历史漫画书

历史漫画 Appendix 1 Pre-program questionnaire Lok Sin Tong Yu Kan Hing Secondary School Form 1E Phonics-Based Reading Program (04-05) Pre-Program Questionnaire Name: _____________( ) 1. Before studying Form 1, have your ever learnt how to read English story books? (Please put a tick against your option.) a. Yes ___ b. No ___ 2. Have you ever learnt English pronunciation such as Phonics ? (Please put a tick against your option.) a. Yes ____ No ____ 3. What types of story books do you usually read such as love story, animal life, detective, space or others (please specify) ? __________________________________________________________________ 4. When you are reading English books, what problems do you have ? ( You can choose more than 1 option ) a. ___ I do not understand the meanings of words b. ___ I do not understand the meanings of sentences c. ___ I do not understand the ideas of main paragraphs d. ___ All of the above e. ____Others: _____________________________________________________ 5. When you are reading English stories / articles, do you think about the pronunciation of the words at the same time ? a. Yes _____ b. No _____ 6. Do you have any difficulty with English pronunciation ? If yes, please answer question 7. a. Yes ____ b. No ____ 7. What are your problems in learning English pronunciation ? (You can choose more than one option.) a. ___ I do not know how to pronounce the beginning and ending of a word. b. ___ I do not know how to identify the number of syllables of long words. c. ___ I do not know how to handle English spelling that is different from Chinese. d. ___ Others: ______________________________________________________ 8. Do you think that English reading ability is important? a. Yes _____ Why? ________________________________________________ b. No _____ Why? _________________________________________________ 9. Do your parents or your family members help you read English books at home? a. Yes ________ b. No ________ 10. How can your teachers help you enhance your English reading abilities? _______________________________________________________________ _______________________________________________________________ Appendix 2 Data collected for Pre-Program Questionnaire Form 1E Phonics-Based Reading Program(04-05) Pre-Program Question 1. Before studying Form 1, have you ever learnt how to read English story books? Yes: 29 No: 6 2. Have you learnt English pronunciation such as Phonics? Yes: 17 No: 18 3. What type of story books do you usually read such as love story, animal life, detective, space or others? - love story - detective - 歷史漫畫書 - space - computer - animal life - 漫畫 - 短篇小說 - 摺紙書 - 科幻小說 - 童話 - 民俗或節日story - 偵探小說 4. When you read English books, what problems do you have? A: 24 B: 19 C: 9 D: 6 E: 1 (no problem) 5. While you are reading English stories/articles, do you think about the pronunciation of the words at the same time? Yes: 12 No: 23 6. Do you have any difficulty with English pronunciation? Yes: 30 No: 5 7. What are your problems in learning English pronunciation? A: 16 B: 23 C: 20 D: 1(No) 8. Do you want to raise your English reading ability? Yes: 30 - 可以容易與外國人溝通 - 英文能力很差 - 可以看多些英文書,因為有書是沒有中文版 - Because I like reading - 想學好英文,想識多d字 - helpful - 因為我的閱讀能力不太強 - 因為英文現在愈來愈普遍,一定要識 - 因為有些英文書很有趣 - raise English reading ability - No: 5 - Because it is difficult, I hate it - I hate English reading - Because it is boring - 9. Do your parents or your family members help you read English books at home? Yes: 7 No: 28 10. How can your teachers help you enhance your English reading ability? - 要求同學借多些適合程度的英文書 - 教淺一些 - 用活動模式(玩)來教我們不但要閱讀課外書(中文),英文都十分重要。 - 教我們串字。讓我們明白英文的中文意思。 Appendix 3 Data collected from the pre-program interview with the English teacher of 1E. The infusion of task-based principles into phonics-based reading programme Lok Sin Tong Yu Kan Hing Secondary School (04-05) Pre-program interview with English teacher of 1E Date: 10 Jan.,05 (Monday) Time: 4:00 pm – 5:00 pm. English teacher: Miss Lam Siu Ying A. Background information concerning 1E: 1. There are 35 students. Three of them are repeaters. 2. The exam paper is easy for the majority of the students. The passing percentage is 91%. In general, 1/3 of the students are very good, 1/3 are of average level, 7 of them are very weak. The average mark is about 70-80. 3. So far, there has been no formal assessment on students? speaking ability. 