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Vocabulary Building Skills to Teach

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					                                                                                                                                                                       Handout 1
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

            Speaking Tasks in ‘Hobbies and Activities’                                        Sample Dialogue
                                                                                              You       : Good morning / afternoon, ___________. May I ask you some questions?
                                Bingo: class survey                                           Friend    : Sure.
Language focus: greeting, clarification, asking and answering questions, closing              You       : Thanks. Do you like ___________?
                                                                                              Friend    : Yes / No.
Teaching Steps                                                                                You       : I see. What (else) do you like doing when you have free time?
Preparation: Bingo cards, names of students in class on paper slips (for lot-drawing)         Friend    : I like ____________
I.   Play this game after students are familiar with the names of hobbies and activities      You       : OK. That‟s all I need. Thank you.
     (p.46), instead of doing the class survey on p. 47.                                      Friend    : You are welcome!
II. Explain game rules and go over the sample dialogue with students on PowerPoint
     slides.                                                                                                                     Bingo card
III. Start the game.
                                                                                                      Activity                   Activity                    Activity
      How to play                                                                             _____________________      _____________________       _____________________
      1.   Students write an activity item in each Bingo box, except the „FREE‟                    His Her name               His Her name                His Her name
           box(es).                                                                           _____________________      _____________________       _____________________
      2.   Students are given a time limit (e.g. 10 minutes) to ask as many classmates             His/her hobby:             His/her hobby:              His/her hobby:
           as they can, using the sample dialogue.
      3.   If students cannot finish, they are allowed to complete the task after the
           lesson.
      4.   When students have completed the Bingo cards, teacher draws out a slip of                  Activity                   Activity                    Activity
           paper (the lucky star). Students who have interviewed the lucky star can           _____________________      _____________________       _____________________
           circle that Bingo box.                                                                  His Her name               His Her name                His Her name
      5.   Repeat step 4 until a student can circle three boxes in a row (vertically,         _____________________      _____________________       _____________________
           horizontally, or diagonally).                                                           His/her hobby:             His/her hobby:              His/her hobby:
      6.   The winning students should briefly introduce his/her friends:

       ________________ likes ______________ and ______________.                                      Activity                   Activity                    Activity
                                                                                              _____________________      _____________________       _____________________
                                                                                                   His Her name               His Her name                His Her name
                                                                                              _____________________      _____________________       _____________________
                                                                                                   His/her hobby:             His/her hobby:              His/her hobby:




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Case title: Getting students ready for the future – Teaching language arts at primary level
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

                                    Skipping Chant                                                                         A board game: Emotions


Language focus: rhythm                                                                         Language focus: tone and intonation

Teaching Steps                                                                                 Teaching Steps
Preparation: handouts, PowerPoint                                                              Preparation: board, emotion cards
                                                                                               I.   This board game can be used after the rope-skipping chant.
I.     Play this game after teaching „like‟ on p. 48.                                          II. Explain the game rules and go over the sample question with students on
II.    Tell students that your favourite hobby is rope-skipping and you are going to                PowerPoint slides.
       teach them a rope-skipping chant.                                                       III. Start the game.
III.   Go through the chant with students and draw their attention to its rhythm.
IV.    Ask students to clap hands with the rhythm.                                                   How to play
V.     Teach students to do the actions in the chant, i.e. turn around, touch the ground,            1.   Players take turn to throw the dice and move their counters accordingly
       hands on head, go to bed.
VI.    After students are familiar with the rhythm and the actions, ask half of the class to         2.    If a player lands on the sign           , he/she has to pick up a card. He/she
       play an instrument and keep the beat and the rest of the class can do the actions                   should not show it to the group
       while they are reciting the chant.                                                            3.    The player then has to read out a dialogue with the emotion indicated
                                                                                                     4.    The rest of the group has to guess what emotion the player is trying to
Extension                                                                                                  express and ask: “Are you __________ (e.g. angry)?”
If possible, students can do rope-skipping in the playground and chant at the same time.             5.    Only 1 question can be asked.
                                                                                                     6.    If the guess is correct, that means the player successfully convey a
                                                                                                           particular emotion with his/her voice. He/she passes.
                                                                                                     7.    If the guess is wrong, the player should move his/her counter one step back
                                        Teddy bear                                                   8.    The first player who reaches the „END‟ square is the winner.

