Saturday, April 11, 2020

怎样成为一个处理矛盾的高手

https://www.jianshu.com/p/df2bfb47075f



Just gone through a talk on a book read aloud .

https://www.youtube.com/watch?v=nobDCUGXJSY



1.历史上,面对竞争我们只有两种选择:争或让;现代社会出现了可以共赢的第三选择。
2.生意人思维:用市场定价的方式,正确评估别人的价值。
3.银行家思维:跳出现有格局,下一盘更大的棋。
4.实干者思维:把观念冲突变成行动方法。
5.建筑师思维:划出清晰的边界,明确跨过边界的成本。
6.取诸人以为善,是与人为善者也,故君子莫大乎与人为善。 ——孟子


作者:江城亭长
链接:https://www.jianshu.com/p/df2bfb47075f
来源:简书
著作权归作者所有。商业转载请联系作者获得授权,非商业转载请注明出处。



Friday, April 10, 2020

Covid-19 Has Changed The Way We Work

The pandemic may exacerbate the divide among workers

By

Log
economist.com
4 min

(Wabak ini, mungkin memburukkan lagi jurang antara pekerja.)

CRISES OFFER the ultimate test for organisations. Under the pressure of a pandemic, many firms will change the way they operate. Three trends that were already in train may be accelerated. First, the way that meetings are undertaken. Second, the way that teams are organised. Third, the widening divide between company insiders, namely full-time employees, and outsiders, such as freelancers and contractors.

(Krisis menguji ketahanan sesuatu organisasi, dari cara mengelolakan mesyuarat, organisasi kumpulan dan menjarakkan lagi jurang perbezaan antara kaki-tangan sepenuh masa dan pekerja-pekerja sambilan , kontractor)

So many meetings have been conducted via Zoom and other apps that bosses may decide that this is a better approach than gathering everyone together in one fusty room. One estimate is that 2.1m people downloaded the Zoom app on March 23rd, the day Britain went into lockdown and the World Health Organisation warned that the pandemic was “accelerating”. Even when people start returning to offices, many of those who did not catch the virus will be nervous about being in close proximity to their colleagues.

(Peningkatan mesyuarat dikendalikan melalui aplikasi maya, kerana semua pekerja masih berwaspada dengan merebaknya wabak melalui penjarakan dekat.)

Remote meetings have drawbacks. Conversations can be clunky and stilted, and not everyone (including Bartleby) welcomes the need to be on camera. So physical meetings will not disappear altogether, but they will be a smaller proportion of the total.

( Mesyuarakat secara kawalan jauh, maya membawa banyak keburukan. Perbualan boleh menjadi kekok dan tersekat-sekat, amat janggal bercakap depan kamera. Mesyuarat secara fizikal, bersemuka masih wujud tetapi akan menjadi semakin berkurangan)

Another change will be a greater focus on communication between key employees. Worker interaction involves a lot more than meetings. Traditionally, people have popped over to each other’s desks for a brief chat. Often, these exchanges are all the more useful when they involve someone from a different department. Such informal interactions are not currently possible.

(Komunikasi antara kaki-tangan utama di tempat kerja berubah , dengan berkurangnya interaksi tidak rasmi. Secara tradisi, pekerja boleh berbincang dengan sesiapa sahaja, bila-bila masa, bersemuka, atas sebarang isu. Kini, kaedah perjumpaan tidak formal ini tidak mungkin berlaku.)  

Email chains are an imperfect and cumbersome substitute. In the crisis, many firms have turned to apps like Slack, which allow teams to communicate on a dedicated forum. Stewart Butterfield, Slack’s chief executive, says the company started to detect a significant pickup in teams being created in South Korea and Japan in the middle of February. A bigger surge in business began in the week of March 9th, a hint that companies were beginning to take social distancing seriously. All told, use of Slack increased approximately 20% between February 1st and March 25th, while simultaneously connected users increased from 10.5m on March 16th to 12.5m on March 25th.

(Penggunaan aplikasi komunikasi berpasukan meningkat.)

The divide between insiders and outsiders is probably the most significant change. The first group are likely to be protected by their employers, who will pay all or most of their salaries as long as they can afford to. The outsiders, whose ties with firms are looser, may be cast adrift. The divide helps explain a large part of the surge in unemployment claims on both sides of the Atlantic.