4. Bright potential leaders : No. 31,17 (monitor) ,26, ( English leaders): 25,26 monitress: 8 (but with poor relations with others) B. Teacher’s teaching strategies: 1.Reading aloud experience: There was a part on reading comprehension in the test paper. During the Christmas holidays, students were asked to read 3 stories of the class reader at home. The follow-up class activity: they were divided into groups to read aloud one story line by line. They needed to help each other in the same group so that everyone knew how to read the story. Some students were selected to read aloud in front of others. The teacher went through the three stories in the whole class to make sure students knew how to read them aloud. Students? performance in reading aloud is fine. 2. There is not much silent reading done in class. Students have finished reading the second reader during the Christmas holidays, but their work on the worksheet) is fair. 3. Phonics-teaching experience in class : Miss Lam has tried to help students associate the sound of familiar words e.g. students could pronounce „rather? after she reminded them of „father?. But students need to know the whole Phonics system to decode the pronunciation of words. C. Other learning experience of ss. : a. Penmanship: Some students show symptoms of dyslexics from their work on penmanship No.16, 21, 35(repeater) e.g. there lacks pattern in their handwriting. There was a short discussion on the function of cursive writing on ss. learning. b. Dictation: Students show fewer problems in dictating single words but perform not very well in the dictation of longer texts. They have weaker performance when the teacher summarizes the text and they are asked to dictate the new version of it. They are weak in transferring their learning. There have been about 10 dictations. When Miss Lam was asked if they were effective in helping students learn or acquire English, she said these were activities at least for students to grasp something. c. Competitions: Miss Lam runs competitions in dictation and class teaching from time to time and the class likes competitions in their learning process. d. Journal writing: No D. In general, Miss Lam thinks the students lack confidence and motivation in learning English and their attitude is passive. These are the areas to be improved, the goals of the project. E.Parents’ response on Parents’ Day They reflect that so far students enjoy their school life and feel happy about their learning. F.General problems of the class a. There are some stealing, bullying and loss of Octopus cards b. There are some special cases e.g. no. 23 ( a stubborn student with an over-protective mother. The student always cuddles his school bag everywhere he goes and does not show enthusiasm in group activities) : a sign of lacking the sense of security. G. Students’ characteristics (collected from other subject teachers : Mathematics, Chinese, Humanities) 1. Boys? favourite activity: (craze for it ) table-tennis ; b. girls: gossip ( ghosts…), 2. playing computer games 3. Teachers of Math. & Humanities like the class as the students are highly participative in class, with sense of responsibility, self-disciplined, are eager to learn, ask questions, creative and flexible, enjoy group work, are of similar standard in Math and show great potential to do well. All students passed in the first term Math exam ( easy for them ). 4. In one Humanities lesson, some students played the role of teachers to teach the class. They were volunteers and enjoyed it. 5. The Chinese teacher has reported the cases of dyslexics to the Social workers for further advice and support but was told that the cases were not serious enough to be transferred. H. Expectations of Miss Lam on the project : 1. Miss Lam hopes to learn a systematic approach of introducing the phonics program 2. It is hoped that the students? guessing power, in particular, the average and weak students, is better and they can remember the meaning of words after learning their pronunciation. 3. To enhance students? confidence and motivation in learning English e.g. reading and be more active in learning English. Appendix 4 : Pre-program class discussion and focus group interview A. Class discussion during lunch time on 2 Feb.,05 1E students’ feedback on pre-program assessment & other ideas 1. Students found the most difficult parts are the rhymes and reading comprehension. 2. Students? preference / hobbies / background for designing material for the program: a. High percentage of them found the existing readers suitable but some suggested other genres e.g. jokes b. Some reflected that the English films they had seen were of cartoons and they doubted if they could see films with real characters. c. Some liked games, computer games, Mr Bean, story-telling, use of CDs / songs in English lessons. d. Their hobbies: playing table-tennis, basketball, football and snooker. 