ࡱ> M RNbjbj==6WWl:::::::NYYY8TYZN0F]]]]]]]]$v tټ:]]]]]ټ::]]]:]:]]* j+ ::7]] < ONSYjp27|00 X. 7NN::::Activity Plans for Cross-curricular Learning Its a Small World Activity 1Getting to know George and Siu MingNumber of lessons2 (1 lesson of 55 minutes and 1 lesson of 30 minutes)Focused Learning Targets and ObjectivesLearning Targets ISa ISb KSa KSb Language Forms and Communicative Functions Text Types schedules Vocabulary Chinese, American, read English storybooks, watch TV, play in the park, go ice-skating, play table tennis, play video games, play yo-yo Language Focus use adverbs to express frequency e.g. George always reads English books. use the simple present tense to describe habitual actions e.g. George sometimes plays in the park. use connectives to link similar ideas e.g. Both George and Siu Ming often watch TV. use connectives to link contrasting ideas e.g. George always reads English books but Siu Ming always plays video games. George never plays video games but Siu Ming always plays video games. ask simple questions to obtain yes/no responses e.g. Do you always play video games? Yes, I do. I always play video games. / No, I dont. I sometimes play video games. Skills and Strategies Listening listen for specific information Reading locate specific information in a short text in response to questions Speaking open an interaction by eliciting a response by asking questions or providing information on a topic maintain an interaction by replying and asking questions Writing develop written texts by adding personal ideas and information when a model or framework is provided Language Development Strategies develop thinking skills compare and connect ideas to find similarities and differences make inferences from given information work with others ask questions to clarify information and seek correction ResourcesStorybook: This is Our House by Michael Rosen (Candlewick Press) An audio tape about Georges hobbies Pictures of different activities (read English storybooks/ play in the park/ go ice-skating/ play table tennis/ play video games/ play yo-yo/ watch TV) Activity Sheets 1-5 Cover of the project book ProceduresWith the help of pictures, teacher introduces George and Siu Ming to the class. George is the main character of the story This is Our House. He is an American boy. He comes from the USA and lives in Tin Shui Wai. Siu Ming is a Chinese boy. He is Georges classmate and he lives in Tin Shui Wai too. Teacher tells pupils about Georges hobbies and asks pupils to tick the days that George does those activities on Activity Sheet 1. Teacher displays Georges weekly activity schedule and teaches pupils how to use appropriate adverbs of frequency to talk about his hobbies. Teacher introduces Siu Mings weekly activity schedule and asks pupils to use appropriate adverbs of frequency to talk about his hobbies. Pupils then complete Activity Sheet 2. Pupils compare the two childrens hobbies to find out the similarities and differences, and complete Activity Sheet 3. e.g. Both George and Siu Ming sometimes play in the park. George always reads English storybooks but Siu Ming always watches TV. Pupils complete a grid about the frequency of their own activities. They use appropriate adverbs of frequency to write about their hobbies on Activity Sheet 4. Based on Activity Sheet 4, pupils work in pairs to find out how often their partner does those activities and complete Activity Sheet 5. Teacher tells pupils that they are going to do a project Knowing more about Tin Shui Wai and they have to draw pictures about Tin Shui Wai for the cover page of the project. RemarksThis activity arouses pupils interest in reading about George in the storybook This is Our House. Through knowing about George, pupils are aware of the fact that there are people from different countries living around us. This idea will be reiterated in Activity 2 (Hong Kong and its neighbouring cities) in G.S. lessons.  ;mR2/nTyY0яv W[{2 (k{ 55R)x[͑ޞXCQg0)Y4l Wv0WtMOn (W0WW N~bQ/n0]NJS\0eLuv0WtMOn NLu0WW ~bQ/n(WN2mSNLuv0WtMOn ~bQ/n0яv W[ _ N㉙/nT0я W[vܕO X/nYM|E\lvNSRHO0WtMOnvܕOYex[njnNLu0WW0/n0WW NNt^/n;NYM|E\l WM|q}h (njeOn : /n?e^q}U *b2001t^t^^) W[aS(/n0]N0eLu0ON0pS<\0pS^0SN0ӗ W0e,g0_ӌ0^]0<\l>r0]WefW0WS0l W) !