B2DB1E1 - Synonyms, Antonyms, Hypernyms

The descriptor of this activity is B1DB1 - Acquiring a range of vocabulary by reading texts. So I had my students go and do a reading activity to find synonyms, antonyms and hypernyms. They are then required to make a list of it. They are two instruments I use in this assessments:

1. Mind map

I asked my students to hand in a mind map with definitions of synonyms, antonyms and hypernyms, then provide some examples. Here are some results:

Adilah

Juzree

 Hilmi

2. Reading & Field work

To get synonyms and antonyms, I asked the students to take 10 unfamiliar words from the textbook or any reading material, and find, using dictionary, their synonyms and antonyms. For hypernyms, I ask them to go to the cooperative, list down all items they sell, and group them in one-word-categories. No results to show, but some of them really like using bombastic words, and very good at finding their synonyms and antonyms.

Still, some copied from their friends, but it's alright, since at least they have the initiative to get information. It is research anyway.

PBS - What the bands really mean

Credit to Ropes Course Developments http://www.rcd.co.uk

Bands in PBS are like obstacles in an obstacle course. It begins with a simple obstacle, and gets harder every checkpoint. Just like an explorace, you are required to perform some actions in order to proceed to the next checkpoint. So, what are those checkpoint in PBS? Let's have English as one example.

The first checkpoint is:

BAND 1 - Know fundamental skills in listening, speaking, reading and writing.

You are going to be tested on:

Form 1

1. Introducing yourself using suggested sentence patterns
2. Identifying initial and final consonants, long and short vowels, plural forms and contractions
3. Reading aloud with proper pronunciation and intonation
4. Writing greetings/wishes and a note of apology

Form 2

1. Identifying initial and final consonants, long and short vowels and diphthongs
2. Scanning a text for details to complete a given task
3. Writing a message or an e-mail
4. Completing an application form

That's not so hard, is it? On to the second checkpoint.

(drumroll)

BAND 2 - Understand meanings at word, phrase and sentence level.

You are going to be tested on:

Form 1

1. Asking simple questions to get information and responding appropriately to questions on any one of the following; self, family, friends or interests.
2. Obtaining information from a linear/non-linear text by filling in the blanks.
3. Finding the meaning of unfamiliar words from a variety of sources for example dictionary, thesaurus etc.
4. Writing simple instructions and invitations.

Form 2

1. Asking questions to get information and responding appropriately to questions on any one of the following; pastimes, routines, ambitions or hopes
2. Acquiring a range of vocabulary by identifying; words of the same meaning (synonyms), words opposite in meaning (antonyms) and one word for a group of words (hypernyms)
3. Writing a letter on a topic of interest in about 120 words

You need to know a little bit of vocabulary, and have the skills of word finding. Off to the third checkpoint!

BAND 3 - Use knowledge acquired through listening, speaking, reading and writing.

You are going to be tested on:

Form 1

1. Inviting and accept or decline invitations.
2. Conveying main ideas and supporting details.
3. Identifying main ideas and supporting details in a linear/non-linear text by answering comprehension questions and checking true / false statements.
4. Finding the meaning of unfamiliar words by using contextual clues.
5. Writing a short description using adjectives/adverbs in a paragraph.
6. Spelling and taking dictation of seen texts

Form 2

1. Complimenting someone and responding appropriately to the compliment.
2. Identifying main ideas and supporting details.
3. Answering comprehension questions orally.
4. Identifying main ideas and supporting details by transferring information from a linear to a non-linear text/non-linear to a linear text and answering comprehension questions.

It gets harder, but still manageable. Next!!!

BAND 4 - Apply knowledge acquired in a variety of situations using some appropriate language conventions.

