BIP3113 (PROJECT SULAM) by Nur Jasnie

Asking about an experiences

nurjasnie02 — 2024-05-17 07:12:54 UTC

Edinburgh Fringe Festival

d20221102049 — 2024-05-17 10:19:52 UTC

Listen to the audio.

Worksheet

d20221102049 — 2024-05-17 10:22:40 UTC

Listening Material Worksheet

d20221102050 — 2024-05-17 12:08:36 UTC

2024-05-17 13:43:14 UTC

WANT TO STRENGTHEN YOUR PRONUNCIATION?

d20221102050 — 2024-05-17 15:11:23 UTC

LET'S LEARN GRAMMAR

d20221102050 — 2024-05-17 16:07:33 UTC

Answer Scheme

d20221102049 — 2024-05-18 05:57:47 UTC

SPEAKING CARDS

nurjasnie02 — 2024-05-18 18:53:21 UTC

reading article

d20221102057 — 2024-05-21 05:29:38 UTC

answer the comprehension questions in Kahoot!

d20221102057 — 2024-05-21 06:05:47 UTC

https://create.kahoot.it/share/reading-comprehension-the-story-of-the-mobile-phone-novel/125c8afd-d205-4eb4-bfcf-1a1b8a5291b9

reading worksheet

d20221102057 — 2024-05-21 06:37:46 UTC

📹

d20221102049 — 2024-05-24 14:05:43 UTC

Answer questions through online game!

Review writing

zhpm6wd2s6 — 2024-05-27 07:30:30 UTC

zhpm6wd2s6 — 2024-05-27 09:02:11 UTC

Or you can click the link down below!

https://app.sli.do/event/ainnuF5mDKinQ7w7Htcmvn

You can upvote any interesting essay from your friends so others can read it as well !

LET'S ANSWER SOME QUIZ!!

d20221102050 — 2024-05-27 10:15:37 UTC

WORKSHEET

d20221102050 — 2024-05-27 10:24:33 UTC

answer scheme

d20221102050 — 2024-05-27 10:24:55 UTC

ADAPTATION PROCESS

d20221102050 — 2024-05-27 10:31:42 UTC

For the vocabulary part, the material is adapted from the Pulse2 Textbook. In the textbook, the vocabulary part is focused on people who changed the world-a description of famous figures and their professions. As the textbook introduced vocabulary related to professions, so in my presentation material, I used the same professions just like the Pulse2 Textbook but I applied a simplifying strategy as I introduced the vocabulary in the form of posters. The posters include a caption of “What do you want to be when you grow up?” and there are graphics that illustrate the professions. For example, a picture of a ballerina-a dancer. Next, a video is created parallel with the expanding strategy. The video teaches ways to pronounce the words according to the professions introduced in the posters. As for the digital material, I have provided a link to a website that can help students in boosting their pronunciation. Lastly, for the practice materials, I created a worksheet that contains a description about famous figures and students must write what is their profession. In the Pulse2 Textbook, the descriptions of famous figures are arranged based on timeline. However, I applied the deletion strategy in which the timeline is removed.

INSTRUCTIONS

d20221102050 — 2024-05-27 10:32:19 UTC

Dear students, please browse through the posters. Let me ask you, What Do You Want To Be When You Grow Up?
Next, watch the video. Let's master the pronunciation
Open the link to the YouEnglish websites. Search any words you do not know how to pronounce.
Lastly, answer the worksheet below.

GOODLUCK STUDENTS!!!

COMMENTARY

d20221102050 — 2024-05-27 10:32:48 UTC

WHY THE MATERIAL IS SUITABLE TO THE STUDENTS?

The material is suitable to form 1 students due to the fact that they are most likely low in proficiency. As my material first introduces the professions in the form of posters, I believe that the pictures in the posters will attract students’ interest and they are introduced to a vocabulary related to professions. Once they have learned the professions, they will want to learn how to pronounce those words, so the video will definitely help them master the pronunciation. Then, they can use the website provided to learn more about pronunciation. Lastly, the worksheet is made to test students on their knowledge about the professions. Although the vocabulary in the worksheet is not mentioned neither in the poster nor the video, students can use the website to search for any words and learn how to pronounce them. Also, the website can provide the definition of any words they have searched. Therefore, I believe that the materials I have created are suitable to help form 1 students in the aspect of learning English.