|h(1)S(2) ,g 0\x[8^XV NB 0,{ASN eN2mQHr>y gPlQS ,g 0\x[8^XV NB 0+gv/n0WW eN2mQHr>y gPlQS \Omi 0\x[8^XV NB 0 ,{ASN eN2mQHr>y gPlQS ;mR]\O}1Yex[ek_Ye+^cQGeorgeTNv[N_ WO0R/n[E\ Ns N'YRv Tx[N#j ckOO(WCQg@SgQv)Y4l W0 Wx[u(W,gg_Nv/n0WW WQCQgS)Y4l W(W/nvMOn _ 6^Q)Y4l W(WeLuCQg@S0 cOUx[u,g/nv N P;N0W@S x[u c8^XQckxT{Hh_ Ye+^\0W@S T1zW[aS(Wўg N 6q_x[u\T T1zkX(We,{6/n0WWvivuMOn N Nx[uRmX/n\0]NJS\0eLuv0WtMOn0 U\:y/n0WW x[uQ N P0W@Svyrr Y/n\Vbtwm0]NbMz\0eLu@S0WezzfI{0 Ye+^=~P},g/n N P;N0W@Sv{ W0(e,{8) Ye+^(WpS g/n0WWvؚq_Gr N :y{\^jku(W)Y4l WKN N N)Y4l WpWޞ ˊx[uR NNMOe)Y4l Wqg0WS00Sbv0W@S _ nV P;NeT0 Ye+^cQ)Y4l W/fMOeeLu@SvSb [vSb/f-N W'YxvW^ b \Wwmcp0 Ye+^(Wўg NQ!|h(1) x[uRD}~bQ!hgQ~^MO+^E\OOv0W@S/fMOe)Y4l WvT PeT Ʌdk͑nvQV PeTSbqgS0qgWS0WSSS 0(e,{4) Ye+^)R(u0WW (W)Y4l WvMOn(uv}#cTYe+^vE\OO0W@S x[uwSYe+^OOUv`я0 Ye+^U\:yNLu0WW ˊxeMOx[uQO Vf~bQ/nvMOn0Ye+^Sc:yNP~bQ/nvMOn _HQ~bQvQ@bl\ W[vMOn #j x[uSX0R/n(WN2mSNLuv0WtMOn0 Ye+^cQGeorge(W1\vx[!hψ P}XNNN N T WM|v Tx[ NPONLu N Tv W[ YpS^0l W0 W0a'Y)R0^txQ0_ W0 W0Rb'Y0_ӌI{0 N/npWޞ Ye+^(u}\O_ o:yN W[v0WtMOn 6q_ˊx[uQyYPMOe/nvT PeT0 )R(u0WW NN2mvR x[uX,g/n(W-N WSN2mv0WtMOn 6q_N/npWޞ x[uXyY0яv W[T0W@S(e,{5 ) Ye+^(Wўg N!|h(2) Yuzz 0 W[bW^ T1z 0 x[uQO NW[aS0 x[uss/nvNSdN-N WNNY gTNYM|E\l0 Ye+^Q:y 0NNt^/n;NYM|E\l WM|q}h 0 ֊/nvNSRHO0WtMOnvܕO 6^Q'YR(W/nE\OOvYM|NX /fOꁙ/n0яv W[ vu-NSN_ӌNTpS<\NE\Y SV/f g'Yϑv_ӌNTpS<\NO/n\O[^P]0 Ye+^=~P}dN-N WNY g N T WM|vNE\OO(W/n0 >m|v;mR]\O}N Wx[u)R(u 0NNt^/n;NYM|E\l WM|q}h 0vnjeO[b]\O}10 x[uV[[b\OmiV N,{ASN0P;x[u](Wxex[yXkQ PeTv T1z0 x[uNeXvEeNfThis is Our HouseXNGeorgeSNv Tx[ wS g N T WM|vNXOO(W,g/n0 x[u\(W;mR6S;mR8QmeQc N T WM|NXvu;mcaSeSyrr0 Activity 3Reading the storybook This is Our HouseNumber of lessons4 (2 lessons of 55 minutes each and 2 lessons of 30 minutes each)Focused Learning Targets and ObjectivesLearning Targets ISe KSb KSc KSf ESa ESb ESc Language Forms and Communicative Functions Text Types stories songs Vocabulary belong, mine, fridge, twins, jumbo jet, everybody, straight hair, curly hair, fair skin, dark skin, ribbons, hair band, plait, selfish Skills and Strategies Listening listen for specific information Speaking use appropriate intonation and stress in reading a storybook Reading use knowledge of basic sound-symbol correspondences to work out how to read a word aloud use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression understand the connection between ideas by identifying linking words or phrases predict the likely development of a topic by recognizing key words and making use of context Writing develop written texts by expressing own ideas and feelings Language Development Strategies develop thinking skills identify values, attitudes and beliefs expressed in texts develop library skills obtain information from the different parts of a publication such as the book cover, title develop information skills skim and scan through texts or listen to them to locate relevant information and ideas Attitudes Enjoyment of reading Keenness to participate in activities leading to improvement of knowledge and skills in the language ResourcesStorybook: This is Our House by Michael Rosen (Candlewick Press) Enlarged song sheet: This house is all for me Enlarged world map Descriptions about the appearance of the characters in the story Activity Sheets 6-11 ProceduresLesson 1 (30 minutes) Teacher displays the big version of the storybook This is Our House. Teacher helps pupils identify the book title, authors name, illustrators name etc. to help them develop the book concepts. Teacher draws pupils attention to the picture on the book cover and asks them what the story is about. Teacher points at George and says: Who is this boy? Do you remember his name? He has a friend called Siu Ming. Teacher shows pupils an enlarged picture of George and describes his appearance. (He has red and straight hair. He has fair skin. He has a big nose and small eyes.) Then teacher displays Georges picture and the description of his appearance in the classroom. This prepares pupils to do Activity Sheet 7. Teacher points at the children on the book cover and says: Where is George now? (in a playground/park) Who is also there? (some children) What are they doing there? (no fixed