Showing posts with label activities. Show all posts
Showing posts with label activities. Show all posts

Tuesday, June 5, 2012

Idea: Queen Elizabeth II Diamond Jubilee Celebration Activities

Dear Readers,

As Britain celebrates the Diamond Jubilee of Queen Elizabeth's reign, the country momentarily forgets its economic problems and join in the festivities.

The pictures below gave me ideas that can be used in our ELT lessons.

Speaking
Elicit from students:
-What they know about the British monarchy and their own country's royalty, if they have any?
-What are the roles of the monarchy?
-Why do some countries maintain their royalty and why others do not? 
-How are the people in the UK celebrating the Queen's Golden Jubilee?
-Why do people celebrate their royalty's birthday or reign?

Personalization
Discuss with students what they wish as they grow old? 
What wouldn't they want to be  when they are old? 
How do they honour the old and their aging parents? 
What will happen to them physically, emotionally and relationally as they age?
What do they think of holding celebrations to honour the contributions of senior citizens? 
Why do we remember important events in one's life?
What celebrations would the students liked to be celebrated in their life? 
How would you like people to remember you?
If you are a king or a queen, what are some of the things you will to do for your country and people?

Writing
Describe the royal couple today.
Compare the physical description of the the royal couple based on the picture given.
If I were a king/queen, what will I do for my country?


Hope that those ideas would get us going as we used this unique event for our classroom.

Rodney Tan

P.S. Most of these pictures are taken from the Love UK Facebook.
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Monday, June 4, 2012

News: Dancing for English

How about doing a flash mob dance as a way to learn English and advertise your English language association?

That's what happened at the UPSI teaching university in Tanjung Malim, Perak. Read all about this event below.

Rodney Tan
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Dancing for English

STUDENTS and staff members of Universiti Pendidikan Sultan Idris in Tanjung Malim, Perak were given a surprise when a group of students from the English Language Association (ELA) performed a flash mob in front of the varsity’s Faculty of Languages and Communication.
The flash mob idea came about from several Teaching English as a Second Language (TESL) senior students and was agreed upon by the majority of the association members as a fun way of introducing the association into the varsity society.
“We wish to show students of other programmes that we, the English Language Association, are still active,” said association president Fitri Mokhtar.
ELA members staging a flash mob to introduce their association to other students.
To grab the attention of passers-by, one of the association members performed the Adele song Someone Like You.
As students gathered around the faculty’s entrance, a freeze mob that lasted two minutes was carried out by 24 association members.
The members, who were also TESL students, then rocked to the beat of LMFAO’s Party Rock Anthem before swaying their hips to Korean girl group Wonder Girls’ Nobody.
“Our intention of having this flash mob is not just to provide you with entertainment but to introduce and welcome you to our association,” explained the director of the programme Muhammad Hafizuddin Ahmad Shukri to the crowd.
When queried about their opinions on the performance, many who gathered to watch the dances agreed that it was a remarkable effort by the students to further establish the association in an interesting way.
The event was made even more memorable due to the participation of international students from Beijing, China.

Friday, September 9, 2011

News: English Language Comes Alive

Dear ETs,

As practising classroom teachers, many of us would like to find engaging and meaningful methods to attract and teach English langauge to our pupils.

This news from Singapore shows that story telling and role-playing are two methods used in in their primary schools under their STELLAR programme.

The result is pupils able to speak and read better in English.

Recently, our Malaysian English language syllabus had undergone changes to include the performing arts i.e. drama into the English lessons. The feedback so far is the current approach helps students to be interested and to be engaged in English language learning.

I personally find drama to be an interesting and engaging way to get my students interested in the English language. The lower forms especially, love doing roleplays and dramas.

So, do read the article below to be inspired to try drama, story telling and role-play in our lessons.

Have fun!

Rodney Tan Chai Whatt
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English language comes alive


By Nicole Wong | September 9, 2011

New approach to enhancing students' interest in English.

SINGAPORE – Story-telling and role-playing makes learning English interesting and fun for primary school children, according to a study conducted the Ministry of Education (MOE). These are methods used in the Stellar programme. Strategies for English Language Learning and Reading, better known as Stellar, aims to make English more interactive and fun to learn. The program was first started in 2006, with Primary 1 pupils in 30 primary school, and eventually rolled out to all other schools in 2009.

