Weekly Record Book Term 1, Week 3 (2018)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 1, Week 3 (ODD WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 15th January 16th January 17th January 18th January 19thJanuary
Time: 1210 – 1310h Time: 0850 – 1010h Time: 0910 – 0950h
English
306 Focus: Focus: Focus:

Speaking practice Listening Vocabulary

using IBET strategy Comprehension for (Confusing Words)
and past year visual CA (Timed
stimuli Assessment) Lesson Objectives:

Grammar Package: Lesson Objectives: 1. To distinguish

Editing Practices by between
component [SVA] 1. To assess confusing Lexical
students’ ability to items in order to
Lesson Objectives: listen attentively widen Ss range of
and respond vocabulary
1. To revise IBET, accurately to
and go through a various questions Teaching
spoken on different texts Strategies/
Activities:
interaction
Teaching
practice Strategies/  T to do a quick
Activities: recap on the
2. To assess various linguistic
students’ ability to  Students to categories in the
read an editing attempt a full English Language
text carefully and Listening  T to explicitly
Comprehension introduce
produce written
paper for practice confusing words
 responses to  T to administer (that may seem
various errors in the assessment, alike but differ in
the text distributing word form and/or
papers, playing function) to Ss
[Focus on SVA]
the audio clips, through
Teaching then collecting the powerpoint slides/
Strategies/ assessments videos
Activities: sheets back for  Ss to work on a
 Ss to pair up and marking Vocabulary
respond to 2  T to continue worksheet,
going through the matching suitable
accompanying targeted editing lexical items to
prompt questions practices should their
 Ss to take turns to time permit corresponding
be speakers and (Focus on Word sentences. Ss
examiners Forms) may discuss in
pairs.
(questioner)
AoL/ AfL:  T to go through
 Other Ss to the suggested
respond to the Term 1 Listening answers with Ss
selected pairs of Comprehension  T to then
Ss and suggest Assessment Package showcase pictures
additional points from comic strips/
for improvement Term 1: Sec 3 photographs
Grammar Package depicting
 T to consolidate
scenarios/
learning points descriptions of
through a class learnt vocabulary
discussion
 T to discuss the AoL/ AfL:
editing practice Pair work
passages 2.1 and
2.2 with Ss in Dictionaries
order to check for (Hardcopy)
understanding
 Ss to volunteer Vocab worksheet on
verbal responses confusing words
 for the solutions
to the various
grammatical
errors in the
passages
 Ss to note down
occasional
pointers made by
T in in with how to
spot for SVA
errors using
contextual clues /
observations of
word forms
 T to provide
feedback on
areas for
improvement for
students in their
written responses
pertaining to
these editing texts
drawing attention
to SVA (number
and tense)

AoL/ AfL:

Term 1: Sec 3
Grammar Package
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 15th January 16th January 17th January 18th January 19thJanuary
Time: 0910 – 1030h Time: 0950 – 1030h Time: 0950-1030h Time: 0750 – 0850h
English
406 Focus: Focus: Focus: Focus:

- Comprehension - Vocabulary Reading Practice - Comprehension

(Guided Timed) (Guided Timed)
Practice Lesson Objectives: Speaking practice Practice
using IBET strategy
Lesson Objectives: 1. To boost Ss’ and past year visual Lesson
repertoire of stimuli Objectives:
1. To assess vocabulary items
students’ ability to Lesson Objectives: 1. To assess
used for paper 1
read a passage students’ ability
carefully and writing 1. To assess to read a
produce written students’ ability to passage
Teaching Strategies/
responses to read a given text carefully and
Activities:
various questions produce written
with good
responses to
 T to issue a enunciation and
Teaching Strategies/ various
vocabulary tone, whilst
Activities: questions
worksheet along showing a depth
with a wordlist
 T to guide Ss in of understanding Teaching
 Ss to find meaning Strategies/
annotating passage in terms of PAC
of words they are Activities:
in order to (Purpose,
unsure of or clarify
comprehend the
with T on the Audience,
passage in-depth  T to guide Ss in
definitions Context)
 Ss to then attempt annotating
 Ss to attempt the passage in order
a timed
worksheet in class 2. To revise IBET, to comprehend
comprehension
practice: Section C  T to subsequently and go through a the passage in-
(45 mins) go through the spoken interaction depth
answers with Ss
 T to administer the  Ss to write out practice  Ss to then
Timed Practice simple attempt a timed
whilst walking instantiations of comprehension
around to attend to sentences to apply Teaching practice: Section
Ss’ queries should the words they Strategies/ B (45 mins)
they arise have just learnt Activities:  T to administer
 Ss to complete all  T to also guide Ss the Timed
questions in coming up with  Ss to pair up and Practice whilst
pertaining to synonyms for each take turns to read walking around
Section C of the vocabulary sample passages to attend to Ss’
 T to go through the options in the from Past Year queries should
answers with Ss worksheet Examinations they arise
through eliciting  Ss may comment  Ss to complete
responses from Ss on the  T to walk around all questions
 Ss to submit their appropriateness of to facilitate pair pertaining to
summaries for T to the synonyms work and provide Section B
mark and provide  T to subsequently feedback to the  T to go through
feedback elicit responses pairs of Ss the answers with
from Ss through  T to show visual Ss through
AoL/ AfL: verbal questioning eliciting
stimuli from past
as a round-up responses from
EL Paper 2 (with a year papers Ss
focus on Section C) AoL/ AfL:  Ss to pair up and  Ss to note down
respond to 2 important
Term 1: Vocabulary accompanying contextual clues
Worksheet 1 prompt questions that will aid in
 Ss to take turns to answering the
questions
be speakers and
examiners AoL/ AfL:
(questioner)
 Other Ss to EL Paper 2 (with a
respond to the focus on Section B)
selected pairs of
Ss and suggest
additional points
 for improvement