answers) Lets read the story and find out what happens to these children in the playground. Teacher reads aloud the story once from pp.1-4. Teacher reads aloud pp.1-4 the second time, and pauses at appropriate places to explain the story and vocabulary with the help of gestures and picture cues. Teacher asks pupils to read aloud what George says with appropriate intonation and gestures (This house is all for me! This house isnt for girls.) when the children want to come in the house. Teacher turns the big book to p. 3 and says: George says: You cant come in the house? Why? Because you are (girls) What are the names of the two girls? (Lindy and Marly). Teacher reads aloud the story the third time and encourages pupils to chime in. Teacher asks pupils to listen to the song This house is all for me and fill in the lyrics on Activity Sheet 6. Then teacher checks the answers with pupils. Teacher displays the song lyrics and sings the song to the class. The whole class sings the song together once. Teacher divides the whole class into 3 groups and asks the whole class to read pp.1-4 together. Teacher reads the narrators part and each of the 3 groups reads the parts of George, Lindy or Marly. Teacher encourages the pupils to read aloud pp.1-4 to their family and on their own at home as many times as possible. Lesson 2 (55 minutes) Teacher displays the song sheet and asks the whole class to sing together the song This house is all for me. Teacher reads aloud pp.1-4 and invites pupils to chime in. Teacher reads aloud the story from pp.5-12. Teacher reads aloud pp.5-12 the second time and explains the development of the story with the help of gestures and picture cues. Teacher asks the class to find out names of the other 6 children in the story (Lindy, Marly, Freddie, Charlene, Marlene and Luther). Teacher writes the names on the board. Teachers displays a world map and sticks the pictures of different characters on the world map to show where the children come from. Teacher reads aloud pp.5-12 the third time and encourages pupils to chime in. Teacher assigns different groups to read the parts of the narrator and different characters with support. Teacher introduces some more phrases to describe the appearances of the children, e.g. straight hair, curly hair, fair skin, dark skin, hair band, plait. Teacher plays a guessing game with the pupils. Teacher reads aloud some descriptions and pupils match the descriptions with the children. Pupils complete Activity Sheet 7 as homework. Teacher asks pupils if they know any foreigners living in Tin Shui Wai. Pupils work in groups of five to collect pictures of people coming from different countries and write about them in their project books. Teacher introduces the short i sound by using the word twins on p.10 and asks pupils to find more words with short i sound from the story and other English books. Pupils put the words with short i sound on a word fridge. Pupils complete Activity Sheet 8 as homework. Teacher assigns some pupils to read the parts of different characters. Then the whole class read aloud pp.1-12 together. Lesson 3 (55 minutes) Teacher asks pupils questions to recap with them the content of pp.1-12 of the storybook. Teacher asks pupils to guess what happens when George doesnt let Luther go in the house. Teacher reads aloud pp.13-18. Teacher reads aloud pp.13-18 the second time and explains the content of the story with the help of gestures and picture cues. Teacher asks pupils questions to help them understand the development of the story. Teacher reads pp.13-18 the third time. Teacher assigns different groups to read the parts of the different characters. Pupils do a matching activity to find out the excuses George has made for not letting other children go in. (Part A of Activity Sheet 9) Teacher discusses the following questions with the pupils: Does George get along well with the other children? (No) Why? (Because he is impolite, unfriendly and selfish) What should George do? Pupils complete Activity Sheet 9 as homework. Pupils read pp.13-18. Some pupils read the parts of different characters and other pupils read the narrators part with teachers support. Lesson 4 (30 minutes) Teacher recaps