According to The Straits Times, pupils in the Stellar program are able to speak and read better in English. MOE’s program director for literacy development, Dr Elizabeth Pang, who oversees the Stellar programme, explained that the results from the study indicated that the pupils from 10 Stellar pilot schools have consistently scored higher in writing, reading and speaking. Children were randomly selected to eliminate the inherent advantage of an exceptionally bright child or good teacher, so as to conduct a fair study.

Techniques like story telling, and role-playing were used to engage pupils during lessons. Masks, costumes and props are used during role-playing of characters in the story. They are also tasked with writing scripts for segments with reference to radio or television programme as part of the curriculum.

Stellar’s program is structured to increase pupils’ ability to express themselves confidently and clearly. These areas were identified as weaknesses among local pupils. As such, principals and teachers noticed the difference it has made to the pupils’ grasp of the language before the study findings were released. Dr Pang said that the study confirmed that the Education Ministry was on the right track to teaching English more interactively. With these results, existing methods of teaching English could be refined. While Stellar pupils outperform their peers in writing in the early years, they do not seem to do the same later. This is one question that has not been answered by the study.

Bukit View Primary’s Stellar programme teacher-in-charge for lower primary pupils Mrs Brenda Siew, 42 said that Primary 1 students these days are more vocal and would proactively ask questions. This is in contrast to non-Stellar students in the past.

According to Ms Rezia Rahumathllah, 33, an English teacher at Da Qiao Primary, for children from non-English speaking homes, Stellar increases their exposure to various reading material that has helped in cultivating a love for reading and also increased opportunities to speak.

The difference has not gone unnoticed by parents. Mrs Maggie Ng, 44, housewife, whose son Willard is a Primary 6 student in Bukit View, noted that her son writes with descriptive phrases and speaks with clarity. Willard said he and his classmates always look forward to English lessons. He adds that they learn a lot more due to effort spent on research to create props and write scripts.

St. Andrew’s Junior was one of the 30 schools involved in the pilot Stellar program. Its former principal, Mrs Wai Yin Pryke, who now heads the newly launched English Language Institute of Singapore, recalls how the pupils on the programme simply stood out. The institute aims to raise teachers’ proficiency level in English by running courses, and research in language-teaching strategies.

Would this approach pave the way for children to express themselves in a clearer and proper English? How do you teach your children English at home?

Tuesday, February 8, 2011

Would you like to see yourself published on the Guardian website?

Would you like to see yourself published on the Guardian website?


The Guardian Weekly's Learning English has created Class Report, a space where teachers can share insights into their challenges and achievements. Class Report seeks to show the diversity and dynamism of the global English language teaching profession. If you are a full-time teacher established in your current teaching role and you have an inspiring story to tell, we would like to hear from you.

Calling all teachers

Teaching English is a truly global profession, so what do we have in common and what can we share? The Guardian Weekly's Learning English has created Class Report a space where teachers can share insights into their challenges and achievements.

Class Report seeks to show the diversity and dynamism of the global English language teaching profession. If you are a full-time teacher, you are established in your current teaching role and you have an inspiring story to tell, we would like to hear from you.

Perhaps you have overcome special challenges in your work or you teach in an unusual context. If so, we want you to share some of the insights you have gained - remember, your story will inform others and help them in their professional development.

The Class Report feature is presented as a short, ‘question-and-answer' style article, so we ask you to answer, briefly, the following questions and to provide brief biographical information. Your name and location will be published with the article. Please copy the questions and your answers into an email and send it to max.delotbiniere@guardian.co.uk

We welcome all responses but the decision to publish responses as Class Report features rests with the editor. All information will be received in confidence and agreement to publish will be sought from the contributor before publication.

Class Report questions Please keep your answers brief (no more than 75 words per question). Answers should relate to your current teaching position only.