                                 Teddy bear, teddy bear,                                       Variation (for weaker classes)
                                                                                               1.    One student is chosen from the class and he/she draws one emotion card.
                                     Turn around.
                                                                                               2.    He/She has to read out a dialogue with the emotion indicated
                                 Teddy bear, teddy bear,
                                                                                               3.    The rest of the class has to guess what emotion the student is trying to express and
                                   Touch the ground.
                                                                                                     ask: “Are you __________ (e.g. angry)?”
                                                                                               4.    A maximum of 3 questions can be asked.
                                 Teddy bear, teddy bear,
                                                                                               5.    The student who can guess correctly will be given a prize.
                                    Hands on head.
                                 Teddy bear, teddy bear
                                       Go to bed.

                                                                                                                                                                                        2
Case title: Getting students ready for the future – Teaching language arts at primary level
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"



Emotion Cards
You only had an egg for breakfast.                          Today is 40˚C.
“Who can give me something to eat?”                         “Can you switch on the air-conditioner?”


                 Hungry                                                            Hot
Today is 10˚C.
                                                            There is a tiger walking towards you.
“I want to have a scarf.”
                                                            “There is a tiger!”

                       Cold                                                       Afraid
You have run for 1 hour.                                    You did not sleep last night.
“Give me a big bottle of water, please!”                    “I want to have a rest!”


                  Thirsty                                                         Tired
Your mother is in hospital.                                 You won the race.
“My mother is sick!”                                        “I am the winner!”


                       Sad                                                    Happy
You won a prize of $10,000 in the lucky draw.               Today is a holiday. You have nothing to do at home.
“I won $10,000 (ten thousand dollars)!”                     “Who can play with me?


              Surprised                                                           Bored
You made your model car only two days ago but
someone has broken it.
“Who broke my model car?”


                    Angry

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Case title: Getting students ready for the future – Teaching language arts at primary level
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

The board
                                                      Go ahead 2                              Miss one turn
                                                        spaces
      START

                                                                                                Go back 2
                                                                                                 spaces


                                   Go back 2
                                    spaces



                                    Miss one
    Go ahead 2                       turn                                                      Go ahead 2
      spaces                                                                                     spaces




 Take the
                                                                         END
 Shortcut Pass
                                                       Go back 2
                                                        spaces
                                                                                              Take the
                                                                                              Shortcut Pass




   Take an extra
       turn



                            Go ahead 2                                                        Take an extra
                               spaces                                                             turn



                                                                                                              4
Case title: Getting students ready for the future – Teaching language arts at primary level
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

                                          Action song
Language focus: expressing feelings - like/dislike/hate

Teaching Steps
Preparation: handouts, PowerPoint


1.   Sing this song after the board game.
2.   Familiarise students with the song and teach them the actions:
      happy: smiling face, clap hands, sing with a cheerful voice at a moderate speed
      angry: folding arms, stamp feet, sing with a rough voice at a faster speed
      sad: sad face, cry, sing with a dull voice at a slow speed
3.   Students sing the song and do the action at the same time.
4.   Teacher explains to students that our speaking volume and speed can convey different
     meanings.



                                                If you’re happy

                            If you’re happy and you know it, clap your hands
                            If you’re happy and you know it, clap your hands
                                     If you’re happy and you know it
                                      and you really want to show it
                            If you’re happy and you know it, clap your hands


                            If you’re angry and you know it, stamp your feet
                            If you’re angry and you know it, stamp your feet
                                     If you’re angry and you know it
                                      and you really want to show it
                            If you’re angry and you know it, stamp your feet


                                 If you’re sad and you know it, cry and cry
                                 If you’re sad and you know it, cry and cry
                                       If you’re sad and you know it
                                       and you really want to show it
                                 If you’re sad and you know it, cry and cry




                                                                                              5
Case title: Getting students ready for the future – Teaching language arts at primary level
                                                                                                                                                                         Handout 2
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"