with pupils the content of pp.13-18 by asking them some questions and asks pupils to predict the ending of the story. Teacher reads aloud pp.19-24. Teacher reads aloud pp.19-24 the second time and explains the content of the story with the help of gestures and picture cues. Teacher asks pupils questions to help them understand the development of the story. Teacher reads pp.19-24 the third time and encourages pupils to chime in. Teacher reminds pupils of the song This house is all for me and asks them to rewrite the song lyrics and suggest a new title for the song based on the ending of the story. (Activity Sheet 10) Teacher invites the whole class to sing the song together, using the new lyrics. Pupils complete Activity Sheet 11 as classwork/homework. Pupils guides pupils to read aloud pp.19-24 independently. Some pupils read the childrens parts and some pupils read the narrators part with teachers support. RemarksBefore this activity, teacher has told pupils Georges background. G.S. Activity 2 (Hong Kong and its neighbouring countries) prepares pupils for Lesson 2. Pupils have learnt that some of the people living around us come from neighbouring countries in Asia. Pupils understand the need to get along well with their friends through reading the story. They will also learn how to get along with others in Activity 4 (Getting along well with others) in G.S. lessons.  ;mR4TfwqQU{2 (k{55R)S1 (k{30R)x[͑ޞf}v%RNnv͑'` x[%RNnvckxel x[YUO(u N Tvel%RNTfwqQUYex[njn6^ 0\fviq` 0 `X֊aS W[aS(R\O0h`0r00Wku0eW[) ,g 0\x[8^XV NB 0,{AS]N eN2mQHr>y gPlQS \Omi 0\x[8^XV NB 0,{AS]N eN2mQHr>y gPlQS ;mR]\O}2Yex[ek_Ye+^NeyEeNfThis is Our House -NGeorge vQN Tx[vUv`l _\x[uNw֊N NvOULU \fbU}vQN Tx[2eQswQK\ `O_Nv Tx[_U? ( N_) `O`wS? (NNPvh`0q) NP guSa? (~bvQN Tx[P4RN 6q_P}4OwO) _OGeorge`#j9eKa^? 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Skills and Strategies Listening identify the main ideas Speaking maintain an interaction by asking and responding to others opinions Writing develop written texts by adding personal ideas and information when a model or framework is provided Language Development Strategies develop thinking skills make inferences from given information ResourcesA graph showing the number of different kinds of shops in Chung Fu Shopping Centre Pictures of shops and facilities A recording on what George thinks about the shopping centre Storybook: This is Our House by Michael Rosen (Candlewick Press) Activity Sheets 12-15 ProceduresTeacher shows pictures of Chung Fu Shopping Centre and tells pupils that George always goes to this shopping centre. Teacher revises names of some types of shops with pupils with the help of pictures. With the help of Activity Sheet 12, teacher helps pupils learn to use too many, enough and not enough to describe what they think about the number of each type of shops in the shopping centre. Teacher introduces to the pupils a bar chart showing different types of shops in Chung Fu Shopping Centre. Teacher plays a recording on what George thinks about the shopping centre. Pupils listen to the tape and complete part of Activity Sheet 13. Teacher then tells pupils what he/she thinks about the shops in the shopping centre and explains why he/she thinks so. Pupils listen and complete Activity Sheet 13. Teacher asks pupils what they think about the shops in Chung Fu Shopping Centre and tells them to do Activity Sheet 14 as homework. Teacher refers to the storybook This is Our House and asks pupils whom the house is for in the story. (This house is for everybody.) Teacher shows some pictures of facilities and asks pupils to use the sentence This ____________ is for everybody. to describe the facilities. Teacher then introduces the vocabulary facilities to pupils. Teacher asks pupils to do Activity Sheet 15 at home. Teacher shows some pictures of the different facilities in Tin Shui Wai. Then teacher asks pupils to suggest what other facilities there are in Tin Shui Wai. Teacher tells pupils that they have to work in groups of five to collect pictures and write about what they think about the facilities in Tin Shui Wai in the project book. Pupils also need to collect pictures and write about the food they can find in Tin Shui Wai, and to include them in the project book. RemarksThis activity and Activity 6 (Yuen Long Discovery) in G.S. help pupils understand that people with different cultural backgrounds may have the same or different views about the facilities in the community. 