1写周记,星期一交
2完成博客问题,找错误
Wednesday 25 February 2015
找错误并改正
Q2何时何地发生了一件什么事,让你重拾信心?详写还是略写?
回答:那天我没有做功课,被我的英文老师骂了一顿。那是我小学六年级时发生的。
(略写)
回答:那天我没有做功课,被我的英文老师骂了一顿。那是我小学六年级时发生的。
(略写)
Monday 23 February 2015
2月25日“作文审题练习”
https://docs.google.com/forms/d/1V8wXo_WU1hHj0p3RmZqK7dHNj5hVpf_ZBSPB6qape_s/viewform
作文讨论
Q2你平时都觉得新年是没有什么意义的。不过今年,发生了一件事,改变了你的想法。写出事情的经过和你的感想。
请读你的同桌的提纲,然后找出优点和缺点,至少一个。
请读你的同桌的提纲,然后找出优点和缺点,至少一个。
Sunday 15 February 2015
蓝书单元一第一课笔记
怅惘chang4 wang3:感慨
诱发you4 fa1:使。。产生
乡愁chou2:想家的感觉
漂泊piao1 bo2:四处去
颤音chan4 :发抖的声音
兜上dou1 :涌上,出现
掩抹yan3 mo3:盖住
抑不住:控制不住
衣衫褴lan2褛lv3:衣服破烂
怜悯lian2 min3:可伶
钦佩qin1 pei4:佩服
凝聚ning2ju4:聚在一起
挣扎zheng1 zha2:尽力反抗
Q1 3 Q2
1 Q3 2
Q4因为那是对他们生存现状的不礼貌看待。
Q5表达了作者怅惘而忧伤的情绪。
Wednesday 11 February 2015
AA 照片资料下载地址
Resources
1hcl AA 说明(英文版)
School of Science and Technology, Singapore
Mother Tongue Language Department
2015 Secondary 1 Alternative Assessment
All students taking Secondary 1 Higher Chinese will need to complete the first of two Alternative Assessments (AA) by Term 2 Week 1. AA will take up 20% of the students’ MTL grades for the year.
Enduring Understanding
Language is a tool for transmission of thoughts, emotions and values. Language is also a vehicle for imagination and creativity.
Objectives
The objectives of the AA are as follows:
- To assess students’ ability in comprehending a given theme and expressing their ideas in their MTL;
- To provide a platform for students to integrate their learning and skills;
- To encourage students to showcase their creativity and collaborate with their peers.
Task:
Students are to work in groups of 2-3 members for the first AA to create an E-poster. Please refer to Annex 1 for details.
Milestone Check
Students are given a specific timeline to complete the AA. They are to adhere to the timeline strictly and submit their coursework on time. Marks will be deducted for late submission.
WEEK
|
MILESTONE
|
REMARK
|
T1 W6
|
|
|
T1 W8
|
|
27 February 2015 (Friday)
|
T2W1
|
|
27 March 2015(Friday)
|
Assessment
Students will carry out the AA based on a set of rubrics. The rubrics clearly state the requirements, as well as the marking criteria, to assist students in their planning and execution of the task. Teachers’ assessment weighs 80%(refer to Rubric for E-Poster Creation), peer assessment weighs 20% ( refer to Rubric for Collaborative Work Skills).
RUBRIC FOR E-POSTER CREATION [80 marks]
Level 4
(31 - 40 )
|
Level 3
(21-30)
|
Level 2
(11 -20)
|
Level 1
(1 -10)
| |
Content
(40 marks)
|
Content is very comprehensive, well organised and meets the theme.
|
Content is comprehensive, well organised and mostly relevant to the theme.
|
Content is relatively comprehensive, organised and somewhat meets the theme.
|
Content is insufficient, disorganised and barely meets the theme.
|
Level 4
(24 -30 )
|
Level 3
(16-23)
|
Level 2
(8 -15)
|
Level 1
(1 -7)
| |
Languages
(Both writing and recording)
(30 marks)
|
Language is very fluent and expression is very clear.
|
Language is rather fluent and expression is rather clear.
|
Language is somewhat fluent and expression is quite clear.
|
Language is not fluent and expression is unclear.
|
Level 4
(9-10)
|
Level 3
(6-8)
|
Level 2
(4 -5)
|
Level 1
(0-3)
| |
Aesthetics and creativity
(10 marks)
|
The poster created is original and very creative.
Excellent use of pictures with subtitles and has good structural organisation.
|
The poster created is original and creative.
Well use of pictures with subtitles and has structural organisation.
|
The poster created is original but less of creative elements..