2. Since there are more boys than girls in the class, it was reflected that the boys liked fighting or using violence. (More physical movement may be appropriate for this class.) 4.They said there was relationship between reading and phonics but their families did not give any help or support in this area. They watch Chinese soap operas most often at home. B. Selected subjects of 1E for Focus Group Interview after the pre-program assessment in Jan. 1.Date & Time: 2 Feb.,05 (lunch time) 2. After the whole class feedback concerning the pre-program assessment, a group of average and below average students were selected for asking about their feelings and background of learning English. 3. Fourteen students were selected. Their class numbers are as follows: 1,2,7,8,12,22,23,24,27,28,30,32,33,35 These students were selected because they belonged to the average ability group except the last two who showed symptoms of dyslexics. 4. Their feedback on the following items: a. The difficult parts in the pre-program assessment: i. rhymes ii. reading b. Attitude towards English : Among all 14 students, 8 of them fear learning English, 4 love learning English, 2 without any special preference. In general, 11 out of 14 students show that they have positive attitude towards English and know the importance of learning it well. C.Other information about their hobbies: i. some boys like fighting with each other because of the fighting scenes on the computer games ii.some students?, in particular, the boys? favourite sports are playing basketball and table-tennis, snooker (not chess) iii.One girl shared her enjoyable experience of learning English from the NET who played the CD for story-telling. Appendix 5 Individual Assessment Section I The infusion of Brain-Based Learning into Phonics-Based Reading Program Lok Sin Tong Yu Kan Hing Secondary School (04-05) Pre-program Student Assessment (Form 1 E) Section I: Sight Vocabulary, Phonemic Awareness (words, sentences) & Rhymes Part I. Read aloud each of the following words : 1.he 21 get 41 my 61 they 81 how 2 she 22 on 42 no 62 from 82 call 3 it 23 the 43 not 63 boy 83 by 4 is 24 then 44 said 64 girl 84 down 5 if 25 are 45 saw 65 give 85 don?t 6 in 26 any 46 so 66 have 86 there 7 of 27 am 47 see 67 his 87 time 8 or 28 did 48 tell 68 many 88 two 9 all 29 we 49 has 69 want 89 why 10 and 30 up 50 him 70 was 90 because 11 as 31 this 51 her 71 very 91 people 12 at 32 that 52 had 72 where 92 friend 13 be 33 you 53 here 73 them 93 more 14 big 34 went 54 good 74 your 94 play 15 but 35 to 55 day 75 some 95 thing 16 go 36 look 56 who 76 old 96 again 17 can 37 little 57 will 77 one 97 about 18 come 38 like 58 when 78 our 98 after 19 can?t 39 me 59 with 79 out 99 were 20 for 40 make 60 what 80 house 100 over Part II. Reading aloud the following words. 1. fit 2. ban 3. kit 4. gam 5. Nan 6. hit 7. tan 8. wit 9. van 10. quit 11. shin 12. flat 13. blow 14. skate 15. trip 16. strip 17. clock 18. drop 19. cram 20. scram Part III. Reading aloud the following sentences. 1. The duck went to his nest for a rest. 2. Her red hat had a rip at the tip. 3. Chip had a wish to catch a big fish. 4. Fred hit his chin when he fell from the crib. 5. The hen ran from the big hog. Part IV. Read aloud the following rhymes: A. One, two, how do you do? One, two, three, clap with me. One, two, three, four, jump on the floor. One, two, three, four, five, look bright and alive. One, two, three, four, five, six, your shoe to fix. One, two, three, four, five, six, seven, look up to heaven. One, two, three, four, five, six, seven, eight, draw a round plate. One, two, three, four, five, six, seven, eight, nine, get in line. B. This old man, he can shake, Shake, shake, shake while baking a cake, This old man, he can kick, Kick, kick, kick, kick just for a trick. This old man, he can twist, Twist, twist, twist while shaking his fist. Nick nack paddy wack, give your dog a bone, Shaking, shaking all the way home. End of Section I (Please refer to the attached pdf file named Phonics for the whole set of paper) Appendix 6 Individual Assessment Section II The infusion of Brain-Based Learning into Phonics-Based Reading Program Lok Sin Tong Yu Kan Hing Secondary School (04-05) Pre-program Student Assessment (Form 1 E) Section II: Phonemic