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NP gTN0WeTbPvy@S-e g N T z^vSa0  Activity 7Learning how to make paper firecrackersNumber of lessons2 (55 minutes each)Focused Learning Targets and ObjectivesLearning Targets ISa KSb Language Forms and Communicative Functions Text Types instructions Vocabulary firecrackers, roll, red packet, staple, yarn, ends, pair Language Focus use connectives to express sequences e.g. First roll a red packet. Next staple the two ends together. use nouns/ noun phrases to identify objects e.g. First roll a red packet. use imperatives to give instructions e.g. First roll a red packet. Skills and Strategies Listening locate specific information in response to simple instructions or questions Speaking connect ideas by using linking words or phrases, e.g. first, next Language Development Strategies work with others work cooperatively with others and treat others suggestions positively to complete a task ResourcesPicture showing people playing with firecrackers Instructions on making paper firecrackers Materials for making paper firecrackers (red packets, staplers, yarn) Activity Sheets 16 & 17 ProceduresTeacher asks pupils how they spent the Chinese New Year holidays. Then teacher shows pupils a picture of people playing with firecrackers and asks them if they have seen or played with firecrackers. Then teacher asks and explains the use of firecrackers by Chinese on special occasions, e.g. Chinese New Year. Pupils learn how to appreciate the Chinese culture through the discussion. Teacher tells the pupils that George wants to play with firecrackers but it is illegal in Hong Kong so he asks Siu Ming to teach him how to make paper firecrackers. Teacher demonstrates the procedures of making paper firecrackers. Teacher teaches pupils the names of the materials for making paper firecrackers. With the help of a set of pictures, teacher explains the steps of making paper firecrackers. Pupils practise giving instructions on making paper firecrackers with the help of Activity Sheet 16. Pupils do Activity Sheet 17 to further practise giving instructions on making paper firecrackers and the use of the connectives to sequence the steps. Teacher tells pupils that they will have to teach the non-Chinese-speaking pupils how to make paper firecrackers during the school visit (Activity 9). Pupils work in groups of five and role-play how to give instructions on making paper firecrackers. One pupil gives instructions and the others demonstrate how to follow the steps to make paper firecrackers. RemarksThis activity prepares pupils for the school visit in Activity 9 (Visiting non-Chinese-speaking pupils). Through this activity, pupils learn how to appreciate the Chinese culture.  ;mR8/nw|i_{2 (N{ 55RSN{30R)x[͑ޞX/n/fN P mqQUv WW^ X/nvOca-NeSvܕO XNvNS \͑ N TeS̀of0.ze0 WM|S[YeNXv͑'`Yex[njn6^ 0\fve 0 ,g 0\x[8^XV NA 0,{N eN2mQHr>y gPlQS \Omi 0\x[8^XV NA 0,{N eN2mQHr>y gPlQS 8^XyYe 0qQQNr 0(u;mtX / ؚ\ )Yex[ek_Ye+^d>e6^ 0\fve 0 x[uwS\f(Wfg)Yvu;m`lYe+^cx[uYua\f(WcWSߘiQebYUOSeeSq_0 Ye+^x[uNw֊6^vgQ[ x[uQ\fvu;mYUOSeeSvq_Y\fgT_0XS0|0l_0 NelI{ߘirON WcwYe 0vX 0Zj e,gRku 0CSCS \ 0 Ye+^Q/n/fN P mqQUv WW^ bPvOcaSW-NeSq_ vu-NSbߘ0[YeON0{eva]y0e8^(u0ZjI{I{0Ye+^)R(u,g,{18, 20S21vWGrS;mRgQ[ x[u֊/nS-NeSq_v`l0 Ye+^a_eQx[u6bYx[v}W RNˑS֊0 x[uRD}_HQƖv1X Rnje-N ~bQfY gܕ,g/nu;m-NeSq_vnje 6q_\ORD}1XJT0 Ye+^)R(u,g,{21 0`N` 0vWGr cQ N T WM|b[YeNX g N TveSSu;mca Ye,gNbLy0VYe_g N]b0eNbBfNvdbI{Ye+^NScQsSONP/fg WM|beS̀ofvNX NP_N*g_ gNLp VpNP_NSvQNeSq_0 Ye+^ˊx[uR vQN N TeS̀ofvu;mhs Ye,gN+eQK\0pS^N(uKbbߘir2ߘ0WcwYe_HQHyy_2ߘ0 Ye+^cx[udN#kތ-N W,gveSY _N \͑Y WNveS MbNP=mvU0 x[u wYe 0qQQNr 0 N{vgQ[ \Ote P;mRvx[=~P}0 x[uV[[b\Omi0P;(W;mR6-N x[uwS N T WM|NX g N Tvu;mca0 (W;mR3S4-N x[uwS N T WM|S N TeS̀ofNXv &Nx[%RNTfwqQUvelSKa^0 Activity 9.1Visiting non-Chinese-speaking pupils (Pre-visit activities)Number of lessons2 (55 minutes each)Focused Learning Targets and ObjectivesLearning Targets ISa ISd ISe Language Forms and Communicative