Use pictures but without subtitle.
|
The poster created is original but was unorganized There is either no picture in the poster ot the pictures used were irrelevant..
|
RUBRIC FOR COLLABORATIVE WORK SKILLS [20 marks]
Criteria
|
4 marks
|
3 marks
|
2 marks
|
1 mark
|
Contributions
|
Always shares helpful ideas in discussions. Leads the discussion and makes a strong effort to contribute.
|
Often shares helpful ideas in discussions. Clearly strives to participate.
|
Sometimes shares helpful ideas in discussions. Makes the required effort to participate but no more.
|
Rarely shares helpful ideas in discussions. Participates minimally or not at all.
|
Time Management
|
Completes tasks on time throughout the project. Does not cause the group to change deadlines or reassign work because of lateness.
|
Usually completes tasks on time throughout the project. Does not cause the group to change deadlines or reassign work because of lateness.
|
May put things off, but turns tasks in on time. Does not cause the group to change deadlines or reassign work because of lateness.
|
Routinely misses deadline, puts off work, and causes group to change deadlines or reassign work because of lateness.
|
Problem Solving
|
Makes a clear effort to find and share answers to problem.
|
Does not actively seek answer to problems but helps to improve those found by others.
|
Accepts solutions found by others without changing them. Is willing to try suggested answers to problem.
|
Does not listen well or assist others; may not participate in group work.
|
Working with others
|
Listens well and assists others in their efforts. Facilitates group work.
|
Usually listens well and assists others in their efforts. Does not facilitate group work, but doesn’t hinder it either.
|
Sometimes listens well and assists others in their efforts but may be difficult to work with.
|
Does not listen well or assist others; may not participate in group work.
|
Synthesis
|
Always arranges information found by self and others into useful formulations; is able to manage complex ideas.
|
Usually arranges information found by self and others into useful formulations; may need help in managing complex ideas.
|
Sometimes arranges information found by self and others into useful formulations. Does not manage complex ideas.
|
Rarely or never arranges information into useful formulations or manages complex ideas.
|
Resources
Monday 9 February 2015
《一堂难忘的课》范文
同学们,请阅读这篇文章,然后写下评论,比如难忘,还是不值得难忘......
一堂难忘的课
今天,老师神神秘秘地对我们说:“今天,我们要上一节十分有趣的作文课。”老师刚一说完,班上就炸开了锅,大家都议论纷纷,老师在黑板上写着“1+1=?”
老师刚一写完,小明就毫不犹豫地说:“1+1=2。”小刚连忙反驳道:“谁不知道1+1=2呀!我觉得1+1=11,因为一个1加上一个1拼成了11。”小红慢条斯理地走上讲台,说:“一加上一等于王字。”小梅接着说:“1+1=1”这句话说完之后,引起了全班的哄堂大笑。小梅又慢慢地解释道:“一滴水加上一滴水还不是一滴水呀!”同学们这时才明白了。老师说:“你们说得都不全对,我觉得一加一等于创造,发明。如:牛奶加冰淇淋等于牛奶冰淇淋,鞋子加轮子等于溜冰鞋……我们分成两组,这边叫必胜队,那边叫梦之队。”
比赛开始了,必胜队先来,“电加上网子等于电网。”“必胜队加一颗星。”必胜队欢呼雀跃。梦之队也不甘示弱,派出可爱的小明,他说:“自行车加电瓶等于电动车。”小明为梦之队荣获了一颗星。大家争先恐后地说着,谁也不让谁。有的说:“绿豆加稀饭等于绿豆稀饭。”有的说:“西瓜加冰等于西瓜冰棒。”有的说:“灯管加灯丝等于灯泡。”还有的说:“剩饭加蛋等于蛋炒饭。”……
这场比赛在欢快的笑声中结束了。
通过这节课,让我们知道了发明其实很简单,但要让我们自己去留心观察。
今天,老师神神秘秘地对我们说:“今天,我们要上一节十分有趣的作文课。”老师刚一说完,班上就炸开了锅,大家都议论纷纷,老师在黑板上写着“1+1=?”
老师刚一写完,小明就毫不犹豫地说:“1+1=2。”小刚连忙反驳道:“谁不知道1+1=2呀!我觉得1+1=11,因为一个1加上一个1拼成了11。”小红慢条斯理地走上讲台,说:“一加上一等于王字。”小梅接着说:“1+1=1”这句话说完之后,引起了全班的哄堂大笑。小梅又慢慢地解释道:“一滴水加上一滴水还不是一滴水呀!”同学们这时才明白了。老师说:“你们说得都不全对,我觉得一加一等于创造,发明。如:牛奶加冰淇淋等于牛奶冰淇淋,鞋子加轮子等于溜冰鞋……我们分成两组,这边叫必胜队,那边叫梦之队。”
比赛开始了,必胜队先来,“电加上网子等于电网。”“必胜队加一颗星。”必胜队欢呼雀跃。梦之队也不甘示弱,派出可爱的小明,他说:“自行车加电瓶等于电动车。”小明为梦之队荣获了一颗星。大家争先恐后地说着,谁也不让谁。有的说:“绿豆加稀饭等于绿豆稀饭。”有的说:“西瓜加冰等于西瓜冰棒。”有的说:“灯管加灯丝等于灯泡。”还有的说:“剩饭加蛋等于蛋炒饭。”……
这场比赛在欢快的笑声中结束了。
通过这节课,让我们知道了发明其实很简单,但要让我们自己去留心观察。
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