(Jurang perbezaan antara pekerja dalaman dan luaran diperbesarkan. Pekerja tetap akan mendapat jagaan pengurusan dari segi kewangan. Sebaliknya pekerja-pekerja kontrak , kerjaya mereka bergantung kepada ehsan pengurusan, dan boleh diberhentikan bila-bila masa)  

The insider/outsider split is one of the trends outlined by William Davidow and Michael Malone in “The Autonomous Revolution”, a new book. Permanent employees are an expensive burden, thanks to the associated costs like health care (in America) and pensions (everywhere). Online tools already let employers forecast workloads and schedule workers instantly. The current crisis may prompt firms to embrace these, as they reconsider which full-time workers are essential, and which are not.

(Kakitangan 'tetap dan berpencen' menjadi tanggungan yang amat berat kepada syarikat. Syarikat-syarikat zaman pasca wabak, akan lebih menimbangkan keperluan dan mengawal bilangan pekerja-pekerja 'tetap dan berpencen' ini.)


The pandemic will also accelerate the trend towards automation. In some cases companies will increasingly rely on automated processes to fulfil tasks, because some workers may fall ill. In other cases the push may come from outside: more consumers will become used to shopping online, or interacting with websites rather than waiting ages for call centres to answer their queries. Those habits look likely to stick after the pandemic ends, reducing the need for human employees.

(Ke arah automasi. Mengurang , malah menggantikan kerja-kerja yang memerlukan tenaga manusia kepada mesin. Masalah cuti sakit dikurangkan. Pelanggan-pelanggan beralih kepada urusan atas talian, on line)

A reduction in the supply of secure, full-paid jobs may coincide with an increase in demand for such roles. The crisis will have taught a stark lesson to those who work in the gig economy: they are highly vulnerable. Independence and the ability to manage your own time sound appealing when work is plentiful. In hard times workers will appreciate security, however tiresome the daily commute may be. The spike in unemployment will only increase the desire for stable jobs. That seems likely to keep a downward pressure on wages.

(Semakin berkurangnya perkerjaan-perkerjaan yang bergaji penuh bulanan serta dijamin oleh syarikat. Sudah menjadi lumrah, dalam zaman kemerosotan ekonomi, kerja-kerja stabil,bergaji tetap menjadi pilihan. Tetapi dalam masa ekonomi rancak, kerja-kerja yang memberikan kebebasan dan mendatangkan pulangan lumayan, lebih menarik perhatian umum)

Employees may be used to hearing that “we are all in the same boat”. But this crisis is cementing a class system aboard corporate vessels. The managers have the first-class cabins and core workers get en-suite accommodation but the freelancers and contractors are clinging unsteadily to the lifeboats.

(Semua pekerja pernah mendengar slogan "Kita berada dalam kapal yang sama !". Semasa berlakunya krisis, telah menjadi kebiasaan, pihak pengurusan syarikat duduk dalam bahagian kapal kelas pertama, dan kaki-tangan utamanya dalam bilik khas operasi, tetapi pekerja-pekerja sambilan dan kontracktor bergantung secara berjuntai, mengapai-ngapai di dalam bot keselamatan."

Kosa-Kata :

exacerbate
vt (fml) aggravate, (act.)

membuat [sst] bertambah /buruk, teruk/; (pass.)
bertambah /buruk, teruk/:
The treatment seemed to exacerbate the disease,
rawatan itu membuat penyakit itu bertambah teruk.

Thursday, April 2, 2020

人因梦想而伟大


人因梦想而伟大,一个人没有理想和抱负,就会失去方向,陷入迷茫、彷徨的深渊里。生命也因奋斗而精彩,在通往成功的路途中,不免会有许多困难和挑战等着我们。我们唯有努力奋斗、坚持不懈, 才能过关斩将,实现目标。即 使目标未达成,人生也因一路 的风雨跋涉而更加丰冨、充实。