1 What keeps you motivated?

2 What has been your best teaching moment and why (in your current teaching situation)?

3 What has been your worst teaching moment and why (in your current teaching situation)?

4 What have you learned from your students?

5 What is the biggest challenge you face (in your current teaching situation)?

6 What's next (career development, ambitions, hopes, etc).

7 What is your top tip for other teachers (your best single piece of advice)?

Biographical information name: age: nationality: brief summary of education/teaching career-to-date: brief description of current teaching position (location, type of education establishment, etc)



Max de Lotbinière,

Editor, Learning English

Guardian Weekly,

Bank 2-42,

Kings Place,

90, York Way,

London N1 9GU.

tel: +44 (0)20 3353 3403 +44 (0)20 3353 3403

Monday, January 17, 2011

Resource: The Best Sites for Learning About Planets and Space

Since returning from the Honeywell NASA Educators @ Space Camp recently, I've been very interested in materials that will help me use Space Science and Technology texts and exercies as a resource to teach English.

I've found an interesting site. Below is the link to a well-known ELT teacher blogger: Larry Ferlazzo's blog where he lists down useful websites to obtain such materials.

Have fun exploring and adapting the materials for your classroom!

Rodney Tan
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Larry Ferlazzo has added some historic NASA photos to his excellent page, The Best Sites for Learning About Planets and Space.

Source: http://larryferlazzo.edublogs.org/2009/04/03/the-best-sites-for-learning-about-planets-space/


Saturday, December 18, 2010

Report: Honeywell NASA Educators@SpaceCamp 2

Dear All,

This is the second part of my experience attending the Honeywell NASA Educators@SpaceCamp.

I will be talking about how this camp will help me in my teaching.

Enjoy!

Rodney Tan
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2) What knowledge have you gained from the program that can assist you in teaching your pupils?


The activities and experiences were aimed at motivating students towards learning science by using the Problem Solving method, i.e. analysing the problem, coming up with possible solutions, building, testing and evaluating the solution. This process was repeated until a viable solution to the problem was found. This was clearly seen in the Heat Shield Challenge where teams tried to build heat shields that protects spacecrafts as they reentered the earth’s atmosphere. Using just a tin foil, a screw and nut, copper netting, a piece of wood and glue (and a Bunsen burner), students can be brought to think through creatively how to make the longest lasting heat shield. And the fun part is students like to compete with each other to see who can produce the best heat shield in two tries. We too had great fun trying to outdo the other teachers in our quest to develop the best heat shields. For Science teachers, this method will engage our students to develop their problem solving skills.

Another highlight of the activities is that they made the process of learning enjoyable and meaningful. Through practical projects such as rocket building, experiencing weightlessness through mechanical means and many other simulations, brought Science to real life. We build two different rockets. The water bottle rocket was build as a team of four while the model engine rocket was individually constructed. I have never seen a 2-litre fizzy drink bottle go that high or that fast before! The model rocket that I build had a perfect launch and its parachute opened up beautifully with a soft landing away from the trees. Imagine if we teachers had such fun, what more our students when they try out these fantastic activities. As an English teacher, this activity would involve giving oral and written instructions. Students will write a report about their experience or the experiment. What a motivating way to write an essay!

I hope I can motivate my students to literally and metaphorically 'reach for the stars'. What I have learned from another country’s space programme, we in Malaysia could replicate, adapt and innovate to suit our local context and resources. Malaysia has sent an astronaut to space and we may likely send another person to space in the near future. I hope that next astronaut is a teacher! Besides, we want to encourage our students to be interested in space science, particularly in fields such as rocketry, satellite and communication technology, astronomy, space medicine, space engineering and space research. Through my participation in this Educators Space Camp, I hope to be able to work with like-minded organisation like The Ministry of Education, The Malaysian Space Agency, the Astronautical Society of Malaysia, the Science Centre or the Planetariums to develop and organise programmes such as the Space Camps for our students and teachers.


Many of the science experiments that we learned at the Space Camp can be easily reproduced in the classroom as they are made from everyday, inexpensive materials and are safe for students.


As an English teacher, one common theme in our English syllabus is science and technology. With lots of space science and space discoveries materials available on the Internet and the media, many wonderful English lessons can be developed from there.

We learnt about how astronauts eat in outer-space.

A air spray painting done by a resident artist at the Space & Science Museum

My team members trying to simulate weightlessness in the International Space Station module.

