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Topic/ Unit: News Analysis
Level/ Subject: Year 3 Higher Chinese
Lesson Objectives: Students will be able to
- analyse a current issue from different perspectives, using suitable vocabulary and phrases from the news article.
- Write a 2 min oral report based on the news topic.
Differentiated Instruction: Cubing. Cubing (also known as think-dots) is an instructional strategy that encourages students to consider a concept/ topic/issue from different perspectives. Such strategy is useful when it is used to analyse news/ current affairs/ story character analysis or any topic/issues where students have to analyse from multiple perspectives.
How do we know whether our feedback is effective? And what kind of feedback does students find useful?
Sharing this article written by Ms Tan Yen Chuan, published on SingTeach Issue 66, Sept 2018
#Open Classroom 12: Rhetorical Questioning and Characterization Through Speech in a Higher Chinese Classroom
Topic: Characterization through speech & Rhetorical questioning
Textbook: Secondary 2 Higher Chinese text: “Kite” by Lu Xun 鲁迅《风筝》
- Students can design appropriate dialogues using rhetorical questioning and speech characterization according to context provided by the text.
- Students can enact the dialogue to stipulate an authentic environment.
This lesson focuses on the application of language skills. Students will work in groups to design an appropriate dialogue according to context by using the language skills of rhetorical questioning and characterization through speech. Using differentiated instructions, students will be encouraged to use creative thinking in enacting the dialogue to stipulate an authentic environment, and in doing so test its validity according to the appropriateness of language skills and context. The teacher will summarise the lesson by helping students achieve enduring understanding of character descriptions. (more…)
What exactly is a discussion? And why should it play a part in our classrooms? Simple questions that sometimes elicit responses that tend to put it down to something of an anomaly in our classroom experiences.
“Discussions? Nah, we are not like the humanities…it is not that simple in our field”, as if it was not a major slap in the face that certain disciplines rank higher because of perceived difficulty levels.
“It is just talk right? Anyone can do that right?” goes another. Another teacher of many years said when told of the response, “Yes, we just need to get some feedback from students, hence discussions are useful”.
I grimace in agony.
It is easy to put down discussion as just another technique, a strategy to bring in student engagement. Or worse, to fill time in a lesson. And to make matters worse, students feel the same way. “Why discuss? Let’s just get to the point”. Or, “Yes we will discuss, but we know that he will always summarise the key points for us and we are just waiting for the answers”. (more…)
For Soundbite 2, we will introduce the notion of “Data-based Decision Making”, hoping this theme will allow teachers to ponder on how to best use students’ data to improve teaching and learning and also to encourage teachers to share their ways of data use with the fraternity. (more…)