Isolation, Detecting Rhymes & Counting Syllables F.1E Name : _________________ ( ) A.Phonemic Isolation: a. Onset-rime e.g. bed /b/ 1. ______ 2. _____ 3. _____ 4. ______ 5. _____ b. Blended onset e.g. slim /s/ 1. ________ 2. _______ 3. ______ 4. ______ 5. ______ c. Rime V-C e.g. rob /b/ 1. ________ 2. _______ 3. ______ 4. _______ 5. ______ d. Blended rime e.g stamp /p/ 1. ________ 2. _______ 3. _______ 4. ________ 5. ______ B.Detecting Rhymes C. Counting Syllables End of Section II Appendix 7 Individual Assessment Section III The infusion of Brain-Based Learning into Phonics-Based Reading Program Lok Sin Tong Yu Kan Hing Secondary School (04-05) Pre-program Student’s Reading Assessment (Form 1 E) Name: ____________________ ( ) A.Listen to your teacher’s reading aloud of the following paragraphs, correct the five mistakes carefully as shown in the example and then answer the questions that follow. Pirates e.g.years Pirates sailed the seas many year ago. Pirates hunted and sold treasures on land and on the seas. Men became pirates to get rich. They usually formed a group before they started their tip. But the food on a ship was very terrible. They could only drink sea-water, eat biscuits and the fish they could catch. Some fell sick or died when they could find any treasures. When the pirates found the treasures, they took them home and hid them in places somebody could see. If they were caught, they would be thrown in jail. Sometimes, they could not go home safely because their trip was very dangerous. Their ships might slowly appear under the gigantic waves. Sometimes, some fierce animals might eat them in the duck caves where the treasures were kept. B. Answer the following questions in complete sentences. 1. What did the word ‘them? in paragraph 3 refer to ? It refers to _________ ______________. 2. Why did men become pirates? ________________________________________________________________ 3. What was the only fresh food that pirates could eat in the ship? _________________________________________________________________ 4. Why couldn?t some pirates go home safely? Give two reasons. a. _________________________________________________________________ b._________________________________________________________________ C. Tick the box for the meaning of the word ‘gigantic’ (Paragraph 3, line 4). a. fast b. soft c. very big End of Test Appendix 8 Rationale for the design of 1E Phonics Program Rationale /Theoretical foundations for the design of 1E program Implications from the data (ss. individual assessment, teacher’s interview) 1. Reference were made on the textbooks e.g. Longman Target 1A & 1B, Steps & Skills 1 (Listening), the class reader ,The Secret Cave, to be used in the second term). Some other references were made and listed in the Reference page. 2. Rationale: a.Section I & II of the assessment were set for testing students? ability in reading aloud of words(sight vocabulary), sentences and rhymes because students had never done any formal assessment on their speaking ability, though they were asked to read aloud some texts sometimes in class (A3, B1 interview with Miss Lam, the English teacher) b. Section III (Reading Comprehension) was set for testing students? silent reading ability (7 minutes) that was not much dealt with in class. Some vocabulary items were selected from the class reader to be used in the second term and they are some of the words targeted in the program to assess students? performance at different stages. It is hoped that by the end of the program, students got more familiar with the vocabulary items and they could perform better in the post-test. c. As mentioned by Miss Lam, students of 1E are weak in tackling long text, the reading test is set to get data in this area. The questions in the test centred around the following: Part A: i. associating sounds with letters e.g. trip(not tip), dark(duck) ii. cause and effect e.g. before (not when) iii.prefix e.g. disappear (not appear) Part B: i. discourse marker – Q.1 ii. syntax – Q.2 iii. identifying key idea + thinking – Q. 3 iv. inference – Q. 4 Part C- vocabulary Appendix 9 Data of students’ pre-program assessment (Excel file) 1. Data of all post_test sections.xls 2. Data of all pre_test sections.xls 3. comparison between pre_and post_tests.xls Appendix 10 Lok Sin Tong Yu Kan Hing Secondary School (04-05) The infusion of Brain-Based Learning into Phonics-Based Reading Program Post-Program Students’ Lesson Feedback Form Name of school: Date: Time & Lessons: Class / Group: Subject / Topic: Please put a „,? in the box to show your feedback on the lesson(s). 