                                  Module Outline                                              Lesson 2: Story-telling
                                                                                                                    Procedure                                  Resources
                                                                                              1. Tell students the story of „Rudolph, the Red-nosed       PowerPoint (big book)
Level
                                                                                                  Reindeer‟ in the shared reading approach using          Text for „Slap and
P4
                                                                                                  PowerPoint.                                              Escape‟ (for teachers
                                                                                              2. Drama game – „Slap and Escape‟                            only)
                                                                                                   a) In pairs, students put their hands out, facing
Objectives
                                                                                                        their partners.
The module aims to…
                                                                                                   b) With one palm facing up and the other
1. expose students to different language arts text types;
                                                                                                        facing down, their goal is to slap their
2. develop students creativity and confidence through language arts; and
                                                                                                        partner‟s hand with one hand while escaping
3. help students improve their spoken English skills.
                                                                                                        from their partner‟s slap at the same time.
                                                                                                   c) Teacher reads out a text. When students
                                                                                                        hear the past forms of verbs (for the first
Implementation
                                                                                                        round), they need to slap and escape.
Textbook chapters:         Chapter 6 Christmas in Hong Kong                                        d) Teacher repeats the game with other
Language Focus:            Simple past tense                                                            grammar items.
Product:                   A drama script / a drama performance                                    e) Teacher rounds up the game and explains the
                                                                                                        importance of concentration, especially
                                                                                                        when doing drama, to students.
Lesson 1: Introduction and story-telling
                      Procedure                                       Resources               Lesson 3: Video appreciation
1. Students listen to some Christmas songs                      CD (Christmas carols)                               Procedure                                 Resources
2. Draw students‟ attention to the song „Rudolph,               Song and lyrics of           1. Students watch the video of „Rudolph, the                Movie „Rudolph, the
    the Red-nosed Reindeer‟. Play the song and                   „Rudolph, the Red-nosed          Red-nosed Reindeer‟.                                     red-nosed reindeer‟
    encourage students to sing along.                            Reindeer‟                    2. Explain to students that throughout the story,           „Oh!‟ Dialogue text
3. Read aloud the lyrics to students and explain                PowerPoint (vocabulary           Rudolph had a lot of feelings, like feeling sad,
    essential vocabulary including reindeer, red nose,           in lyrics)                       surprised, excited, happy, etc.; and they will
    Christmas Eve, sleigh, etc.                                 PowerPoint (book                 participate in an activity in which they need to
4. Tell students that the song actually tells a story,           concept & making                 express their emotions.
    with the same name.                                          predictions)                 3. Drama game – „Oh!‟ Dialogue
5. Students read the book cover of the story and                                                   a) Teacher distributes the „Oh!‟ dialogue to
    identify the information on it, e.g. title, author and                                              students and goes over the dialogue with
    illustrator.                                                                                        them.
6. Students make predictions about the story based                                                 b) Students pair up and read the dialogue with
    on the book cover.                                                                                  appropriate intonation.
                                                                                                   c) Teacher monitors students‟ progress.
                                                                                                                                                                                   6
Case title: Getting students ready for the future – Teaching language arts at primary level
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

      d) Teacher invites some groups to perform in                                            2.    If possible, elicit some features of a script from        (comparison and
         front of the class.                                                                        students.                                                 features of script)
      e) Teacher rounds up and explains the                                                   3.    Introduce features of a drama script with                worksheet (drama
         importance of intonation in expressing                                                     PowerPoint.                                               script)
         feelings.                                                                            4.    Students label a drama script in a worksheet.

Lesson 4: Analysing the story plot                                                            Lesson 7: Discussing a new ending to the story
                      Procedure                                    Resources                                        Procedure                                    Resources
1. Students form groups of four.                             Picture cards for               1. Students form groups of four.                                Guiding questions
2. Distribute a set of picture cards and a story plot         sequencing                      2. Give each group some guiding questions for
    map to each group.                                       PowerPoint (elements of             discussion.
3. Students try to sequence the story events in the           a story)                        3. Students discuss other possible endings to the story
    correct order.                                           Story plot map (A3)                 „Rudolph, the Red-nosed Reindeer‟.
4. Check answers with students.                                                               4. Each group jots down ideas and reports in class.
5. Briefly introduce the elements of a story to
    students: beginning, development, climax and                                              Lesson 8: Script writing
    ending.                                                                                                         Procedure                                     Resources
6. Students put the pictures under the correct                                                1. Briefly revise the features of a script with students.      PowerPoint (script
    headings in the story plot map.                                                           2. Based on students‟ ideas in the previous lesson and          features – revision)
7. Check answers with students.                                                                   teacher‟s feedback, students write a script for the
                                                                                                  new story ending, paying special attention to the
Lesson 5: Rhymes                                                                                  script features.
                       Procedure                                  Resources
1.   Play the Christmas song „Rudolph, the Red-nosed         Song and lyrics of
     Reindeer‟                                                „Rudolph, the Red-nosed         Acknowledgements
2.   Familiarise students with the song by reading the        Reindeer‟
     lyrics aloud and singing it a few times.                PowerPoint (rhymes)                   Leung Kui Kau Lutheran Primary School
3.   Draw students‟ attention to two of the verses and       Colouring worksheet
     the rhyming words in them.                               (rhymes)
4.   Elicit some more examples from students.
5.   Students complete a worksheet for consolidation.