Work in pairs. Create an ask and answer questions video about the provided book

nurjasnie02 — 2024-05-27 10:44:37 UTC

Content standard & Learning standard

d20221102049 — 2024-05-27 10:55:13 UTC

1.1 Understand meaning in a variety of familiar context

1.1.1 Understand with little or no support the main ideas in simple longer texts on a range of familiar topics

Answer Scheme

d20221102049 — 2024-05-27 12:18:02 UTC

Mind map

d20221102049 — 2024-05-27 12:24:18 UTC

Answer the questions using a mind map.

Content standard and Learning standard

nurjasnie02 — 2024-05-27 12:46:58 UTC

2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics.

2.1.1 Ask about and give detailed information about themselves and others.

Adaptation Process

nurjasnie02 — 2024-05-27 13:10:15 UTC

Adapting the materials from "Pulse 2 Textbook. The activity started with introduced to the students regarding "asking about an experience" by using a video entitled “talking about an experience”. The video helped students to understand the flow of asking and answering questions. Next for the activity, the questions that were being provided in the pulse textbook were too little of information, so we removed some of the questions from the textbook and simplified the questions by adding new simpler and straightforward questions that are easier for students to comprehend. For example, the questions in the textbook were specifically focusing on "an experience on a trip" and we added a few more questions to test students’ knowledge based on the questions on the “speaking cards”. Lastly, for the additional activity, we used the same question that was provided in the pulse textbook and created an audio explaining and simplified the instructions regarding the activity so that students can understand what they have to do for this activity.

Instructions

nurjasnie02 — 2024-05-27 13:12:17 UTC

Students, please watch the provided video about "Asking about an experience". Try to understand the flow of asking and answering questions.
Next, choose ONE of the following speaking cards and randomly choose a friend to answer the following question (based on the speaking card).
Lastly, please listen to the audio provided and in pairs create an "ask and answer question" video about the following book below.

Have fun and good luck!

Commentary

nurjasnie02 — 2024-05-27 13:14:29 UTC

The material used to conduct the activity is most likely using a simple English grammar and suitable for students with low to intermediate level. In our materials, students need to watch a short video about “talking about an experience”. In the short video, there’s a conversation between two people, one of them asking about an experience and the other one answers it with simple answers. This is because we want students to understand the flow of how to ask and answer a question. In my second activity, I’ve provided a “speaking card” with simple questions and points on what to mention while asking and answering the question. This is to help students practice on how to ask a question and how to answer it. By using a simple and straightforward question this can help students to understand the question and answer it better with more confidence. In the card it also mentions what to include while answering the questions. We believe that, by providing that, students will have more confidence to answer since they will know what they need to mention in their answers. Lastly, on the additional activity, students are required to work in pairs and discuss. The questions that are being provided are the questions from the material, “Pulse 2 Fact or Fiction”. All questions are already easy to understand, and no changes were made since the questions from the material are already straightforward questions. For this activity, students must record a video of their “asking and answering” session and they can use their creativity to make the video much more interesting. All the activities are suitable for Form 1 students' proficiency and yet they can still have fun while gaining new knowledge.

Listen to the recording

d20221102049 — 2024-05-27 13:18:16 UTC

LEARNING OBJECTIVES

d20221102050 — 2024-05-27 13:32:07 UTC

Recognize words related to professions (C2)
Select answers to a worksheet (C2)

Learning objective

nurjasnie02 — 2024-05-27 13:33:39 UTC

Tell about an experience and describe it based on the topic given (C1)

Discuss and explain about the provided book (C2)

LEARNING OBJECTIVES

d20221102050 — 2024-05-27 13:36:47 UTC

Identify the correct use of tenses in a worksheet (C2)
Distinguish the correct answers to an online quiz (C2)

INSTRUCTIONS

d20221102050 — 2024-05-27 13:36:57 UTC

HELLO STUDENTS!

Read the notes below about the simple past, were/weren't and could/couldn't
Next, answer the worksheet about The Hunger Games
Lastly, you are required to answer the online quiz. Click on the link to the quiz.

GOODLUCK STUDENTS!

COMMENTARY

d20221102050 — 2024-05-27 13:37:15 UTC

In my opinion, these materials suit Form 1 students because they have a good flow. As the material starts with notes that explain about the tenses and followed with a presentation material that gives examples about the tenses so the students can understand more about the tenses. Next, the practice material comes through as students are required to answer a worksheet. The worksheet is not complex and only has 86 words, so it is suitable with form 1 students’ level of proficiencies. Lastly, the digital material which is an online quiz matches today’s 21st century learning which requires teachers to use technologies in teaching. So, I am sure that these materials could cater the grammar part of a lesson.