通过本单元,学习准确 严密、形象生动的语言特点, 领悟作者的叮嘱和敦促,从而 培养积极的人生态度。





Wednesday, March 18, 2020

Chinese Riddles

山上还有山
十张口,一颗心
说它小,下边大,说它大,上边小。
一只黑狗,不叫不吼
差一点六斤
家中添一口
自小在一起,目前少联系
点点成金
一人一张口,下面长只手
 四面都是山,山山都相连
种花要除草,一人来一刀
存心不让出大门,你说烦人不烦人
一只狗,两个口,谁遇它谁发愁
皇帝新衣
一点水准
格外大方
七十二小时
需要一半,留下一半
 一月一日非今天
 综合门市
 守门员
 有人偷车
 半青半紫
 身残心不残
千里丢一,百里丢一
一人 
一人一张口,口下长只手,猜一字
一人在内,猜一字
一人腰上挂把弓,猜一字
一口吃掉牛尾巴
一口咬定,猜一字
一大二小
一斗米
一月七日
一加一,猜一字
一字十三点,难在如何点 
一百减一
一夜又一夜,猜一字
一个人搬两个土
一个礼拜
一家十一口,猜一字
一只牛
一只狗四个口
一边是红,一边是绿,一边怕风,一边怕雨
七人头上长了草,猜一字
九只鸟
九号,猜一字
九辆车
九点,猜一字
人不在其位
人有他则变大
人无信不立,猜一字
八十八
刀出鞘,猜一字
十一个读书人
十二点
十日十月(武昌起义),猜一字
十个哥哥
三口重叠,莫把品字猜
三张纸
上下串通
上下难分,猜一字
雷不雨,猜一字
大丈夫不得出头
雨落在横山上,猜一字
小姑娘
山上复山 出,岳
不要讲话
互吻,猜一字
五十对耳朵
五口之家,旁种一树
六十不足,八十有余,猜一字
公而忘私,猜一字
反比
天上无二,合去一口,家家都有,猜一字
天天
夫人何处去,猜一字
太阳西边下,月儿东边挂,猜一字
心如刀刺,猜一字
手提包
文武两全,猜一字
日复一日,猜一字
水上工程
付出爱心
兄有债,猜一字
半个人
半个月亮
半真半假
古时候的月亮,猜一字
左有十八,右有十八,二四得八,一八得八
打断念头,猜一字
正字少一横,不作止字猜
田中,猜一字
休要丢人现眼,猜一字
多一半,猜一字
如箭在弦,猜一字
旭日东升,猜一字
有心得志
有目共睹
有两个动物,一个在水里,一个在山上 

Wednesday, February 26, 2020

5ZH Nouns Rosetta Stone


DiscK13
ERPH 
DiscK22

Hari Khamis SLOT 2/2
/k22
Class : 5ZH
Date : 27-2-2020
Time : 9.45am-10.45am
Remarks : 


Remarks :   Rosetta Stone Nouns.

Theme/ Topic : World of knowledge, / Language Games.

Skills :  
[ ] Listening and Speaking
[ ] Reading  
[ ] Writing  
[ /] Grammar  
[ ] Language Arts  


Contents / Learning stds :  
Listening Learning Standards
[ ] 1.1.1 Recognise and reproduce with support a range of target language phonemes
[ ] 1.1.4 Can talk about related topics with a limited words. 
[ ] 1.2.1  Understand with support the main idea of short simple texts
[ ] 1.2.2 Understand with support specific information and details of short simple texts
[ ] 1.2.3 Understand with support short simple narratives
[ ] 1.2.4 Understand a wide range of short basic supported classroom instructions
[ ] 1.2.5 Understand a wide range of short supported questions
[ ] 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking

Speaking Learning Standards
[ ] 2.1.1 Ask about and express basic opinions
[ ] 2.1.2 Find out about and describe basic everyday routines
[ ] 2.1.3 Give a short sequence of basic directions
[ ] 2.1.4 Ask about, make and respond to simple predictions
[ ] 2.1.5 Describe people and objects using suitable words and phrases
[ ] 2.2.1 Keep interaction going in short exchanges by repeating key words from the other speaker
[ ] 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions
[ ] 2.3.1 Narrate very short basic stories and events  
Reading Learning Standards
[ ] 3.2.1 Understand the main idea of short simple texts
[ ] 3.2.2 Understand specific information and details of short simple texts
[ ] 3.2.4 Recognise and use with support key features of a simple monolingual dictionary
[ ] 3.3.1 Read and enjoy Al fiction/non-fiction print and digital texts of interest
[ ] 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic


Writing Learning standards
[ ] 4.1.2 Begin to use cursive handwriting in a limited range of written work
[ ] 4.2.1 Express simple opinions
[ ] 4.2.2 Make and give reasons for simple predictions
[ ] 4.2.3 Give simple directions
[ ] 4.1.4 Describe people and objects using suitable words and phrases
[ ] 4.2.5 Connect sentences using basic coordinating conjunctions Use capital letters, full stops and question marks appropriately in guided writing at
[ ] 4.3.1 sentence level
[ ] 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
[ ] 4.3.3 Plan, draft and write an increased range of simple sentences

Language Arts Learning Standards
[ ] 5.1.1 Enjoy and appreciate rhymes, poems and songs
[ ] 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation:
(1) simple chants and raps (ii) simple rhymes (iii) simple action songs (iv) simple songs (v) simple poems
[ ] 5.2.1 Ask and answer simple questions about characters, actions text and events of interest in a text.
[/ ] 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics. Other imaginative responses as appropriate.

Objective : At the end of the lesson, pupils are able to play the language apps-Rosetta Stone.

Teaching and Learning Strategies :
[ ] 1. Visualization
[ ] 2. Cooperative learning
[ ] 3. Inquiry-based instruction
[ ] 4. Differentiation
[ ] 5. Technology in the classroom
[ ] 6. Behaviour management
[ ] 7. Professional development       
[ ] 8. Project based
[ /] 9. Nil

LEARNING STRATEGIES :        
[ ] 1. SQ3R, Survey, Questions,Read,Recall,Review
[ ] 2. double loop learning (  Argyris )
[ ] 3. conversation theory (   Pask)
[ ] 4. lateral thinking ( DeBono   )
[/ ] 5. social interaction, Situated Learning Theory Weinstein (1991)
[ ] 6. Story Telling & Reading.
[ ] 7. Nil

Teaching and Learning Activities :  
1. Intro to verb
2. Play the language games
3.  Discussion

Materials / References :  
[ ] Textbook
[ ] Workbook
[ ] Internet Search Engine
[/ ] Apps / Installed Programmes
[ ] Inquiry, Interview
[ ] Audio CD with player. 
[ ]  Blank A4  papers, about  100  pcs.
[ ] Worksheets
[ ] Personal organisation

PAK21 elements : -  
[ ] Teamwork
[ ] Reasoning
[ ] Proficiency in using technologies
[ ] 3Rs and 4Cs Strong academic skills
[ ] Thinking
[ /] Edutainment
[ ] Search engine and sharing of ideas, data 
[ ]/ language games
[ ] Story telling
[ ] craftwork


• Success Criteria : Pupils are able to play the language games via apps

Pre-lesson :         
Intro to verbs

Lesson development :  
1. Sample sentences.
2.  Learn to navigate

Post-lesson :
Competition

EMK (Elemen Merentas Kurikulum) :         
Grammar

MORAL VALUES :  
[ ] 1. KINDHEARTEDNESS
[ ] 2. SELF-RELIANCE
[ ] 3. HUMANITY
[ /] 4. MUTUAL RESPECT
[ ] 5. LOVE
[ ] 6. JUSTICE
[ ] 7. FREEDOM
[ ] 8. COURAGE
[ ] 9. CLEANLINESS OF BODY AND MIND
[ ] 10. HONESTY/INTEGRITY
[ ] 11. DILIGENCE
[ ] 12. COOPERATION
[ ]1 3. MODERATION
[ ] 14. GRATITUDE
[ ] 15. RATIONALITY
[ ] 16. PUBLIC SPIRITEDNESS
[ ] 17. Adaptation
[ ] 18. Time management

I-THINK MAP :  

[ ] 1. circle map
[ ] 2.bubble map
[ ] 3.double bubble map
[ ] 4. tree map
[ ] 5. Brace map
[ ] 6. Multiflow map
[ ] 7. Brace map
[ ] 8. Bridge map
[/ ] 9. Nil

THINKING SKILLS
[ ] 1. Make a connection
[/ ] 2. Compares and differs
[ ] 3. To clarify
[ ] 4. organize
[ ] 5. Identify true and wrong statements
[ ] 6. Identify statement based on facts and opinions.
[ ] 7. Identify bias statements
[ ] 8. Identify causes and expressing various causes.
[ ] 9. Identify the consequenses and forecast various consequences.
[ ] 10. Make inferences and initial conclusions
[ ] 11. Make generalization and hypotheses.
[ ] 12.Interpreting
[ ] 13. Identify key ideas, support ideas and detailed details.
[ ] 14. Formulate and summarize
[ ] 15. Making decisions.
[ ] 16. Trouble shooting.
[ ] Others : Repetition is the key fluency.