1= Strongly agree 2 = Agree 3 = Not sure 4 = Disagree 5 = Strongly disagree 1 2 3 4 5 1. I am happy with what I have learnt in the lesson. 2. The lesson had a variety of activities. 3. The lesson went at the pace suitable for me. 4. I participated actively in the activities. 5. I could complete every task within a time limit. 6. I had the chance of asking questions/ giving responses to the teacher. 7. I feel happy about learning English in this kind of lesson. 8. I have more interest in learning English. 9. I had the chance of using English in discussing / working with my classmates. 10. I work well with my classmates. 11. The activity that I like most is: 12. The activity/activities that enable(s) me to improve my English is/are: Appendix 11 Post-program student’s random interview Questions: 1. Do you find the program content interesting? Why / why not ? 2. Can the program boost your confidence in reading aloud unfamiliar words ? 3. What other benefits can you find from the program? Appendix 12 The sharing of the English teacher, Miss Lam, on 28 June, 2005 (Annual Sharing of LLSS ) Ladies and gentlemen, I?m very lucky to have the chance to participate in the programme in which I have learnt to integrate Brain-Based strategies into my Phonics-Based Reading lessons. I want to share with you some of the activities I have used. In my lessons, I focused on the use of physical movement to teach students? reading skills. First of all, I would like to invite all of you to follow me and experience what I have done with my students. Please hold your hands under your jaw like this. Say the word “activity” and tell me how many times your jaw has dropped (Get responses from the audience). Good! “Activity” is a four-syllable word. Now let?s try “finger” and tell the one next to you how many times your jaw has dropped. If your answer is two, give your partner ten and say “Well done” to him/her. “Finger” is a two-syllable word. You can tell how many syllables a word has by counting how many times your jaw has dropped. Now put your hands on your head and say “One”. Put your hands on your shoulders and say “Two”. Then put your hands across your chest and say “Three” and lastly put your hands on the two sides of your waist and say “Four”. Now, let?s count the numbers of syllables of the following words together like this (e.g. activity, let?s do it together). Let?s try some more: We (1) understand(3) syllables(3) better(2) with(1) physical(3) movement(2) and(1) activities (4). Other than the understanding of syllables, stress is another important element in the teaching of Phonics-Based Reading. Now clap your hands together with this rhythm “One Two Three Four” Keep the same rhythm and say “One and Two and Three and Four”. Keep the same rhythm and say “One and a Two and a Three and a Four”. Keep the same rhythm and say “One and then a Two and then a Three and then a Four”. With this activity, students understand there are strong sounds and weak sounds and this helps them to master the skills in reading better. I found that students were actively participated in the activities. The physical movement helped me to get immediate feedback from the students as I could see clearly and easily that they could follow my instructions by giving correct responses. Students are able to retain what they have learnt longer as they always show me the actions when I asked them the number of syllables of certain words. I?m sure the experiences I?ve got are very precious because both the students and I myself enjoyed the lessons very much. Appendix 13 (A) The Secret Cave V M Q Z D R Y C C Y M F X N Y O Y E Y V K I D I C T Z M M O L V G O M T U S N O N W T D I A E L L N P S D B A K Y I K G P U M A T R E A S U R E A T T V D G O L D C Y R N Y B B Y A Y I K I N C Z K P R J I B P T G F P X O A I C U D R Z L I R V C M J L B D B S E R U U A G V J Q X V A X E M I R E Q Z O H C L W I E R G U K P X D H O I F X G U N K C G O I S Z S V E T A R I P O Q G N O J M C I S V M L U S T Z L H W M P O F K E T X O F P T E E B B N L P BAIT BRANDY BURY GIGANTIC GOLD LEMONADE PIRATE SMUGGLE TOBACCO TREASURE Appendix 13 (B) The Secret Cave Solution + + + + + + Y C + + + + + + + + + + + + + I D + + T + + + + L + + + + T + + N O + + T + + + E + + N + + + B A + + I + + + + M A T R E A S U R E A + + + + G O L D C + + + Y B B + + + I + + N C + + + R + + + + + G + + + O A + + U + + + + + + + + + + + + D B S + + + + + + + + + + + + + E M + + + + + + + + + + + + + + U + + + + + + + + + + + + + + G + + + + + + E T A R I P + + G + + + + + + + + + + + + + + L + + + + + + + + + + + + + + E + + + + + + (Over,Down,Direction) BAIT(13,6,N) BRANDY(12,6,NW) BURY(8,9,NE) GIGANTIC(1,8,NE) GOLD(3,6,E) LEMONADE(1,3,SE) PIRATE(6,13,W) SMUGGLE(9,9,S) TOBACCO(11,2,SW) TREASURE(5,5,E) Appendix 14 Data of students’ post-program assessment Excel file Appendix 15 Comparison between students’ pre- and post-program assessment Excel file Appendix 16 Post-program random interviews with 5 students Questions: 1. Do you find the program content interesting? Why / why not ? 