ADAPTATION PROCESS

d20221102050 — 2024-05-27 13:37:26 UTC

The grammar materials consist of presentation material, practice material and digital material. There are two presentation materials. For the first one, I use the addition strategy as I add notes about the tenses the students are going to learn. For the second or main presentation material, I used the tenses provided in the Pulse2 Textbook (simple past, were/weren’t, could/couldn’t) and applied the modifying strategy as I re-write the examples using my words. Next, in the practice material which is the worksheet, I utilised the text about The Hunger Games. In the textbook, the text is about the author talking about The Hunger Games book he/she received from his/her brother. In my version of the text, the author talks about watching The Hunger Games movie. Therefore, I have used the modifying strategy again as well as deletion strategy as I cut the text from 123 words into only 86 words. Lastly, I have provided a digital material which is a quiz platform that is known as Blooket. The addition strategy is applied here because I make use of the tenses provided in the Pulse2 Textbook to create an online quiz.

WORKSHEET

d20221102050 — 2024-05-27 15:09:34 UTC

WORKSHEET (answer scheme)

d20221102050 — 2024-05-27 15:10:00 UTC

What tense are we going to learn today?

d20221102050 — 2024-05-27 15:42:52 UTC

LISTEN TO THIS AUDIO

nurjasnie02 — 2024-05-28 00:20:21 UTC

THE QUESTIONS:

"What's the title?"
"Who's the author?"
"What kind of book is it?"
"When did you read it?"
"Why did you like it?"

Learning Objectives

d20221102049 — 2024-05-28 02:05:01 UTC

Write answer in mind map (C3)

Intsruction

d20221102049 — 2024-05-28 02:41:18 UTC

1. Do you know any festival in the world? I will introduce you one. Look at the picture.

2. Next, listen to this audio attentively.

3. Now, you will get a mind map with a series of questions. Let’s listen to the audio again.

4. Answer the mind map based on the audio.

5. Do you get a lot of correct answers? Let’s move on to the next audio.

6. You will listen to 5 different recordings.

7. Define the recording whether it is a fact or fiction.

8. Lastly, state your reason.

Sneak Peek!

d20221102049 — 2024-05-28 03:03:40 UTC

Look fun isn't it??

Commentary

d20221102049 — 2024-05-28 03:33:26 UTC

Using an audio about the Edinburgh Fringe Festival for Form 1 students based on Pulse 2 Textbook and impliment a mind map activity as a questions platform is a good idea because it fits well with how they learn. I made changes to the questions, like using simpler words and straightforward, so it's easier for them to understand. The mind map helps students organize what they hear and answer questions about it. This way, they can understand better and remember more. The activity also helps them think more carefully about what they hear and how it fits together. It's like a step-by-step guide that helps them learn while having fun. With this activity, students not only learn about the Edinburgh Fringe Festival but also get better at listening, thinking, and organizing their thoughts. It's a great way for Form 1 students to learn and have fun at the same time.

Lets play a game!

d20221102049 — 2024-05-28 04:21:31 UTC

Have fun !

INSTRUCTIONS

d20221102057 — 2024-05-28 04:33:47 UTC

Students are given a reading text comprehensions.
Give the students time to go through the text.
Introduce the students to the Kahoot application.
Make sure each of the students have log in into the Kahoot platform.
Get the game code and get into the Kahoot.
While answering the questions in Kahoot, present the text comprehension in the meeting for students references.
Students that cannot get into the Kahoot can answer the questions manually as worksheet also provided.

Learning Objectives

d20221102057 — 2024-05-28 04:34:49 UTC

student individually should be able to outline the idea of the text. (C1)
student individually should be able to identify at least 5 out of 9 questions provided. (C2)

Content Standard & Learning Standard

d20221102057 — 2024-05-28 04:37:37 UTC

3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning.

3.1.2 Understand specific details and information in simple longer texts.

Content standard and learning standard

zhpm6wd2s6 — 2024-05-28 06:01:50 UTC

4.2
Communicate with appropriate
language, form and style

4.2.1
Use capitals, full stops, commas in lists, question marks, and
speech marks appropriately at discourse level

Learning objective

zhpm6wd2s6 — 2024-05-28 06:13:15 UTC

1. Student should be able to recall fun experience. (C1)

2. Student should be able to describe the experience in not more than 200 words. (C2)

ADAPTATION PROCESSES

d20221102057 — 2024-05-28 06:23:12 UTC

Adding: Specific details were added to enrich the text. For instance, the novel’s title, Dreams Come True, and the exact number of copies sold (over 200,000) provide concrete information that makes the story more engaging and authentic.

