call me Miss Leanza^^

We were asked by Miss Yoon go back to play this game. At first, I found out that it sounds interesting. This is because I haven't been in this kind of situation before.
Firstly, I chose to be a survivor as my role in that game. There is a voice came out, telling me that what situation am I in. After that, you can see the real and clear image that really happens during Haiti earthquake and there's vibration as well. I was given a few situations and was asked to make a decision by clicking one of the answers in order to proceed. That's all and I finished playing the game.
The activity that I would like to introduce to my students through this game is firstly, for sure I will ask all of them to go back home and play the game. Then, on the next lesson, they will be asked to state out their opinions about the problems and solutions regarding the game.(The opinions must only regarding the disaster as they were asked to put  themselves into that situation, pretending themselves as victims). For an example, they can state out an opinion like the medication supplement should be fully prepared all the time at particular areas in order to save more victims. The other fellows will have to write down what their classmates have stated. Then, they will be asked to write an essay with not more than 120 words. After done writing, they will be asked to exchange their works among themselves for editing. Then, I will ask them to submit their works to me.

The essay that my course mate and I marked is a an essay with a title 'A scary experience'. We gave this essay 7 out 20. We concluded that this student gave a clear statement for his/her essay. However, the essay has too many mechanical errors. Although the paragraphs in this essay are well arranged and we had a clear image about what the student wants to point out. But, there are too many spelling and grammatical errors. We can see that the student is using the Google Translate and translate the Chinese directly to English. That's why the sentences construction is not that complete.

I am addicted to this song recently after watching a movie called ' Frequency'. Enjoy~~

Question: You are teaching the theme 'Environment' to a form three class with intermediate level of proficiency. Describe one activity on how to integrate the following thinking skills into your lesson.
 A. analysis
 B. application

Answer:

A. analysis
 "What is the extent of the negative effects of climate change on humans and the environment?", this question is given to the class after dividing them into few groups. Then, discussion will be held among them. After that, the representatives of each group will be asked to present their answers in front of the class. Their answers will be written down on the board if their ideas are acceptable. Teacher asks the students to copy down the answers and create a topic sentence for each answer.   

B. Application
Teacher asks the students to imagine that they are representatives of Sierra Club and they are going to give a talk about environmental problems. Teacher asks them to apply their knowledge to find out what are the ways to satisfy adequate energy demands of the world today without creating or aggravating environmental problems. Students will be divided into groups after the question is given. They will have discussion with teacher's guidance. After 20 minutes, each group will need to speak out their answers ( their ideas can be more than one). The acceptable answer will be written on the board and students will be asked to jot them down. Teacher will discuss with the students about changing the ideas into proper topic sentences.

Read the essay distributed.  Decide what to do with the errors. Are you going to use written comments, talk to the writer or use checklist? Will you encourage peer edit before the next submission? What is you follow-up activity to deal with the most common error found in your essay?

I will use written comments. The reason I chose written comments to deal with the errors in my students' essays is this will not spend too much time for explaining the errors one by one to my students.and will not affect our teaching syllabus pace.  I personally think that using checklist doesn't help a lot on students for dealing with their errors. They might realize their mistakes or errors in their essays but they will still remain making the same mistakes as they don't know what is the correction for their errors. Talk to student will be time consuming. It might affect teaching and learning sessions and not all of them can be guaranteed have been learnt something from those two periods.

I will encourage peer edit before the text submission. This is because when you know that your peers are going to be reading your draft, you are often more likely to think ahead about how you can interest your audience and how you can explain your ideas clearly. After some initial inevitable self-consciousness, writing groups can really come together, look forward to reading and responding to each others' work, and take pride in the accomplishments of others. Peer editing can be a confidence builder to those writers who are insecure about their own writing. You are likely to find that others' first drafts aren't so great either, and you'll find out how much you can actually help other writers with your own responses. The students can exchange their drafts among themselves and edit or even give comments on their peers' piece of work.

My follow-up activity to deal with the most common error found in students' essays is I will prepare an essay with the errors which are common among my students. The essays will be distributed to them. Then, the discussions about dealing with and correction for the errors will be held with them. The students will realize the errors which have been pointed in the essay given is same as theirs so they will not make the same mistakes again.