You are going to be tested on:

Form 1

1. Listening to and making plans to go somewhere or to do something.
2. Giving directions and drawing the route on a given map as directions are being given.
3. Using ‘wh’ questions to obtain information about products or services and respond appropriately.
4. Identifying cause and effect relationships in a factual/narrative text by extracting specific information and answering comprehension questions in complete sentences using appropriate conjunctions.
5. Writing an informal letter using the correct format and with appropriate grammar

Form 2

1. Discussing a particular topic by agreeing politely and disagreeing politely.
2. Able to discuss and come to a decision on any one of the following; a gift for someone or a trip
3. (any other relevant topic of student’s choice).
4. Asking questions to obtain details about services offered and giving appropriate responses upon receiving the information.
5. Identifying cause and effect relationships in a linear text by extracting specific information to complete a graphic organizer.
6. Relating the causes and effects from a non-linear text to complete a given task.
7. Able to write a report using the correct format and appropriate grammar on any one of the following; table, pie chart, bar graph and line graph.

Now it's a real deal. The requirements are tough. The next one will be tougher.

BAND 5 - Demonstrate the ability to use language in a variety of situations using largely appropriate language conventions.

You are going to be tested on:

Form 1

1. Listening and relaying information about an event/incident aptly.
2. Extracting relevant points and reorganizing them into a paragraph using suitable connectors.
3. Writing an account of an incident/event using correct grammar and mechanics of writing with guidance.

Form 2

1. Recounting a public event.
2. Predicting the ending of a story, supporting it by giving a reason/reasons.
3. Writing on an event/incident using past tense and linker in paragraphs about 150 words.

Seriously hard! You need to really know your stuff. Last one

BAND 6 - Appreciate literary works and present ideas critically in an exemplary manner.

You are going to be tested on:

Form 1

1. Able to retell the text in one’s own words using correct grammar and vocabulary.
2. Able to state what one thinks about the text and how it affects him/her using correct grammar and vocabulary.
3. Able to explain the message/theme/values the writer is trying to convey using correct grammar and vocabulary.
4. Able to predict outcomes and draw conclusions using grammatically correct structures.
5. Able to write a composition expressing one’s opinion with reasons using correct grammar and mechanics of writing with minimal guidance.

Form 2

1. Drawing similarities/differences between one’s life and that of the character’s.
2. Drawing conclusions from a variety of texts such as factual, narrative and descriptive.
3. Writing a story based on the pictures given by including a moral value in paragraphs about 180 words.

Super hard! Well, not for everyone. If you want to complete the course, you need to prove that you can do all of these.

All the best!

resources:

Dokumen Sukatan Pelajaran - English Form 1

Dokumen Sukatan Pelajaran - English Form 2

B1DT1E1 - Able to write a message or an e-mail

For this particular assignment, you can write pretty much anything. These are two samples taken from the first 2 earliest entries.

This one is from Mu'aadz (2 SAT)

And this is from Nabil (2 HAB)

So basically you can write a long email like Mu'aadz's or a short one like Nabil's

The Capital of This Country is...?

"The Capital of This Country is...?" is a game created by Omar, Darwiis, Yusof, Ammar, Afif and Afiq to help their friends exploring the capital city of countries in the world. They use Hangman as the format of their game

You can get more information about Hangman here

The rules and regulations of this game (from my observation):
1. Five questions are given to one group to answer, alternating between groups.
2. Each group is given 2 minutes to answer.
3. Each question is given 3 marks.
4. If the group fails to answer (the hangman will be fully drawn), they lose the mark.
5. If the group manages to answer in more than two minutes, they get 2 marks.
6. The group that gets the most mark wins the game.
7. If there is  a draw, a special round will be conducted.

B2DT1E1 - Aisyah Fatihah

2nd Assignment Submission

Aisyah Fatihah Mohamed Hanafiah

Date of submission: 27th January 2013

Looking Through the Classroom Window

Task:

1. Look through your classroom window
2. Ask yourself these questions
• What do you see?
• What do you feel?
3. Write a paragraph describing what do you see when "Looking Through the Classroom Window"
4. Post it on your respective Facebook Group

Story-A-Thon

In order to know what the students of this generation are thinking, I made an activity in which the students have to combine their thinking into a sentence. Story-a-thon is a one-sentence story which changes depending on the level of thinking of the students.