MULTIPLE INTELLIGENCE :  
[ /] 1.Linguistic intelligence (“word smart”)  
[ ] 2.Spatial intelligence (“picture smart”)  
[ ] 3. Musical intelligence (“music smart”)  
[ ] 4. Bodily-Kinesthetics intelligence (“body smart”)  
[ ] 5. Naturalist intelligence (“nature smart”)  
[ ] 6. Logical-mathematical intelligence (“number/reasoning smart”)  
[ ] 7. Interpersonal intelligence (“people smart”)  


Assessment :         
1. Written works / Worksheets:  
-Nil
2. Teacher's Observations :      Kids play the games - Via apps
3. Practical Works :  
Navigation of apps.
4. Questions / Quizzes :
Some Wh questions asked verbally, to stir-up, to motivate thinking, to think hard.
Reflections/Impact :  
...Iearning is useful, for enhancing learning capabilities.
Blog :   
gg.gg/rosenoun
Remedial / Enrichment :  
Guidance  is  given  to  the  below  average  group,  by   teacher's  help, personally
****************************************************        





4NF Rose Verbs


DiscK13
ERPH 

GURU : GOH MOH TENG  
MINGGU KE-9
Tarikh : 27-2-2020
Hari : Khamis SLOT 1/2
/k12
Class : 4NF
Time : 7.45am-9.15am  

Remarks :   Rosetta Stone Verbs, simple continous tense.

Theme/ Topic : World of knowledge, / Language Games.

Skills :  
[ ] Listening and Speaking
[ ] Reading  
[ ] Writing  
[ /] Grammar  
[ ] Language Arts  


Contents / Learning stds :  
Listening Learning Standards
[ ] 1.1.1 Recognise and reproduce with support a range of target language phonemes
[ ] 1.1.4 Can talk about related topics with a limited words. 
[ ] 1.2.1  Understand with support the main idea of short simple texts
[ ] 1.2.2 Understand with support specific information and details of short simple texts
[ ] 1.2.3 Understand with support short simple narratives
[ ] 1.2.4 Understand a wide range of short basic supported classroom instructions
[ ] 1.2.5 Understand a wide range of short supported questions
[ ] 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking

Speaking Learning Standards
[ ] 2.1.1 Ask about and express basic opinions
[ ] 2.1.2 Find out about and describe basic everyday routines
[ ] 2.1.3 Give a short sequence of basic directions
[ ] 2.1.4 Ask about, make and respond to simple predictions
[ ] 2.1.5 Describe people and objects using suitable words and phrases
[ ] 2.2.1 Keep interaction going in short exchanges by repeating key words from the other speaker
[ ] 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions
[ ] 2.3.1 Narrate very short basic stories and events  
Reading Learning Standards
[ ] 3.2.1 Understand the main idea of short simple texts
[ ] 3.2.2 Understand specific information and details of short simple texts
[ ] 3.2.4 Recognise and use with support key features of a simple monolingual dictionary
[ ] 3.3.1 Read and enjoy Al fiction/non-fiction print and digital texts of interest
[ ] 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic


Writing Learning standards
[ ] 4.1.2 Begin to use cursive handwriting in a limited range of written work
[ ] 4.2.1 Express simple opinions
[ ] 4.2.2 Make and give reasons for simple predictions
[ ] 4.2.3 Give simple directions
[ ] 4.1.4 Describe people and objects using suitable words and phrases
[ ] 4.2.5 Connect sentences using basic coordinating conjunctions Use capital letters, full stops and question marks appropriately in guided writing at
[ ] 4.3.1 sentence level
[ ] 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
[ ] 4.3.3 Plan, draft and write an increased range of simple sentences

Language Arts Learning Standards
[ ] 5.1.1 Enjoy and appreciate rhymes, poems and songs
[ ] 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation:
(1) simple chants and raps (ii) simple rhymes (iii) simple action songs (iv) simple songs (v) simple poems
[ ] 5.2.1 Ask and answer simple questions about characters, actions text and events of interest in a text.
[/ ] 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics. Other imaginative responses as appropriate.