Modifying: Sentence structures were modified to enhance clarity and readability. The original sentence "It's an incredible story" was expanded to highlight the remarkable aspects of Akiko’s story, specifically her use of a mobile phone for writing.

Simplifying: Complex ideas were simplified to ensure they are accessible to learners. The rephrased sentences avoid convoluted phrases and jargon, making the text easier to understand.

Reorganizing: The content was reorganized to improve the logical flow. Details about Akiko’s writing process and the initial criticism of mobile phone novels were structured in a way that follows a coherent narrative progression.

Rephrasing: Certain terms and phrases were rephrased for better comprehension. For example, "thought they were a bad influence" was rephrased to provide a clearer explanation of the initial criticism.

Engagement and Impact: The story starts with an engaging hook about Akiko's unexpected success and highlights the incredible nature of her accomplishment, making it emotionally engaging for readers.

Instructions

zhpm6wd2s6 — 2024-05-28 06:24:09 UTC

1. Begin by reading the story about visiting the Sherlock Holmes Museum. This will give you an example of how to write about a memorable experience.

2. Then, recall and think about a fun place you have visited recently. It could be a theme park, a museum, a vacation spot, or any place where you had an enjoyable time.

3. Next, to find detailed instructions for your essay, please click the link or scan the QR code displayed at the front of the classroom.

4. Once you access the link or scan the QR code, you will see instructions on Slido about writing a short essay. Your essay should be about your past experience and should not exceed 200 words.

5. After reading the instructions on Slido, you can begin writing your essay. Make sure to describe your experience clearly and concisely, capturing what made it special for you.

6. Goodluck, and enjoy writing about your memorable experiences!

Commentary

zhpm6wd2s6 — 2024-05-28 06:31:48 UTC

The story about visiting the Sherlock Holmes Museum in London is excellent for Form 1 ESL students to develop their writing skills. It’s simple and engaging, describing a real-life visit to a well-known museum, making it relatable. The language is straightforward and easy to understand, crucial for ESL learners. The story includes descriptive details, helping students learn how to add vivid elements to their essays. Its clear structure, with a beginning, middle, and end, serves as a good model for essay organization. Including personal opinions, like enjoying the museum shop and noting the wait time, shows students how to add their perspectives, adding depth to their writing. Additionally, the story introduces British culture and literature through Sherlock Holmes, enriching students’ cultural knowledge. Overall, it provides a clear example of descriptive writing, encourages personal reflection, and demonstrates proper essay structure, making it an excellent tool for improving writing skills.

Commentary

d20221102057 — 2024-05-28 06:39:27 UTC

The revised text of The Story of the Mobile Phone Novel, along with the Kahoot questions, is highly suitable for digital English learning due to its engaging and relatable content, which resonates with digital-native learners. The narrative of a young author using modern technology to achieve literary success captures interest and makes the material relevant. The integration of Kahoot quizzes adds an interactive and gamified element, promoting active participation and immediate feedback. This combination enhances comprehension and retention while fostering a dynamic and collaborative learning environment. Additionally, the accessibility of digital platforms allows students to engage with the material at their own pace, further supporting individualised learning.

ADAPTATION PROCESS

zhpm6wd2s6 — 2024-05-28 07:04:52 UTC

Adding: Included an instruction for students to write about their own experiences visiting an interesting place recently. This encourages personal reflection and creativity.

Modifying: Changed the focus from a specific visit to the Sherlock Holmes Museum to a broader prompt about any interesting place. This makes the assignment more inclusive and relatable for all students.

Deleting: Removed specific details about the Sherlock Holmes Museum that are not relevant to the new prompt. For example, details about waiting times and the shop's value were omitted to avoid confusing the students.

Simplifying: Simplified the language and instructions to ensure clarity. The new prompt is straightforward: “Write a short essay about your experience of an interesting place you visited recently.”

Adaptation Proccess

2024-05-28 07:56:54 UTC

In adapting the activity of listening to an audio about the Edinburgh Fringe Festival from "Pulse 2 Fact or Fiction" for Form 1 students, several adjustments are made to suit their level of comprehension and engagement. Firstly, I added an additional element like a picture related to the festival. This way to enhance student’s understanding. Modifications to the original material are essential that involves simplifying sentences and adjusting the complexity of questions in the mind map. For example, I give a direct question where students can just write the answer after listening to the audio. By carefully considering these adaptations, I believe that this activity can effectively improve Form 1 students’ listening skill while achieving the educational objectives of listening comprehension and critical thinking.

PRACTICE SHEET

zhpm6wd2s6 — 2024-06-09 14:17:33 UTC