• teach intonation and stress

PPP approach lesson demonstration

1. phonemes

2. stress

3. intonation

4. weak form

Fluency

1. contraction

2. connected speech

• Weekend wondering

• Song of the Day

• Inclusive Education

Session 2:

• Showcase preparation

• Guest lecture

  -> brain-based strategies for exam success

  
  

STARS

Context setting:

• Effective context-setting - from general down to specific

• Appropriate and interesting use of visuals

• Introduction of characters (adding to the Bob multiverse!)

• Use of relevant contexts for students

• Contexts made TL meaning very clear

Eliciting:

• All teachers attempted to elicit

• Mostly very effective eliciting of challenging language

Modelling and drilling:

• Variety of drilling techniques

• Remember to drill with the emotions of the characters from the context story

Checking Meaning:

• Highly effective use of MCQs

• Timelines made target structures really clear

• Extensive use of personalisation, substitution and comparative checking

• Really useful scenario checking - worked well

Board Stage:

• Good use of interactive strategies to keep students engaged during the board stage (lots of eliciting pronunciation features and grammar structures)

Other Stars:

• Interactive, participatory lessons

• Overall,a good balance of Teacher and Student Talk

• Simpler classroom language (KISS)

• Lovely classroom manner

• Well-designed practice tasks

STEPS

Context setting:

• Consider the level of the context-setting and eliciting language. Is it above the TL level?
  General tip: Avoid using 2nd conditional as part of your Teacher Talk.

Eliciting:

• Ask questions, rather than make statements.

• Give your learners time to think/process. 

• Don't panic! :)

Modelling and drilling:

• Try to model and drill before the board stage. Remember: Hear, Say, See, Write

• Avoid initial drilling of students when they are reading from the board. Sounds unnatural and robotic.

Checking Meaning:

• Ask questions to elicit rules rather than give them (avoid thinking of our job as "explaining"; our job as the teacher is to facilitate learning, which works better if we make the students think for themselves)

Board stage:

• After modelling and drilling

• Avoid using green and red to write out full sentences (hard to see)

• Do your analysis using different colours where possible

• read, speak, dance, write, talk, pick, play

Verbs important for learning:

• satisfy, dream

o detail how this text relates to the topic of inclusion

-> focus on a " can do " attitude and how the boy walked out from the "dark" into the sunlight, meaning the journey from self-isolation to a more open mindset

o decide if you could use this text with a group of learners you will teach

-> adjective (change of the boy's emotion)

-> action verbs (boys and dogs motion)

-> story writing (how the boy was before the present)

-> tense (past vs. present vs. future)

-> used to (the boy used to...)

• give roles to the characters, and goal for the task

• give the task a context(more specific)

• Tiered task: prepare tasks for lower level students

I learnt that video making is not as difficult as imagined. The only challenging part would be finding clips and putting them together into a video

2.What did you learn from your peer presentation

i have a strong impression on Woody's video because i used to have a hard time preparing for my lesson. The technique Woody introduced to me sound really useful, practical and applicable. Besides, i like the tips Jessie gave on storytelling. I actually never like doing it in classroom because i think the secondary school students may not like it. However, the AAP approach Jessie introduced (Read alone, Read aloud, Peer reading) lay out a clear flow for doing a storytelling. In addition, the jigsaw reading approach Abella introduced for reading is quite new to me. And i definitely see the vision and outcome of using it in a exam-focused classroom.

Overall, i really enjoy the presentation of my peers and have some key takeaways from it

3. How could you host a mini-conference with your students in the future?

In the future, i think i can conduct a conference in the same way, but perhaps making it as a group work(considering the size of the class). Students can do weekly presentation on different English learning topics (e.g. grammar, writing, vocabulary). Instead of video, i would prefer it in the format of powerpoint slides or infographics because i think video making could be demanding for our students. However, it could be made possible for the senior secondary students

• miro

• pixton (for comic making)

• song warmers

2 teaching strategies

• Modelling and drilling

• timelines and CCQS

1 personal teaching goal

• to continue to make a clear communication purpose/lesson aim

• Matilda: He told me he couldn’t come to the party.

  What occasion is this? My birthday party! Fake text message from Cyrus to someone else... At the party, I want to know: "Where’s Cyrus?"

• Nancy: He told me he couldn’t come to the party.

  Birthday party invitation - Bob hosting a party with Sandra. Jerry can’t come to Bob’s party….

• Clover: She's the woman who is playing guitar over there.

  Love letter - Bob has a secret crush…Who is she?

• Heidi: She's the woman who is playing guitar over there.

  I’m a head paparazzo giving you instructions about being good paparazzi - how do we identify the people to take photos of?

• Kyle: If my team wins, we will be in the finals.

  Steve the softball player trying to impress Sarah by telling her about the success of his team

• Jane: If I had studied harder, I’d have passed the exam.

  Bob didn’t study, and he failed his exams…how does he feel? What might he be thinking?

• Gavin: We’re having a BBQ next weekend.

  Invitation to Gavin’s birthday party - Jason missed the invitation letter, so I need to tell him the plan for the weekend

• Woody: The flight leaves at 7:30pm.

  Clouds, sky, aeroplane drawing...travel! Bob and friend going on a trip, and looking at the flight schedule.

• Mary: The flight leaves at 7:30pm.

  Picture of plane; Sabrina going on a flight - needs help from flight attendant; look at her ticket - does she need to check in now?

• Joyce: I had never eaten a lamington before I went to Australia.

  Sabrina and Bob. Sabrina is the teacher - she asks Bob if he tried something new while he was in Australia

• Jenny: She has been my friend since Grade 1.

  Best friends Emma and Olivia pics 2025 and 2008 + timeline.

• Jason: She has been my friend since Grade 1.

  Picture of friends - tells a little story about their friendship

• Karena: They were laughing when the balloon popped.

  Beauty and the Beast - put the story in order (sequencing) and tell the story of what happened at the ball

• Edith: They were laughing when the balloon popped.

  Comic strip of people at a party, then a murder mystery!

• students imagine that they are family/characters of the story (write with a language focus)

2. Speaking/Writing task: Debate

• students make argument about their stance in the storybook

3. Selection of story with a moral or link with social issues

• examine how the language feature of the story raise the issue

• Brainstorm

• Prediction

• Personal preferences

• Vocabulary checking

• Matching characters with personality

• Pre-reading(story;context)

During task

• Check prediction

• Arranging summary of text in order

• Gap fill (cooperative listening/speaking)

• circle pictures

• vocab grouping (What adj/noun do you hear)

• jot down key words

• Matching task

• Physical response (e.g. clap/raise hand when heard certain keywords)

• labelling diagram

• personal response

• doodling

• tick (V) words you hear

• listen for target language

• jigsaw

• comprehension questions

Post-task

• Discussion with purpose(ranking, roles)

• Debate

• Reflection

• Creating subheadings

• Roleplay (voice-over)

• Story rewriting/extension

• Summary

• Comparative reading

• Drama/Still imgae

• Speech