Objective : At the end of the lesson, pupils are able to play the language apps-Rosetta Stone.

Teaching and Learning Strategies :
[ ] 1. Visualization
[ ] 2. Cooperative learning
[ ] 3. Inquiry-based instruction
[ ] 4. Differentiation
[ ] 5. Technology in the classroom
[ ] 6. Behaviour management
[ ] 7. Professional development       
[ ] 8. Project based
[ /] 9. Nil

LEARNING STRATEGIES :        
[ ] 1. SQ3R, Survey, Questions,Read,Recall,Review
[ ] 2. double loop learning (  Argyris )
[ ] 3. conversation theory (   Pask)
[ ] 4. lateral thinking ( DeBono   )
[/ ] 5. social interaction, Situated Learning Theory Weinstein (1991)
[ ] 6. Story Telling & Reading.
[ ] 7. Nil

Teaching and Learning Activities :  
1. Intro to verb
2. Play the language games
3.  Discussion

Materials / References :  
[ ] Textbook
[ ] Workbook
[ ] Internet Search Engine
[/ ] Apps / Installed Programmes
[ ] Inquiry, Interview
[ ] Audio CD with player. 
[ ]  Blank A4  papers, about  100  pcs.
[ ] Worksheets
[ ] Personal organisation

PAK21 elements : -  
[ ] Teamwork
[ ] Reasoning
[ ] Proficiency in using technologies
[ ] 3Rs and 4Cs Strong academic skills
[ ] Thinking
[ /] Edutainment
[ ] Search engine and sharing of ideas, data 
[ ]/ language games
[ ] Story telling
[ ] craftwork


• Success Criteria : Pupils are able to play the language games via apps

Pre-lesson :         
Intro to verbs

Lesson development :  
1. Sample sentences.
2.  Learn to navigate

Post-lesson :
Competition

EMK (Elemen Merentas Kurikulum) :         
Grammar

MORAL VALUES :  
[ ] 1. KINDHEARTEDNESS
[ ] 2. SELF-RELIANCE
[ ] 3. HUMANITY
[ /] 4. MUTUAL RESPECT
[ ] 5. LOVE
[ ] 6. JUSTICE
[ ] 7. FREEDOM
[ ] 8. COURAGE
[ ] 9. CLEANLINESS OF BODY AND MIND
[ ] 10. HONESTY/INTEGRITY
[ ] 11. DILIGENCE
[ ] 12. COOPERATION
[ ]1 3. MODERATION
[ ] 14. GRATITUDE
[ ] 15. RATIONALITY
[ ] 16. PUBLIC SPIRITEDNESS
[ ] 17. Adaptation
[ ] 18. Time management

I-THINK MAP :  

[ ] 1. circle map
[ ] 2.bubble map
[ ] 3.double bubble map
[ ] 4. tree map
[ ] 5. Brace map
[ ] 6. Multiflow map
[ ] 7. Brace map
[ ] 8. Bridge map
[/ ] 9. Nil

THINKING SKILLS
[ ] 1. Make a connection
[/ ] 2. Compares and differs
[ ] 3. To clarify
[ ] 4. organize
[ ] 5. Identify true and wrong statements
[ ] 6. Identify statement based on facts and opinions.
[ ] 7. Identify bias statements
[ ] 8. Identify causes and expressing various causes.
[ ] 9. Identify the consequenses and forecast various consequences.
[ ] 10. Make inferences and initial conclusions
[ ] 11. Make generalization and hypotheses.
[ ] 12.Interpreting
[ ] 13. Identify key ideas, support ideas and detailed details.
[ ] 14. Formulate and summarize
[ ] 15. Making decisions.
[ ] 16. Trouble shooting.
[ ] Others : Repetition is the key fluency.