Lesson 6: Analyzing scripts
                     Procedure                                     Resources
1.   Ask students to compare a script to a story text         A sample script
     with PowerPoint.                                         PowerPoint
                                                                                                                                                                                     7
Case title: Getting students ready for the future – Teaching language arts at primary level
                                                                                                   Handout 3
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

                                                P4 English
                                  Song – „Rudolph, the Red-nosed Reindeer‟
                                            Worksheet: Rhymes


PART A
You have learned about rhymes in the song ‘Rudolph, the Red-nosed Reindeer’. Look at
the third stanza of the song below. Can you find another pair of rhymes. Circle them
in red.




                          Then one foggy Christmas Eve

                          Santa came to say:

                          "Rudolph with your nose so bright,

                          won't you guide my sleigh tonight?"




PART B
Look at the words in the Christmas balls below.                     Colour it in green if all the words
inside a ‘ball’ are rhymes!




                                                                                                fight     quite
car cake                                                dish fish

                                                                                                   bright
    cat                     bay lay                     English
                                                                                 deer dear


                                say
                                                                                   pear
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Case title: Getting students ready for the future – Teaching language arts at primary level
Language Learning Support Section Annual Sharing 2008-09
                                                                                                                                                               Handout 4
“Building the language foundation for life-long learning and whole person development"


                                                        Worksheet: Story Plot
Class : P.4 _____                  Names of group members : ____________________________________________________
Put the number in the correct boxes.
                                                                                                            Climax
                                                               Middle


            Beginning                                                                                                                                 Ending




1. Rudolph took Santa safely to every house on Christmas Eve.                            5. Rudolph‟s parents felt sad because of their son‟s red nose.
2. One Christmas Eve, Santa was very worried because                                     6. Santa asked Rudolph to guide the sleigh with his red nose
   of the foggy weather.                                                                 7. Rudolph became the most famous and loved of all the
3. Once upon a time, there was a reindeer named Rudolph.                                    reindeer.
4. Rudolph did not have any friends. Everyone called him names.                          8. Then Santa led Rudolph to the front of the reindeer team.
                                                                                                                                                                       9
Case title: Getting students ready for the future – Teaching language arts at primary level
                                                                                              Handout 5
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"




                                                    Oh! Dialogue




Papa                      : Rudolph, your nose is not only red. It is glowing!
Rudolph                   : Oh! (ashamed)


Other reindeer            : Stay away, ugly boy! You can‟t join us, strange nose!
Rudolph                   : Oh! (ashamed / angry)


Rudolph                   : I do not have any friends!
Mama                      : Oh! (sorry)


Santa Claus               : The weather is really bad. I can‟t find any houses and people will
                             not have any presents.
Rudolph                   : Oh! (worried)


Santa Claus               : Can you help me guide my sleigh tonight?
Rudolph                   : Oh! (surprised / happy)


Santa Claus               : Ho! Ho !Ho! Merry Christmas.
Citizens                  : Oh! (happy / excited)


Other reindeer            : You are the most famous and loved of all the reindeers.
Rudolph                   : Oh! (proud)


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Case title: Getting students ready for the future – Teaching language arts at primary level
                                                                                              Handout 6
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

                           Worksheet: Identifying drama script features
Class: P.4_______
Name:_________________(                          )


Analyzing a drama script


                                Rudolph the Red Nosed Reindeer

                            Scene: In Santa’s House on Christmas Eve

Characters: Rudolph
               Reindeer
            Santa Claus

(Suddenly, Santa notices Rudolph’s red nose, which is glowing brighter than ever.)

Santa Claus:          (relieved) Ah ha! Here’s what I need (walking towards Rudolph)!

Rudolph:              (a bit frightened) Santa! What’s the matter?

Santa Claus:          (facing Rudolph, speaks softly) Don’t worry, Rudolph! Your nose is so
                      bright, won’t you guide my sleigh tonight?

Rudolph:              (surprised, talking to himself) Me!?
                      (turns to Santa) Really?

Santa Claus:          (smiles gently)

Rudolph:              (nods happily) Thank you very much!

(Santa Claus leads Rudolph to the front of the sleigh.)


           Please do the following:
           1. Circle the title of the play in red.
           2. Underline the place where the play happens in green.
           3. Circle the people in the play in blue.
           4. Underline in purple what the people or animals are doing on the stage.
           5. Circle in orange an action somebody does when they are speaking.



                                                                                                 11
Case title: Getting students ready for the future – Teaching language arts at primary level
                                                                                              Handout 7
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"


Ending 1
One day Rudolph’s mama was seriously sick. He wanted Rudolph to go back
home and live with her.
 What would Rudolph do?
 What would Santa advise Rudolph to do? Why?
 What would the other reindeer think?
 If he went home, would Santa ask Rudolph to help again? Why?