Functions Text Types instructions dialogues Vocabulary libraries, parks, swimming pools, bus stops, Chinese, bands of paper Language Focus use formulaic expressions to greet people and respond to greetings e.g. Good morning. Hello, how are you? use formulaic expressions to introduce oneself e.g. Im Peter. use formulaic expressions to express and respond to thanks e.g. Thank you. Youre welcome. use formulaic expressions to ask for repetition or rephrasing e.g. Pardon? ask Wh questions to find out a persons identity e.g. What is your name? ask How questions to find out age e.g. How old are you? Skills and Strategies Listening listen for specific information Speaking connect ideas by using linking words or phrases, e.g. first, next open an interaction by greeting someone in an appropriate manner introducing oneself maintain an interaction by eliciting a response by asking questions or providing information on a topic asking and responding to others opinions verbalizing inability to understand, asking for slower repetition of utterance and spelling close an interaction by using appropriate formulaic expressions Writing gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing Language Development Strategies develop thinking skills find out, organize and classify information on familiar topics plan, manage and evaluate own learning prepare for an upcoming task by practising the language elements and functions necessary for the task develop self-motivation push oneself to take risks in an English learning situation although there is the possibility of making mistakes or encountering difficulties work with others work cooperatively with others and treat others suggestions positively to complete a task Attitudes Confidence in using English Sensitivity towards language use in the process of communication An awareness of English as an international language of communication ResourcesAn audiotape of a dialogue between George and Lipika Project book Tin Shui Wai is a Small World done by the pupils Instruction cards on making paper firecrackers Materials for making paper firecrackers (red packets, yarns, staplers) Activity Sheets 18 & 19  ProceduresLesson 1 (Making friends with non-Chinese-speaking pupils and asking them about their daily lives) Teacher tells pupils that George is doing a survey about childrens hobbies. George meets Lipika, who is an Indian girl at school and he is now talking to her. Teacher plays a tape on the dialogue between George and Lipika. When pupils are listening to the tape, they complete Activity Sheet 18. Teacher checks the answers with the pupils. Pupils practise reading the dialogue between George and Lipika Teacher tells pupils that they will visit another school and talk to a non-Chinese-speaking pupil. Teacher teaches pupils how to engage in a conversation. greetings Hello. How are you? I am . May I ask you some questions about your hobbies? asking for information Whats your name? How old are you? Where do you live? How many brothers and sisters do you have? Do you always ? asking for clarification How do you spell ? Pardon? expressing thanks Thank you for your help. Pupils work in groups of five to discuss how they will greet the non-Chinese-speaking pupils and the questions they will ask them and complete Activity Sheet 19. Lesson 2 (Preparing for the visit and simulating making friends with the non-Chinese-speaking pupils) Teacher reminds pupils that they will visit a school in another district the next day and recaps with them the procedures of the visit: watching an Indian Dance playing the game Hello! Hello! Follow me! asking 1 or 2 non-Chinese-speaking pupils about their hobbies introducing Tin Shui Wai by using the project book sharing food in the recess making paper firecrackers together singing the song Its a Small World Pupils work in groups of five to simulate the following tasks to prepare for the school visit: talking to a non-Chinese-speaking pupil introducing Tin Shui Wai to the pupil by presenting the project book making paper firecrackers with the pupils RemarksPupils have learnt how to make paper firecrackers in Activity 7. Pupils have prepared the project book to introduce Tin Shui Wai to some non-Chinese-speaking pupils in Activity 5. Pupils have learnt how to communicate with different people with appropriate attitudes in Activity 4 (Getting along well with others) and Activity 8 (Wonderful Hong Kong) in G.S. lessons.  