MULTIPLE INTELLIGENCE :  
[ /] 1.Linguistic intelligence (“word smart”)  
[ ] 2.Spatial intelligence (“picture smart”)  
[ ] 3. Musical intelligence (“music smart”)  
[ ] 4. Bodily-Kinesthetics intelligence (“body smart”)  
[ ] 5. Naturalist intelligence (“nature smart”)  
[ ] 6. Logical-mathematical intelligence (“number/reasoning smart”)  
[ ] 7. Interpersonal intelligence (“people smart”)  


Assessment :         
1. Written works / Worksheets:  
-Nil
2. Teacher's Observations :      Kids play the games - Via apps
3. Practical Works :  
Navigation of apps.
4. Questions / Quizzes :
Some Wh questions asked verbally, to stir-up, to motivate thinking, to think hard.
Reflections/Impact :  
...Iearning is useful, for enhancing learning capabilities.
Blog :   
gg.gg/roseverb
Remedial / Enrichment :  
Guidance  is  given  to  the  below  average  group,  by   teacher's  help, personally
****************************************************        





Monday, February 24, 2020

Games for fun


Discs13
Hari Selasa SLOT 1/3
/s13
Class : 3 AS-SYATIBI    
Date : 25-2-2020
Time : 8.15am-9.15am    
Remarks : 
Games & fun

Theme/ Topic : World of knowledge, / friends & games

Skills :  
[ /] Listening and Speaking
[ ] Reading  
[ ] Writing  
[ ] Grammar  
[ ] Language Arts  


Contents / Learning stds :  
Listening Learning Standards
[/ ] 1.1.1 Recognise and reproduce with support a range of target language phonemes
[ /] 1.1.4 Can talk about related topics with a limited words. 
[ ] 1.2.1  Understand with support the main idea of short simple texts
[ ] 1.2.2 Understand with support specific information and details of short simple texts
[ ] 1.2.3 Understand with support short simple narratives
[ ] 1.2.4 Understand a wide range of short basic supported classroom instructions
[ ] 1.2.5 Understand a wide range of short supported questions
[ ] 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking

Speaking Learning Standards
[ ] 2.1.1 Ask about and express basic opinions
[ ] 2.1.2 Find out about and describe basic everyday routines
[ ] 2.1.3 Give a short sequence of basic directions
[ ] 2.1.4 Ask about, make and respond to simple predictions
[ ] 2.1.5 Describe people and objects using suitable words and phrases
[ ] 2.2.1 Keep interaction going in short exchanges by repeating key words from the other speaker
[ ] 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions
[ ] 2.3.1 Narrate very short basic stories and events  
Reading Learning Standards
[ ] 3.2.1 Understand the main idea of short simple texts
[ ] 3.2.2 Understand specific information and details of short simple texts
[ ] 3.2.4 Recognise and use with support key features of a simple monolingual dictionary
[ ] 3.3.1 Read and enjoy Al fiction/non-fiction print and digital texts of interest
[ ] 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic


Writing Learning standards
[ ] 4.1.2 Begin to use cursive handwriting in a limited range of written work
[ ] 4.2.1 Express simple opinions
[ ] 4.2.2 Make and give reasons for simple predictions
[ ] 4.2.3 Give simple directions
[ ] 4.1.4 Describe people and objects using suitable words and phrases
[ ] 4.2.5 Connect sentences using basic coordinating conjunctions Use capital letters, full stops and question marks appropriately in guided writing at
[ ] 4.3.1 sentence level
[ ] 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
[ ] 4.3.3 Plan, draft and write an increased range of simple sentences

Language Arts Learning Standards
[ ] 5.1.1 Enjoy and appreciate rhymes, poems and songs
[ ] 5.1.2 Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation:
(1) simple chants and raps (ii) simple rhymes (iii) simple action songs (iv) simple songs (v) simple poems
[ ] 5.2.1 Ask and answer simple questions about characters, actions text and events of interest in a text.
[ ] 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics. Other imaginative responses as appropriate.

Objective : At the end of the lesson, pupils are able to talk about the games.