2. Can the program boost your confidence in reading aloud unfamiliar words ? 3. What other benefits can you find from the program? Students’ feedback on the program Six students were chosen by random to ask about their feelings about the programme. They were all positive towards the programme : 1. They thought that the program content was interesting and could boost their confidence and ease their fear of reading aloud unfamiliar words. 2. Some said it helped their spelling in their dictation. 3. Some students liked the last two double lessons of collaborative activities because they could move about in the classroom to help each other work out the answers for tasks of different levels of difficulty (They said they did not like sitting still to learn.) 4. They liked meeting challenges. Some liked the task set at the most difficult level - asking the wh- questions as they thought it could consolidate what they learnt. (This task was suggested by Miss Lam in our lesson design and she prepared the whole task and I just made some modifications on the format.) Appendix 17 Data of Post-program Students’ feedback form Lok Sin Tong Yu Kan Hing Secondary School (04-05) The infusion of Brain-Based Learning into Phonics-Based Reading Program Post-Program Students’ Lesson Feedback Form Please put a „,? in the box to show your feedback on the lesson(s). 1= Strongly agree 2 = Agree 3 = Not sure 4 = Disagree 5 = Strongly disagree ( in percentage) 1 2 3 4 5 1. I am happy with what I have learnt in the lesson. 64 21 12 0 3 2. The lesson had a variety of activities. 56 26 15 0 3 3. The lesson went at the pace suitable for me. 47 29 21 0 3 4. I participated actively in the activities. 44 41 12 0 3 5. I could complete every task within a time limit. 41 35 18 3 3 6. I had the chance of asking questions/ giving 24 41 29 6 0 responses to the teacher. 7. I feel happy about learning English in this 44 35 12 6 3 kind of lesson. 8. I have more interest in learning English. 46 24 21 6 3 9. I had the chance of using English in 38 18 35 9 0 discussing / working with my classmates. 10. I work well with my classmates. 52 21 24 3 0 11. The activity that I like most is: (Activities students liked most ) Almost 82.3 % of students liked the games played on 20 May,8.8 % like the Pirates? lessons and the ways of working out the sounds of words, 2.9% wrote down „no? and 5.8% did not write down anything. 12. The activity/activities that enable(s) me to improve my English is/are: (Activities that enable students to improve their English) 73.5 % said the last game (collaborative pair activities) could help consolidate their learning and Phonics, 11.7 % singing (the song of All Kinds of Everything) and 14.7% wrote down „no? Appendix 18 Lesson Plans of the Collaborative Activities Lessons for 11/5/05 (1E), 9:55am-10:35am, 11:00 am –11:40 am I. Lesson objectives: 1. To provide a context for students to activate the phonemic knowledge they learnt in the previous lessons and prepare them for the post-test 2. To build up students? collaboration skill and problem solving ability by meeting the challenges at the „mini-Phonics fair? 3. To provide a context for students to do active reading, to revise the vocabulary items and grammar items they learnt in previous lessons. 