Metaphor for teaching grammar- Mohamad Taufek B. Kamil

Teaching grammar is like a ship sailing through an open sea. The ship must have a good ,knowledgeable captain just like a teacher who will chart the course, ordering and motivate the crew in order to reach the destination safely. Meanwhile, the crew are the students. They came from different background with little kowledge abou the sea. It leaves into the hand of an able and expert captain in order to bring the ship and its crew through the ordeal of the open sea.

Modes of Transportation Podcast

Jack’s Metaphor For Teaching Grammar

My metaphor for teaching grammar is like the sun, the earth, the rainbow and the drizzle.First of all, the earth is the pupils.So,the drizzle is the teacher.Meanwhile, the rainbow is the grammar.In this processes,the drizzle needs to fall onto the earth in very fine drops to form the rainbow.You feel amaze because of the seven types of colours that form the colourful rainbow.Finally, the earth becomes very beautiful whenever the rainbow appears in the sky.Some of us in the world do not realize the function of the sun.The sun is the Ministry of Education and Eltc-Malaysia.In order to achieve this natural experiment,it must rises and shines in the sky.The earth, the rainbow and the drizzle will not exist without the sunshines in the solar system or universe.

Produced by:Jack ak.Duat (sk.lempa,saratok,betong division,sarawak)

Teaching Grammar Metaphor - Lau Ung Huat

                                   The Metaphor Of Teaching Grammar

                               

Teaching grammar is just like driving a sport car.  It can be easy or difficult too.  The four wheels of the sport car represent the four parts of listening, speaking, reading and writing skills.  The driver controls the sterling which leads to final destination.

Teaching Grammar Metaphor - Huong Yew Ho

Teaching grammar is like drinking water. As we all know, water is the most important need for human. We drink water anytime anywhere, just like teaching and learning grammar. We never stop learning grammar. We as a teacher, we not only teach pupils grammar in school, but also outside the school compound. Teaching grammar is a non-stop process like drinking water. Do you stop “drinking water”(grammar)??

Metaphor as an English Teacher who is teaching grammar.

I think to be a teacher who is teaching grammar mostly like a torchlight with weak batteries, because I cannot produce enough light to my pupils in their grammar lesson. Thus, I have to improve myself in term of accuracy and fluency both in presentation, practice and application as same as changing the old batteries with the new and well-branded batteries which I get through this such C-PELT course to enhance my teaching competencies.

By: Paul Bakie Tindin

My metaphor for teaching grammar in primary school.

My metaphor for teaching grammar in primary school is just like diving in the sea. Different gear is required for certain type of diving, just as different activity and approach is required to teach certain pupils of different level. Snorkeling involves swimming just below 1 to 5 meter. The pressure is average and we need less skills for this activity. When it comes to scuba diving, which involves diving into more than 10 meter deep from water surface, much complicated gear is used. The same with grammar, the deeper we learn it, the harder it gets.

By: Timothy Anak Kunchui Uli
       800308-13-5821

My metaphor

Hi everyone,I'm Roslind Jerman.

my metaphor for teaching grammar is like Baking a cake. Every lesson taught requires patience and planning just like baking a cake. we need to provide our students with a variety of ingredients to make our cake taste good.

ROSLIND JERMAN_COURSEWORK

Introduction

                You are a dentist. Your job is to treat people’s teeth.

Task

                You must prepare a poster entitle “Taking Care of Our Teeth” to inform the public about the importance of oral hygiene. Display your poster at the clinic.

Resources

1.     www.netwellness.org/healthtopics/oralhygieneroutine

2.     English Year 4 Textbook.

3.     www.dundeedentist.com

Evaluation Tool for Poster

Evaluation

	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.
Date Created: 2003-07-28 Copyright © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas

Writing_The Lion and The Mouse

The story is about a lion and a mouse.

Prepared by Huong & Lau.

Writing: Tom The Naughty Cat

This movie is about Tom the naughty cat.

WebQuest Storyboard
1. Introduction

You are a reporter. You want to interview Nicol Ann David to showcase how she manages her time between studying and playing squash.

2. Task

You must prepare a newspaper article for the sports section to inform the public especially school children about Nicol Ann David during her schooling days.

3.  Process

Select a newspaper template.

Select information on Nicol Ann David.

Use online, books, and non-print resources to find the information needed to complete the article.

Complete the article with text and pictures.

Be sure to cite all the sources of your text and images.

Be sure to include all the information the readers will need.

Use the article evaluation tool to guide your brochure design and information.

Publish your article in your school magazine.

4.  Resources

"http://www.woofactor.com/celebrities/Nicol"Nicol David/biographywww.azuanzahdi.com/nicol/

5.  Evaluation

Use the article evaluation tool to evaluate the article. This same evaluation tool will be used by the teacher to evaluate your article.Newspaper ArticleTopic: _____________________________________
Student’s Name: ____________________________

CATEGORY	4	3	2	1
Layout - Headlines & Captions	All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.	All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.	Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.	Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions
Spelling and Proofreading	No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	Several spelling or grammar errors remain in the final copy of the newspaper.
Who, What, When, Where & How	All articles adequately address the 5 W's (who, what, when, where and how).	90-99% of the articles adequately address the 5 W's (who, what, when, where and how).	75-89% of the articles adequately address the 5 W's (who, what, when, where and how).	Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how).
Graphics	Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.	Graphics are in focus and are clearly related to the articles they accompany.	80-100% of the graphics are clearly related to the articles they accompany.	More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

6.  Conclusion

Publish your article in your school magazine."http://www.squidoo.com/Nicol-David-The-Squash-Player-Biography"-The-Squash-Player-HYPERLINK "http://www.squidoo.com/Nicol-David-The-Squash-Player-Biography"Biography

WebQuest Storyboard

1.      Introduction

You are a reporter.  You want to interview Nicol Ann David to showcase how she manages her time between studying and playing squash.

2.      Task

You must prepare a newspaper article for the sports section to inform the public especially school children about Nicol Ann David during her schooling days.

3.      Process

a.      Select a newspaper template.

b.      Select information on Nicol Ann David.

c.       Use online, books, and non-print resources to find the information needed to complete the article.

d.      Complete the article with text and pictures.

e.      Be sure to cite all the sources of your text and images.

f.        Be sure to include all the information the readers will need.

g.      Use the article evaluation tool to guide your brochure design and information.

h.      Publish your article in your school magazine.

4.      Resources

i.              www.squidoo.com/Nicol-David-The-Squash-Player-Biography

ii.            www.azuanzahdi.com/nicol/

iii.           www.woofactor.com/celebrities/Nicol David/biography

5.      Evaluation

Use the article evaluation tool to evaluate the article.  This same evaluation tool will be used by the teacher to evaluate your article.

Newspaper Article

Topic: _____________________________________

Student’s Name: ____________________________

CATEGORY	4	3	2	1
Layout - Headlines & Captions	All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.	All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.	Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.	Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions
Spelling and Proofreading	No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.	Several spelling or grammar errors remain in the final copy of the newspaper.
Who, What, When, Where & How	All articles adequately address the 5 W's (who, what, when, where and how).	90-99% of the articles adequately address the 5 W's (who, what, when, where and how).	75-89% of the articles adequately address the 5 W's (who, what, when, where and how).	Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how).
Graphics	Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.	Graphics are in focus and are clearly related to the articles they accompany.	80-100% of the graphics are clearly related to the articles they accompany.	More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

6.      Conclusion

Publish your article in your school magazine.

a.  Newspaper Article