Instruction:

1. The first person creates a sentence.
2. The second person has to start a sentence 
3. The subsequent person has to create a new sentence from the last word/phrase/clause of the person before him.
4. The sentence will eventually be too long and usually ridiculous and funny

Assessment:

Using the sentence created, teachers can figure out

1. the difference in learning style between male and female students
2. the way students of certain age groups are thinking

Advice:

1. Take the chance to correct students grammar
2. Don't limit students imagination. Let them construct the sentences, even if it is not understandable.

Now for the sentence...

Fashahah has a new car is so beautiful like mother is cooking in the kitchen is very big like Haziq has a big head that is wonderful like rainbow in the sky is blue like the water is pleasure to drink with Fashahah's car is so beautiful like a monster is so smelly inside a cave is a dark place full of bats are ugly and stinky like a dustbin is full of diapers is worn by babies are crying is my hobby is singing like Justin Bieber is my idol.

Looking Through the Classroom Window - Story 4

Story 4 by Fitriyah (2 HAB)

In english lesson, I was studying in the classroom. I feel a little tired and sleepy. I'm trying to get rid of the boredom by looking at the scenery outside the classroom. Outside the class, I noticed a lot of things like a person at the parking lot and people are taking wudhu' for prayer. I also saw a group of birds flying in the air, netball court and a beautiful mosque while thinking about Allah's creation with the availability of large trees that make this school such as ' Forest in the city '. It is also capable of providing fresh air while learning. The students will also feel fresh to learn and will able to relax after a long time studying.

My version:

During English lesson, I was studying in the classroom. I felt a little tired and sleepy. I was trying to get rid of the boredom by looking at the scenery outside the classroom. Outside the class, I noticed a lot of things like a person at the parking lot and people are taking wudhu' for prayer. I also saw a group of birds flying in the air, netball court and a beautiful mosque while thinking about Allah's creation with the existence of large trees that made this school appeared to be a 'Forest in the city'. The trees are also capable of providing fresh air while learning. The students will also feel refreshed to learn and will be able to relax after studying for a long time studying.

Looking Through the Classroom Window - Story 3

Story 3 by Jihah (2HAB)

From my classroom window, I can see a beautiful garden near a small stream, a few students playing netball at the netball court. Besides that, I can also see students taking ablution outside the mosque and some students perform Dhuha prayers. I can see the school square at the center of the school blocks. At the canteen nearby, students are having lunch in groups. I can also see students going into the library which is located on the fourth floor in the opposite block. From my window class too, I see a few teachers walking at the corridors carrying books. It’s a normal scenery around the school every day. I am proud to be a part of the school community.

My version:

From my classroom window, I can see a beautiful garden near a small stream, a few students playing netball at the netball court. Besides that, I can also see students taking ablution outside the mosque and some students perform Dhuha prayers. I can see the school square at the center of the school blocks. At the canteen nearby, students are having lunch in groups. I can also see students going into the library which is located on the fourth floor in the opposite block. From my classroom window class too, I see a few teachers walking along the corridors carrying books. It’s a normal scenery around the school every day. I am proud to be a part of the school community.

Looking Through the Classroom Window - Story 2

Story 2 by Azlyna (2 HAB)

today in my english class, I became bored because many of my classmate leaving out the class because certain things such as searching for information, send to my friends sick room, go to the toilet. so I was sitting in class and bored mood improved more and more as the class became quiet suddenly. so, suddenly i feel like looking out the window and I saw the mosque school, a river, a netball court and primary school student who were planting trees. their possible from Eco-friendly club.Once they plant trees they must feel very happy and very excited. as the trees and the environment is very interesting because it shows the coulor is very delightful.am i am happy for them too

My version:

Today during my english class, I was bored because some of my classmates left the class for many things such as searching for information, sending to my friends to sick room, and going to the toilet. So I sat in class, feeling more bored mood improved more and more as the class suddenly became quiet suddenly. so, suddenly I felt like looking out to the window and I saw the school's "surau", a river, a netball court and primary school students who were planting trees. They were possiblly from the Eco-friendly Club. Once they planted the trees they must felt very happy and very excited. as The trees and the environment are very interesting because it shows the colours are very delightful. am I am happy for them too.