Activity 9.2Visiting non-Chinese-speaking pupils (While-visit activities  English Fun Day )Number of lessons4 hoursFocused Learning Targets and ObjectivesLearning Targets ISa ISe KSa Language Forms and Communicative Functions Text Types instructions Language Focus (To make friends with non-Chinese-speaking pupils and ask them about their daily activities) use formulaic expressions to greet people and respond to greetings e.g. Good morning. Hello, how are you? use formulaic expressions to introduce oneself e.g. Im Peter. use formulaic expressions to express and respond to thanks e.g. Thank you. Youre welcome. use formulaic expressions to ask for repetition or rephrasing e.g. Pardon? ask Wh questions to find out a persons identity e.g. What is your name? ask Wh questions to find out various kinds of specific information about a person e.g. What do you like eating? What do you like doing after school? ask How questions to find out age e.g. How old are you? ask How questions to find out means e.g. How do you go to school? (To introduce Tin Shui Wai to the non-Chinese-speaking pupils) use demonstratives to refer to places e.g. This is Tin Shui Wai. use the introductory there to express facts e.g. There are many Chinese restaurants in Tin Shui Wai. use the general determiners to show quantities e.g. There are some stationers. e.g. There are not enough libraries, parks and swimming pools. use the simple present tense to talk about present states e.g. Many people live in Tin Shui Wai use the personal pronouns to identify people e.g. Most of them are Chinese. use proper nouns to refer to people e.g. Some are not Chinese. use adverbs to express frequency e.g. We sometimes eat sandwiches and hamburgers. (To make paper firecrackers) use connectives to express sequence e.g. First roll a red packet. Next staple the two ends together. use nouns/ noun phrases to identify objects e.g. First roll a red packet. use imperatives to give instructions e.g. First roll a red packet. Skills and Strategies Listening locate specific information in response to simple instructions or questions Speaking connect ideas by using linking words or phrases, e.g. first, next, at last open an interaction by greeting someone in an appropriate manner introducing oneself maintain an interaction by eliciting a response by asking questions or providing information on a topic asking and responding to others opinions verbalizing inability to understand, asking for slower repetition of utterance and spelling close an interaction by using appropriate formulaic expressions Writing gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing Language Development Strategies develop thinking skills find out, organize and classify information on familiar topics develop self-motivation push oneself to take risks in an English learning situation although there is the possibility of making mistakes or encountering difficulties work with others work cooperatively with others and treat others suggestions positively to complete a task Attitudes Confidence in using English Sensitivity towards language use in the process of communication An awareness of English as an international language of communication Respect for the different cultures of the English speaking world ResourcesActivity Sheet 19 Project book Instruction cards on making paper firecrackers Materials for making paper firecrackers ProceduresPupils watch an Indian Dance performed by some non-Chinese-speaking pupils. Pupils from both schools play a game called Hello! Hello! Follow me! together. Our pupils introduce themselves and ask the non-Chinese-speaking pupils some questions about their hobbies. Pupils introduce Tin Shui Wai to the non-Chinese-speaking pupils. Pupils from both schools make paper firecrackers together. RemarksAfter reading the storybook This is Our House, pupils may become curious about the non-Chinese-speaking pupils in Hong Kong. Pupils have learnt that there are non-Chinese-speaking people from nearby countries in Activity 2 (Hong Kong and its neighbouring cities) and Activity 8 (Wonderful Hong Kong). Pupils have had the experience of communicating with some non-Chinese-speaking people in Activity 6 (Yuen Long Discovery). Pupils have learnt about the appropriate attitudes and skills to get along with other people in Activity 4 (Getting along well with others) and Activity 8 (Wonderful Hong Kong). Pupils have learnt how to make paper firecrackers in Activity 7 and would like to introduce it to the non-Chinese-speaking pupils.  