Ending 2
One day Rudolph found that his red nose was not bright anymore.
 How would Rudolph feel?
 What would the other reindeer think about Rudolph?
 Would Santa still ask Rudolph to help deliver the presents? Why?
 If it was foggy again, what would Santa do?




Ending 3
One day Rudolph suddenly found that there was another reindeer that had a
bright red nose too.
 How would Rudolph feel? Would he like this new reindeer? Why?
 Would Santa invite this other red-nosed reindeer to help him?
 What would other reindeer say?
 Would he become Rudolph’s friend?


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Case title: Getting students ready for the future – Teaching language arts at primary level
                                                                                              Handout 8
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"

                                    HKDSE Sample paper (extract)




                                                                                                   13
Case title: Getting students ready for the future – Teaching language arts at primary level
                                                                                                                                                                               Handout 9
Language Learning Support Section Annual Sharing 2008-09
“Building the language foundation for life-long learning and whole person development"


                                                     Summary Table of NSS Elective Modules – Language Arts
                                    Drama                                Short Stories                            Poems & Songs                           Popular Culture
Stage 1: Input       1) Drama vocab (e.g. audience,             1) Short stories reading &           1) Poetry forms (e.g. lyric poems,          1) Features of pop culture texts
Knowledge &              costumes, monologue, rehearse,             appreciating                         narrative poems, ballads, haikus,           (vocab, lang, format, styles,
Concepts                 props, stage directions)               2) Major features (e.g. theme,           limericks)                                  purpose, target audience)
                     2) Conveying meaning & emotions                characterisation, plot, style,   2) Vocab & techniques (e.g. simile,         2) Text types (e.g. movie/music
                         through stress, intonation, verbal         narration, setting, symbol,          metaphor, rhyme, rhythm)                    reviews, horoscopes,
                         & non-verbal clues                         mood, opening, closing,          3) How mood & feeling is conveyed in            newspaper/magazine columns,
                     3) Appreciating drama texts & film             dialogue)                            poems & songs & used in real-life           photo/cartoon captions, ads,
                         clips                                                                           e.g. advertisements                         commercials)
Stage 2: Skills      1) Step-by-step script writing             1) Reading & analysing short         1) Poems: appreciating, producing &         1) Reading & analysing different
Development:             (adapting a fairy tale)                    stories in class & in groups         performing                                  text types
From knowledge       2) Role-playing short scenes               2) Writing workshops: writing        2) Songs: listening to, singing &           2) Producing different text-types
to practice          3) Creating & performing short                 short stories of their own           appreciating songs; writing/rewriting       using a process writing approach
                         dramatic episodes                      3) Story telling or performing           lyrics                                  3) Revising a text for
                     4) Rehearsing & performing a                   their own stories                                                                content/desired effects
                         Reader‟s Theatre script
Stage 3:             Producing & performing an original         Writing an original story or         1) Doing presentations or performances      1) Presenting a selection of work in
Synthesis &          script                                     developing a given story outline         based on the poems or song lyrics           the form of a time capsule, an
Application:                                                                                             used or produced                            online publication, a
Final Product                                                                                        2) Producing a journal (own reflections         newspaper-type publication etc.
                                                                                                         on poems & lyrics read)                 2) Presenting the product orally



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Case title: Getting students ready for the future – Teaching language arts at primary level
Language Learning Support Section Annual Sharing 2008-09                                      Handout 10
“Building the language foundation for life-long learning and whole person development"




                                Christmas song and Role-play



                    Rudolph the Red Nosed Reindeer — Lyrics

                              Rudolph, the red-nosed reindeer
                                  had a very shiny nose.
                                   And if you ever saw it,
                                 you would even say it glows.


                                  All of the other reindeer
                             used to laugh and call him names.
                               They never let poor Rudolph
                                join in any reindeer games.


                               Then one foggy Christmas Eve
                                    Santa came to say:
                            "Rudolph with your nose so bright,
                            won't you guide my sleigh tonight?"


                              Then how the reindeer loved him
                               as they shouted out with glee,
                              Rudolph the red-nosed reindeer,
                                 you'll go down in history!




Lesson Outline
Lesson 1 – understanding the story background
Lesson 2 – rhymes
Lesson 3 – watching video and writing a new story ending
Lesson 4 – drama script features
Lesson 5 – script writing




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Case title: Getting students ready for the future – Teaching language arts at primary level

				
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