Good day everyone! This week, we would like to share a poem titled Cats.
Hello everyone :)
In this mini project (targeted at Year 5, Unit 3 from English Plus 1 CEFR Textbook), the pupils explored the digital world by creating a presentation of a unique animal.
This mini project is a combination of a few digital applications: Google + Google Slides. It got the pupils really excited as many of them didn't have a chance to create a digital product.
Here are some samples of work from our pupils.
The mini project flow is as follows:
1. Pupils spin for their unique animal. This was done using Wheel of Names. (The list of unique animals is shared as seen in the record sheet.)
2. A set of questions are given to each pupil for them to google the answers based on the selected unique animal. Here's a sample of the questions:
- What is the name of the unique animal?
- Which country can it be found?
- Where does it live? (Referring to the habitat)
- What is the size?
- What is the special feature of the unique animal?
- What does it eat?
3. Pupils create their presentation using Google Slides. One slide represents one question.
4. Pupils can add images or videos which can add value to their presentation.
5. While listening to the presentation, pupil completes the record sheet as shown below:
What are the benefits? All four language skills are incorporated in this mini project as pupils need to:
Hello everyone :)
It's been a long while since the last update; a big apology for the long overdue post.
For this mini project (targeted at Year 5, Unit 2 from English Plus 1 CEFR Textbook), we got the pupils to reuse the 'nametag' they created before and extend it into a family tree!
Just like the previous mini project, instead of maintaining the pupils and their family's original identity, they get to assume and/or create another family identity, hence the Alternate Universe (AU) idea. Here is one example of a completed AU family tree:
The mini project flow is as follows:
1. Before the project starts, pupils recap the names of countries and nationalities learnt previously, as well as how to draw a family tree.
2. Each pupil decides on the names of their AU father, AU mother and AU siblings based on the list of male and female names according to the nationality. (The list can be prepared by the teacher or pupils can google for it on their own. For the list shared in this blog, the names are taken from Google.)
3. For every AU family member, pupil needs to include:
- AU name
- AU nationality
- AU hobby / routine
4. Pupil decorates their AU family tree and gets ready to present it to the class.
5. While listening to the presentation, pupil writes the AU name and routine as well as tick the nationality(ies). (The number of nationalities depends on the pupil.)
What are the benefits? All four language skills are incorporated in this mini project as pupils need to:
Hello everyone :)
For our first mini project in 2024 (targeted at Year 5 for the Starter Unit from English Plus 1 CEFR Textbook), we got the pupils to create their own 'nametag'. Compared to the usual nametag which has the school crest and pupil's name, this profile card contains more information such as the name, nationality, favourite food and hobby (Food and hobby can be more than one).
Here's the CATCH and FUN part!
Instead of maintaining pupils' own identity, they get to assume another identity, hence the Alternate Universe (AU) idea. Here are a few examples of completed AU profile cards:
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The mini project flow is as follows:
1. Each pupil picks two country flags at random. (We prepared Australia, Malaysia, Egypt, India, China, Japan, Russia, Thailand, Brazil, Mexico, Korea, the US, the UK, Spain and Turkey flags, as per what they've learnt before.)
2. Each pupil also picks one number. This determines which profile image they will get for their profile cards. (PS: The profile images are AI-generated, so this makes the project SUPER fun!)
3. After picking the country flags, pupils are called to choose their AU names. For example, if a pupil chooses Japan and Australia flag, his AU name can be Naruto Oliver. He can also choose to maintain his original name as well for his AU name. (List of names from different countries are listed from Google.)
4. Each pupil gets an empty card where they need to paste the AI-generated profile image and country flags as well as write their AU names, AU nationalities, favourite food and hobby.
5. When the profile cards are ready, each pupil introduces their AU selves to the class. While listening, the others write the AU names, AU nationality and favourite food mentioned in the Record Sheet.
6. Pupils do a gallery walk to complete the information (if they couldn't catch it during presentation) and also vote for the most creative profile card.
What are the benefits? All four language skills are incorporated in this mini project as pupils need to:
Hello, everyone! :)
Hello everyone! :)
This time, our mini project would be on one grammar item, which is Adjectives. The reason for this was because while the pupils were learning about adjectives, they thought that the different adjective forms (comparative and superlative) had totally different meanings. Therefore, we did this so that they understood that the core meaning is the same, but the 'degree' is different. We call it the Adjective Dice.
Here are the templates to create the dice. (We use the same template to create the dice for our FDP (Fraction - Decimal - Percentage) Box project :)
First, pupils select one adjective. It can be their own choice or the teacher provides an adjective list for them to choose. Next, pupils choose a dice template and fill in each box with these details (in no particular order):
1) the base form and its meaning in mother tongue (The mother tongue meaning is optional. We did it as it helped our pupils understand the meaning better.)
2) the comparative form and its meaning in mother tongue
3) the superlative form and its meaning in mother tongue
4) one sentence using the base form
5) one sentence using the comparative form
6) one sentence using the superlative form
One complete example for each face on the dice would be:
1) big
2) bigger
3) biggest
4) My father drives a big car.
5) Mr. Thomas has a bigger van than his brother.
6) The headmaster owns the biggest car in my school.
Once they're done writing, they submit it for correction before colouring the background picture (ball or flower) on each face. Then, pupils cut and paste them on the dice layout before cutting it and folding it into a complete dice!
At the end of the project, pupils gather in a circle to play Musical Ball. When the music stops, the pupil holding the ball tries to mime the adjective for the others to guess. Another pupil says the comparative or superlative form or even create another sentence using that adjective. (This part depends on what the teacher wants to focus on, either on knowing the adjective forms, sentence construction or even spelling of adjectives in different forms.)
Hello, everyone!
Have you tried any mini projects shared in this blog? Do check them out for more variety of fun activities for your class :)
This week, we would like to share Scrapbook Materials for Units 2, 3, 4 and 5 from English Academy Stars CEFR Textbook, meant for ages 11 and above. Pictures are taken from Google and there are also some grammar exercises for each unit. :)