Our indivually built model rockets being prepared for an electronic launch conducted from a safe distance.

Standing with the author of 'Space Cowboys' and ex-NASA Director, Ed Buckbee  

Wednesday, December 15, 2010

Report: Honeywell NASA Educators@SpaceCamp 1

Dear People,

As I have promised, here is the first of my 4 part reflection and report on my experience at the Honeywell NASA Educators@Space Camp which I attended for most of my mid-year two week school holiday.

The complete written interview had been submitted to the New Straits Times 'Learning Curve' for publication on Sunday 19 December 2010.

Enjoy!

Rodney Tan
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My experience at the Honeywell NASA Educators@Space Camp

I am a teacher teaching in SMK Methodist ACS Melaka. Recently, I received an opportunity most other Malaysian primary and secondary school teachers could only dream of.


In June 2010, I spent five full days from the 13th-17th attending the Honeywell NASA Space Camp for Educators at the United States NASA Marshall Space and Rocket Centre in Huntsville, Alabama, USA. My round-trip airfare, accommodation and camp fees were fully funded by Honeywell Hometown Solutions of USA, a diversified technology and manufacturing company. About 220 teachers from 21 countries such as Australia, Canada, India, Pakistan, Mexico, the Netherlands, Spain and 47 US states took part in the 2010 Honeywell NASA Educators@SpaceCamp. I was really privileged and felt honoured to be the first and only Malaysian teacher to represent my country and the Malaysian teachers at this camp.


Activities
We were immersed in space science education from 7.30 a.m. to 9 p.m. daily. The packed days included lots of experiments and hands-on activities to use with our students in the classroom. They were not kidding when the Space Camp organizers said “they send us home tired!” The 45 hours of professional development included classroom activities, workshops, talks, laboratory and field training exercises. Each teacher also experienced real-life astronaut training, including a high-performance jet simulation, scenario-based space missions, and land and water survival training. Part of the programme included having inspiring guest speakers such as the rocket developer Homer Hickam Jr., retired US Space Programme Director Ed Buckbee, and astronaut cum Space Shuttle pilot Robert ‘Hoot’ Gibson.


Souvenirs
A few memorable Space Camp souvenirs were given to all participants as well. The best of all was a unique deep blue space flight suit with all the logos of NASA, Honeywell, Educator’s Space Camp, Marshall US Space & Rocket Centre, the Space Shuttle, the flag of USA and our own individualized space wings with our name printed were all impressively emblazoned onto the suit. A striking red and black Space Camp backpack, a red Space Camp water bottle, a space shuttle rubber model, pen, t-shirt, and even a book entitled, ‘The Real Space Cowboys’ with a DVD that contained rare movie clips and interviews about the whole history of the US Space programme from the beginning to the Space Shuttle were included. The book contained humorous and dramatic behind-the-scenes accounts of astronauts and the great space race with the Russians. Among the interesting facts I’ve gleamed from the book was Dr. Wernher von Braun’s role in the US Space programme and that he was known as the main innovator of the US Rocket system and one of the founders of Space Camp. Huntsville is the main centre for the US rocket development and the last chapter is about the development of Space Camp. A movie too had also been made about Space Camp.

The Space And Science Centre
The US Space and Science Centre in Huntsville has the best exhibits of the US Space and Rocket building programme. Its impressive exhibits include an actual working Apollo Saturn V rocket and a full stack Space Shuttle which includes the Orbiter, external tanks and two solid rocket boosters formerly used for training the astronauts. Besides, there were also two complete sets of simulators used for space mission simulations which included a Command Centre, a Space Shuttle cockpit and an International Space Station Module each. The famous sleek SR-71 BLACKBIRD spy plane was also exhibited outside the museum. We were given the opportunity to visit the whole centre many times during the entire course of the camp. A normal adult entry would be US$20 which excludes the special exhibits and 3D IMax theatre.