AoL/ AfL:

O Level Oral
Communication
Booklet

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 15th January 16th January 17th January 18th January 19th January
Time: 1310 – 1410h Time: 0750 – 0850h Time: 1110 – 1210h
Mathematics
207 Focus: Focus: Focus:
Quadratic Expressions Expansion of the Factorisation of 𝑎𝑥 2 +
Products of Algebraic 𝑏𝑥 + 𝑐
Lesson Objectives: Expressions
 Ss to be able to Lesson Objectives:
manipulate Lesson Objectives:  Ss to factorise
quadratic  Ss to expand the 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 using
expressions product of two the multiplication
algebraic frame
Teaching Strategies/ expressions using
Activities: the distributive law of Teaching Strategies/
 T to recap with Ss multiplication Activities:
on Linear and  T to recap with Ss
Quadratic Teaching Strategies/ on the expansion of
expressions Activities: the products of
 T to then go  T to recap with Ss on Algebraic
through 1 or 2 manipulating Expressions
worked examples Quadratic  T to then introduce
 using the concept expressions the multiplication
of combining ‘like’  T to then go through frame and
terms 1 or 2 worked showcase to Ss
 Ss to try some examples using the how to fill in the
example questions distributive law of attendant
 T to engage in multiplication components
guided discovery  Ss to try some accordingly
with Ss in example questions  T to facilitate
familiarising  T to show students guided discovery
themselves with the that expressions as Ss try out some
concept and existing in brackets example questions
application of the need to be multiplied  T to then assign
‘rainbow method’ in by each term in the further in-class
the expressions adjacent brackets practice questions
 T to then assign (may showcase the for Ss (TI 8, 10 &
further in-class double rainbow 13)
practice questions method for clarity)  Ss to attempt
for Ss (TI 2 & 3)  T to then assign further practice
 Ss to attempt these further in-class questions while T
questions while T practice questions walks around to
walks around to for Ss (TI 5 & 7) supervise and
supervise and  Ss to attempt these attend to any
attend to any questions while T queries (questions
queries (questions walks around to to be completed as
to be completed as supervise and attend homework if time
homework if time to any queries does not permit)
does not permit) (questions to be
completed as AoL/ AfL:
AoL/ AfL: homework if time Exercise questions
Exercise questions from chapter 2.3
does not permit) Discovering
from chapter 2.1
Discovering Mathematics Textbook
AoL/ AfL: 2A
Mathematics Textbook
Exercise questions from
 2A chapter 2.2 Discovering
Mathematics Textbook (1g, 2m, 2n, 4c, 4d, 5c,
(1b, 1d, 2c, 2d, 3b, 3d, 2A 5d and 9)
4d, 4f and 10)
(3c, 3d, 3e, 5d, 7d, 11
and 12)

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 15th January 16th January 17th January 18th January 19th January
Time: 0850 – 0950h Time: 0750 – 0850h Time: 1150 – 1250h
Mathematics
202/203 Focus: Focus: Focus:
Linear equations in Linear equations in Simple Fractional
one variable one variable Equations

Lesson Objectives: Lesson Lesson Objectives:

 Ss to solve linear Objectives:
equations in one  Ss to solve linear  Solve simple
variable equations in one fractional equations
 Formulate linear variable
Teaching Strategies/
equations in one  Formulate linear
Activities:
variable to solve equations in one  T to introduce
problems variable to solve concept of
problems fractional equations
Teaching Strategies/
Activities: Teaching to Ss
 T to revise Strategies/  T to further explain
concepts of Activities: the difference
simplification of  T to recap the between a linear
algebraic processes of equation and a
expressions by simplification of
fractional equation
eliciting Ss fractional
responses expressions  T to then
 T to then introduce  T to go through demonstrate how
notion of Linear selected worked simple fractional
Equations (with examples of equations can be
emphasis on the prior homework reduced to linear
equal sign) questions with
equations and how
 T to also highlight the class
that linear  Ss to try some to subsequently
equations comprise additional solve them
one variable example  Ss to then practice
 Ss to try some questions the operations of
example questions  T to then assign cross-multiplication
pertaining to further in-class by attempting
solving linear practice
further practice
equations in one questions for Ss
variable  Ss to attempt questions from Ex
 Ss to attempt these questions 1.3
further practice while T walks  Ss to do up these
questions as in around to questions with
class work supervise and proper workings
 T to walk around to attend to any
while T walks
attend to queries queries
(questions to be around to supervise
AoL/ AfL: completed as and attend to any
Exercise questions homework if time queries should they
from chapter 1.2 does not permit) arise
Discovering
Mathematics Textbook AoL/ AfL:
2A Exercise questions AoL/ AfL:
from chapter 1.2 Exercise questions
(1a, 1b 1c, 1d, 2b, 2d, Discovering from chapter 1.3
2f, 2h) Mathematics Discovering
Textbook 2A Mathematics Textbook
2A
(2b, 2d, 2f, 2h, 4, 6
and 8) (1a, 1b, 1c, 1d, 2b, 2d,
2f, 4, 6 and 8)
 Subject Class Monday Tuesday Wednesday Thursday Friday Remarks
1st January 2nd January 3rd January 4th January 5th January
CCE/ Sexuality NA CCE 306 (Classroom) NA CCE: 306 (Hall)  NA
Ed / PWE  Resilient Families Hangzhou Immersion
Talk

CCA/ OTHER NA NA NA DRAMA CLUB NA

MATTERS Teacher-In-Charge
1500-1730h

ORID elements Focus Guiding Questions

Facts, Data  What were the key points you noted about the lessons?
 What did the students actually do during . . . ?
O What?  What did you observe during the . . . ?
Objective  What were the student behaviors you observed?

Reflective questions, Reactions  As you look at the students’ works, what concerns/pleases you?
 How did you feel as you were . . . ?
R  As you reflect on the lessons, what was exciting, surprising, or frustrating about . . . ?
What about the “What”?  Which activities/actions do you think fostered high engagement?
Reflective
Interpretive questions, critical thinking:  What could you have done/could you do to increase . . .?
 What could you have done/could you do to minimize the undesirable . . . .?
I  What other ways could you check for students understanding?
So What?  What did you learn about yourself through this experience?
Interpretive

Decision questions:  What things will you do differently?

 What things will you do the same in future . . . ?
D  Which of your skills will you further develop? And what will you do to develop them?
Now what?  What are your next steps? What actions/ideas has this triggered for you?
Decisional

My Reflections
A particularly memorable lesson I conducted this week was that of an English Language vocabulary lesson with 306. Instead of adopting the
usual “teacher talk” methodology of verbal dictation and explanations pertaining to various adjectives and verbs, I decided to incorporate the use
of multimodal elements such as real-world photographs and moving images (GIFs) to teach vocabulary. This was very successful as students
were able to better visualise the contexts in which the attendant words would be used. I used a mobile application called “Photo Of The Day”
developed by National Geographic International. My students were thoroughly engaged and even urged me to move on at a quicker pace so that
they can see the next picture/moving image. Earlier on in the week, I came across an article on Edutopia.org entitled “Using Photographs with
English Language Learners”. A strategy mentioned in this article detailed an activity called “Image Detective” in which students are presented
with a photograph, and the teacher would pose probing questions or facilitate a class discussion before revealing what the picture actually
depicts. This approach concurs with my classroom activity with 306 and I managed to introduce new and novel nouns/adjectives/verbs to my
students. I also drew links to how the English Language is not simply limited to written texts, but include visual or pictorial texts as well. I sensed
that students were beginning to see the relevance of the Visual Text assessment component in our EL syllabus a little more as well. Below are
some screenshots from the app that I used during the lesson. How I can improve is perhaps in the facilitation of these types of visual activities as
a small handful of students were overly excited and volunteered responses most of the time. I tried to circumvent this, by calling on the quieter
students from time to time too. All in all, I hope to continue utilising ICT meaningfully in my teaching practice in order to better engage my
students in acquiring and mastering a stronger command of English.

Reporting Officer Signature: _______________________

Date: _______________________