4. To tackle the problem of student diversity by encouraging the students to help each other through active participation (as the students of this class are still passive in learning) II. Expected learning outcomes: 1. Students can build up collaborative skills with their partners and complete all the tasks at the fair 2. Students can build up their confidence in speaking English words and answering questions on reading comprehension and vocabulary items by completing various levels of tasks 3. Students can consolidate their phonemic knowledge, ask wh-questions and get the fun of doing short reading tasks. III. Key Brain-Based principles to be tried out 1. Giving clear instructions (Miss Lam on instructions) 2. More of students and less of teachers ( Miss Ip on content quality) IV. Material available: 1. word cards of different colours & questions for RC / vocab. revision 5. different boxes for holding the word cards 6. special awards/ candies for ss. 7. score sheets 8. music for games (BBL) / CD-player 9. colour labels , special set-up at Room G04 (Ground floor) IV. Activities: 1. Input: Teachers revise with students some phonemic knowledge before the competition 2. Ts gives instructions on the games 3. Ts. gives ss. stickers for their successful attempts of : (a) reading aloud words of different levels while ss. need to jot down the words they have selected from various stalls according to their abilities and strategies. (b) completing all tasks with the help of their group-mates *.. Five levels of difficulty with different focuses : Level 1-2 (Focus on Phonics – from the easiest e.g. vowels to the most difficult, consonant clusters) Level 3-5 (Focus on Reading comprehension, revision on old vocabulary Items and asking wh-questions) 4. Presentation of prizes after ss. calculate the scores they have got. Appendix 19 Lesson Plans of the Collaborative Activities Lessons for 20/5/05 (1E), 2:00-3:3:40 pm I. Lesson objectives: 1. To continue the context for students to activate the phonemic knowledge they learnt in the previous lessons and prepare them for the post-test 2. To build up students? collaboration skill by meeting the challenges in tasks of different levels 3. To to revise the vocabulary items and wh-question words they learnt 4. To tackle the problem of student diversity by encouraging the students to help each other through active participation II. Expected learning outcomes: 1. Students can build up collaborative skills with their partners and complete all the tasks at the fair 2. Students can build up their confidence in speaking English words and answering questions set at various tasks 3. Students can consolidate their phonemic knowledge and ask wh-questions III. Material available: 1. word cards of different colours & questions for revision 2. different boxes for holding the word cards 3. special awards/ candies for ss. 4. score sheets 5. music for games (BBL) / CD-player 6. colour labels , special set-up at Room G04 (Ground floor) IV. Activities: 1. Input: Teachers revise with students some phonemic knowledge before the competition 2. Ts gives instructions on the games 3. Ts. gives ss. stickers of different colours (signaling different scores) for their successful attempts of completing all tasks with the help of their group-mates * Three levels of difficulty with different focuses : Level 1-2 (Focus on Phonics –a group of 3 words, ranging from the easiest e.g. vowels to the most difficult, consonant clusters) Level 3-4 (Focus on revision items e.g. asking wh-questions, rearranging sentences with vocabulary they learnt. 4.Presentation of prizes after ss. calculate the scores they have got and debriefing (what students can learn from the activities) + reminding ss. of the post-test to be conducted on 30 May and 1 June. V. Evaluation of the whole program: Students need to complete the questionnaires (post-program questionnaire) , Points to be taken note of : 1. Instructions: Students need to attempt at least 5 items at all levels. Students need to complete at least 18 blanks on the score sheet. Every student of the same group can only bring along one question paper of the same level with his/her partner when they see the teacher, i.e., only 3 question slips are kept by the whole group in every attempt. Students can use bonus cards 3 times to triple their scores. 2. The instructions will be printed out for each group as reference. 3. Preparation: Miss Lam Miss Ip a. new score sheets, prizes (fridge…) a. bonus cards, music b. new / additional tested items e.g. b. stickers of different colours for 4 verb forms for the four levels levels (any stamps?) c. new input ideas for new items & c. input activities (+ worksheet of inform Miss Ip what to prepare for the consonant clusters not yet completed input activities last time) d. give suggestions on the instructions d. instruction sheets for each group for each group e. students bonus books ( to be used e. post-program questionnaires for pasting worksheets and to be collected after the lessons for selecting some for annual sharing before being returned for revision for the post-tests) f. booking of N101 / G11, CD-player g. scores of each group in the last lessons