There were many hands-on exhibit which visitors could try and experience. Among them were the Apollo Cockpit Trainer to get a true feel of the cramp quarters shared by the astronauts for 2 weeks in the APOLLO days and a ride called the Mars Mission which is a virtual journey ride across a Martian terrain. To experience up to 4Gs, we rode on the SPACE SHOT which is similar to the one we had at the Genting Theme Park and the G-Force Accelerator where we experienced three times the force of gravity as we spin like in actual astronaut training. The spinning G-Force Accelerator was not a pleasant experience. The Mars Climbing Wall is where we climb a cliff face on a simulated Martian volcano. There’s also a 3-D Digital Theater and an IMAX theatre. We watched in amazement at the meticulous repairs done to the Hubble Telescope and the weird space images taken by the Hubble through the IMAX theatre.

The whole NASA US Space and Rocket Centre was like a big space and military aircraft museum, science centre, theme park and summer camp all rolled into one, and it is opened to the public as well. One could spend the whole day there.

Networking
Besides participating and experiencing the camp and the facilities at the US Space and Rocket Centre, one of the greatest benefits of the experience was to network and exchange views and ideas with educators from across the globe.

Accomodation
The accommodation at the University of Alabama was very comfortable and spacious. It is only a 15-minute bus ride to or from here to the Space and Rocket Centre. We stayed in a suite for four persons and each of us have our own room, and only shared the bathroom and toilet with another teacher. The suite is equipped with a big refrigerator, microwave oven, a kitchen and a living room even.

Food
Food was plentiful and we could eat our fill. Typical food at the camp included huge burgers, large portions of steak, sausages, ham, baked/mash potatos, baked beans, Oreos biscuits, Sara Lee’s Iced Chocolate, cakes, fruits, pasta, butter and bread. We even had snacks like Lay’s Frito Chips. The choice of the food was also to cater for the children’s and the teens’ taste as they are having their own space camps at the same time.

Dinner and Dance
On the final night, all the teachers had great fun eating and drinking, and even dancing the night away. We were entertained by a live band called the Alley Cats. One song that I particularly liked very much was a country song entitled “Sweet Home Alabama”; an appropriate song as the Space and Science Centre was situated in the state of Alabama.

Graduation
At the end of the camp when we graduated, we were given our “wings” in the form of an individualized name tag to be proudly velcroed onto our blue flight suit and a fitting certificate plus large frameable photographs of the whole camp, our team and foreign teachers.

Post Camp Tour
I managed to stay on for another two days to catch the sights and sounds of the historic side of Huntsville as it had many beautifully preserved antebellum houses that were pre-Civil War, a disused railway station turned into a museum, Independence village and even the local cemetery. I even tried the famous Alabama Barbeque at the highly recommended Greenbrier Restaurant. The food was delicious and different but the portions are large and could easily be eaten by two persons.


The 1st Batch of about 112 teachers. I'm standing on the third row towards the right end.

The NASA Education Resource Centre based in Huntsville, Alabama

Standing by a beautiful painting of the International Space Station

My team of 4 water bottle rocket builders standing by our rocket just before launch.
It's really a diverse group with an African American, a Mexican, a Malaysian & a Caucasian.

Another team's water rocket. The design reminded me of Buck Rogers' rockets

Tuesday, March 27, 2007

Humour Activities

Humour Activities in ELT

2 Phrasal Verbs

Complete each joke with a verb. Try to do it without looking at the list of verbs at the bottom of the page. Each verb makes up a phrasal verb. Underline them all.


1.
Doctor, Doctor, I can't sleep at night.
> Sleep on the edge of the bed and you'll soon . . . . . . off.

2.
Why are ghosts bad at telling lies?
> Because you can always . . . . . . . . through them.
3.
Why do birds in a nest always agree ?
> Because they don't want to . . . . . . out.
4.
When is a deep-sea diver disappointed with his colleagues ?
> When they . . . . . . him down.
5.
What training do you need to become a rubbish collector ?
> None, you . . . . . . it up as you go along.
6.
Waiter, I asked you to bring my order quickly but why is the food on my plate all squashed ?
> Well sir, when you ordered your food, you did tell me to . . . . . . on it.
7.
Why do taxi-drivers always go bankrupt?
>Because they . . . . . . . . . . . their customers away.
8.
Wife : Did you . . . . . . the cat out, dear.
Sarcastic Husband: No. Was it on fire?
9.
When are the traffic police strong?
When they . . . . . . up cars with one hand.

see

put

drop

pick

hold

let

drive

fall

step