Activity 9.3 ;mR9.3Visiting non-Chinese-speaking pupils (Post-visit activities) ߍ`OZP P}Y gSNumber of lessons {3 lessons (55 minutes each)1.5{ (k{55R)Focused Learning Targets and Objectives x[͑ޞEnglish Learning Targets KSa ESd Language Forms and Communicative Functions Text Types conversations Language Focus use demonstratives to refer to people e.g. This is Lipika. use adjectives to describe people e.g. She is tall. use connectives to link similar ideas and information e.g. She is tall and she has long hair. use the simple present tense to express facts e.g. She lives in Kowloon. use adverbs to express frequency e.g. She always goes shopping. Skills and Strategies Writing gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing develop written texts by adding personal ideas and information when a model or framework is provided writing paragraphs which present ideas logically writing a first draft revise and edit drafts by using available sources such as dictionary Language Development Strategies develop thinking skills find out, organize and classify information on familiar topics Attitude Respect for the different cultures of the English-speaking world 8^X jSRNYM| Tx[nvb]ScQ9eUel XSd \fY N T W[vnjeResources Yex[njnActivity Sheet 20]\O}5 N9} N T W[vSfProcedures ek_In class, teacher shows pictures taken during the visit. Pupils, in groups, share the photos of the non-Chinese-speaking pupils they talked to during the visit. Teacher guides the pupils to write about the appearance of a person. Teacher then guides the pupils to write about other information, e.g. the hobbies. Pupils write about the non-Chinese-speaking pupils individually in Activity Sheet 20 as homework. Pupils revise their work based on the feedback received. Sx[!h_ x[u(WX NRNYM|x[uvUv}W j[]/f&TO(uo}YvelYM|x[un0 x[u(WeX](W\D}-NTvQN Tx[N9}@bX0RvYM|x[u Ye+^cOUܕeNYM|x[uv WM| _ _|v Tx[ \rN W[v0 x[uNSfS N Tv}RD}dƖfYnje fmeQXYM|x[u@bl\v W[ 6q_(W;mR]\O} N0 x[u(WX NRD}/S1XSN9}YM|x[u@bl\v W[0Remarks P;Pupils have collected information about the new friend they made during the school visit. Pupils have had the experience of communicating with some non-Chinese-speaking pupils during the visit. Pupils are stimulated to find more information about the native countries of the new friend in G.S. lessons.x[u(WSx[!hv;mR-N X0R N T WM|vx[u &N(WeXRD}TvQN Tx[N9}@bX0RvYM|x[u V o|vNPdƖfY gܕ N T W[vnje0 Activity 10 ;mR10Meeting different people in the small world \\Number of lessons {1 lesson (55 minutes)1{ (55R)Focused Learning Targets and Objectives x[͑ޞEnglish Learning Targets KSa ESd Language Forms and Communicative Functions Text Types captions Language Focus use the simple present tense to express feelings and opinions e.g. I like him very much. use the simple past tense to talk about past activities and states e.g. We ate together. Skills and Strategies Writing gather and share information, ideas and language by using strategies such as brainstorming, listing develop written texts by expressing own ideas and feelings presenting main and supporting ideas Language Development Strategies develop thinking skills find out, organize and classify information on familiar topics Attitude Respect for the different cultures of the English speaking world 8^X =~P} 0VwmN[ 0vx[}WSVa-N_OUL Resources Yex[njn Photos Big coloured papergqGr 'Yku}Procedures ek_ In class, teacher shows pictures taken in the two activities  Yuen Long Discovery and  English Fun Day . Pupils, in groups, choose two photos they like. Teacher gives each group a big coloured paper. Pupils stick the photos on the coloured paper. Pupils then write captions for the photos. 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