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Fanling Public School

Fanling Public School

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Fanling Public School

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  1. Fanling Public School IT in Education e-learning Series: The development of HK Mobile Learning and e-Learning in English Language at Primary School Level Fanling Public School

  2. Fanling Public School • No. of English teachers : 7 (including the NET) • No. of classes: 13 • No. of pupils: 420 pupils Fanling Public School

  3. Fanling Public School Weakness of our pupils • Pupils have little chance to use English in daily life. • Pupils learn English with inadequate family support. • Pupils are rather weak in written English. • Pupils are not quite willing to read English books. • There are great individual differences in English learning abilities. Fanling Public School

  4. Fanling Public School Aim of the development of HK Mobile Learning and e-learning in English Language at Primary School Level: • To promote English learning and create an authentic environment for pupils to use English • as a tool for study • as a means of interpersonal communication • as a medium of pleasure and entertainment Fanling Public School

  5. Fanling Public School Aim of the development of HK Mobile Learning and e-learning in English Language at Primary School Level: • to help pupils develop an ever-improving capability to use English • to think and communicate • to acquire, develop and apply knowledge • to respond and give expression to experience Fanling Public School

  6. Fanling Public School Aim of the development of HK Mobile Learning and e-learning in English Language at Primary School Level: • To help pupils develop good reading habits and self-learning skill through On-line learning platform • To enhance the quality of learning and teaching in English writing • To cater for pupil diversity in learning English • To further develop quality tasks and assignments Fanling Public School

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  38. Session 1

  39. Fanling Public School Session 1 • Pre-task • Material: Task 1 (Functions of a pot), eBook • Show the picture of the lid of a pot and ask learners to guess what it is. e.g. What is it? (Elicit creative responses from learners.) • Show the rest of the pot. Tell learners that it is a pot.Ask learners what are the functions of a pot.e.g. What do we use pots for? (Elicit learners’ different responses.) • Show the mind map on the board and put in learners correct responses. • Ask learners to open Task 1 (Functions of a pot). Ask learners to finish the mind map. Fanling Public School

  40. Session 1 • Pre-task • Material: Task 1 (Functions of a pot), eBook • Tell learners they are going to read a story about a special pot. • Open the eBook. Tell learners to look at the cover and ask questions about it.e.g. What can you see on the book cover? (A woman, a girl and a pot)What is the title of the story? (The title of the story is The Magic Porridge Pot.)What is the story about? (Elicit creative responses from learners.)

  41. Fanling Public School Session 1 • While-task • Material: eBook • First Reading • Play the eBook. • Ask predictive questions.e.g. What did the girl hear? (She heard a voice.)What happened next? (The little girl saw an old lady with a pot.) • Ask learners to predict what would happen by using pictures on the pages. Fanling Public School

  42. Session 1 • While-task • Material: eBook • Second Reading • Use shared reading to initiate learners’ participation. • Ask learners to join in reading at the entry point of what the little girl said to stop the magic porridge pot.

  43. Session 1 • While-task • Material: eBook • Third Reading • Guide learners to read the story with the use of guiding questions. (Guided reading).e.g. Why was the girl crying? (Because she was hungry and she had no food to eat.)What did the old woman give to the little girl? (She gave her a magic pot.)

  44. Fanling Public School Session 1 • Post-task • Material: Task 2 (Let’s find out), eBook • Ask learners to open Task 2 (Let’s find out). Guide learners to finish Q1. • Motivate learners to read the whole story by challenging them to do Q2-3 on their own. • Ask learners to discuss Q5 in pairs or groups. • Invite learners to share their opinions orally. Fanling Public School

  45. Session 1 • Extended task • Material: Task 3 (Story map), eBook • Ask learners to open Task 3 (Story map). • Show the story map and help learners identify the story structure: ‘Title’, ‘Characters’, ‘Setting’, ‘Problem’, ‘Solution’ and ‘Ending’. • Guide learners to fill in ‘Characters’ and the first ‘Problem and Solution’. • Ask learners to finish the rest of the story map at home.

  46. Session 2

  47. Session 2 • Vocabulary (1) • Material: My Vocabulary List, AR activity • Retrieve learners’ prior knowledge about the story.e.g.Who helped the crying girl? (The old lady helped the crying girl.)The mother couldn’t stop the pot. What happened to the village? (The porridge was all over the village.) • Reread the story with learners’ participation. • Revise items of vocabulary with the use of My Vocabulary List.porridge, second, full, flooded, village, tasty, shocked, anxiously, shared • Guide learners to finish the AR activity

  48. Session 2 • Vocabulary (2) • Material: Task 4 (Crossword puzzle) • Ask learners to open Task 4 (Crossword puzzle). • Guide learners to do Q1. Tell them they can find the words in the story. • Ask learners to finish the puzzle in pairs or groups. • Observe learners’ understanding of the vocabulary items.