Teaching and Learning Strategies :
[ ] 1. Visualization
[ ] 2. Cooperative learning
[ ] 3. Inquiry-based instruction
[ ] 4. Differentiation
[ ] 5. Technology in the classroom
[ ] 6. Behaviour management
[ ] 7. Professional development       
[ ] 8. Project based
[ /] 9. Nil

LEARNING STRATEGIES :        
[ ] 1. SQ3R, Survey, Questions,Read,Recall,Review
[ ] 2. double loop learning (  Argyris )
[/ ] 3. conversation theory (   Pask)
[ ] 4. lateral thinking ( DeBono   )
[ ] 5. social interaction, Situated Learning Theory Weinstein (1991)
[ ] 6. Story Telling & Reading.
[ ] 7. Nil

Teaching and Learning Activities :  
1. Talk about games
2. Identify games
3. Friends & games

Materials / References :  
[ ] Textbook
[ ] Workbook
[ ] Internet Search Engine
[ ] Apps / Installed Programmes
[/ ] Inquiry, Interview
[ ] Audio CD with player. 
[ ]  Blank A4  papers, about  100  pcs.
[ ] Worksheets
[ ] Personal organisation

PAK21 elements : -  
[ ] Teamwork
[ ] Reasoning
[ ] Proficiency in using technologies
[ ] 3Rs and 4Cs Strong academic skills
[ ] Thinking
[ ] Edutainment
[ ] Search engine and sharing of ideas, data 
[/ ] language games
[ ] Story telling
[ ] craftwork


• Success Criteria : Pupils knew & being esposed to various games.

Pre-lesson :         
Play the games, outdoor

Lesson development :  
1. Talk about
2.  Identify games

Post-lesson :
Languase games

EMK (Elemen Merentas Kurikulum) :       
Sports 


MORAL VALUES :  
[ ] 1. KINDHEARTEDNESS
[ ] 2. SELF-RELIANCE
[ ] 3. HUMANITY
[ ] 4. MUTUAL RESPECT
[ ] 5. LOVE
[ ] 6. JUSTICE
[ ] 7. FREEDOM
[/ ] 8. COURAGE
[ ] 9. CLEANLINESS OF BODY AND MIND
[ ] 10. HONESTY/INTEGRITY
[ ] 11. DILIGENCE
[ ] 12. COOPERATION
[ ]1 3. MODERATION
[ ] 14. GRATITUDE
[ ] 15. RATIONALITY
[ ] 16. PUBLIC SPIRITEDNESS
[ ] 17. Adaptation
[ ] 18. Time management

I-THINK MAP :  

[ ] 1. circle map
[ ] 2.bubble map
[ ] 3.double bubble map
[ ] 4. tree map
[ ] 5. Brace map
[ ] 6. Multiflow map
[ ] 7. Brace map
[ ] 8. Bridge map
[ /] 9. Nil

THINKING SKILLS
[ ] 1. Make a connection
[ ] 2. Compares and differs
[ ] 3. To clarify
[ ] 4. organize
[ ] 5. Identify true and wrong statements
[ ] 6. Identify statement based on facts and opinions.
[ ] 7. Identify bias statements
[ ] 8. Identify causes and expressing various causes.
[ ] 9. Identify the consequenses and forecast various consequences.
[ ] 10. Make inferences and initial conclusions
[ ] 11. Make generalization and hypotheses.
[ ] 12.Interpreting
[/ ] 13. Identify key ideas, support ideas and detailed details.
[ ] 14. Formulate and summarize
[ ] 15. Making decisions.
[ ] 16. Trouble shooting.
[ ] Others : Repetition is the key fluency.


MULTIPLE INTELLIGENCE :  
[ /] 1.Linguistic intelligence (“word smart”)  
[ ] 2.Spatial intelligence (“picture smart”)  
[ ] 3. Musical intelligence (“music smart”)  
[ ] 4. Bodily-Kinesthetics intelligence (“body smart”)  
[ ] 5. Naturalist intelligence (“nature smart”)  
[ ] 6. Logical-mathematical intelligence (“number/reasoning smart”)  
[ ] 7. Interpersonal intelligence (“people smart”)  


Assessment :         
1. Written works / Worksheets:  
-Nil
2. Teacher's Observations :      Kids participated actively in the discussion.
3. Practical Works :  
Discussion.
4. Questions / Quizzes :
Some Wh questions asked verbally, to stir-up, to motivate thinking, to think hard.
Reflections/Impact :  
...Iearning is useful, for enhancing learning capabilities.
Blog :   
gg.gg/friendfun
Remedial / Enrichment :  
Guidance  is  given  to  the  below  average  group,  by   teacher's  help, personally
****************************************************