Before reading, an activity can be conducted as an icebreaker, where the teacher displays the images of animals through IFP (in-built whiteboard) and allows students to describe their responses. Furthermore, the teacher will prompt with questions (why, how, etc.)
Setup of the Activity:
First the teacher will open the task in the IFP
The teacher will provide instructions to the students on the activity
Identify the picture, and fill in the blank activities as per the slides.
Write the responses in the notes as well.
The teacher starts by asking questions as per slides and continues the discussion.
i. 1st slide: Which image relates to the adjective and why. As per the slide prompts. Let the student respond. The teacher can prompt again to let the student express why other options are not suitable in that context assuming the student's perceptions/ideas.
(Fearful, Curious, Amazed, Sad, Intriguing, Aggressive, Calm)
ii . 2nd slide: the teacher ensures students drag and fill the boxes. Also, the teacher encourages students to share their opinion regarding the passage and the context.
iii. 3rd slide: the teacher asks the students to drag and fill in the appropriate boxes. After completing it the teacher would ask “why these paired words are together”? And follow up the introduction of phrasal verbs in the context.
iv: 4th slide: the slides contain the question
Identify the state of motion that is projected in the image.
Can you imagine what he is saying?
Activity 2: Create a Meme
The activity can be conducted before reading/post-reading.
INSERT MEME EXAMPLES
Setup of the Activity:
The activity can be conducted in two ways.
Either play the first video and take the screenshot and do the task of creating a different meme using the same image or
Play the 2nd video and take multiple screenshots of different scenes and create memes
After reflecting on the video, the teacher asks students to screenshot from the video and use it to create a meme based on their understanding.
The teacher instructs the students.
Use the IFP whiteboard
Watch the videos played on the IFP
Students are asked to take screenshots (on the whiteboard) of the moment/event of the video which they find useful to create something humorous.
Students insert the screenshots images on the whiteboard (eazywrite), write over the image, and create the meme.
Other students will create the same in their notebook
Then the students have to present in the classroom and other students would comment on simultaneously.
Teacher note:
The teacher will ensure the students can utilise IFP and create with computational thinking.
Activity 3: Picture Identification & Create a Story
After the second activity of creating a meme is over, the teacher will start with another pre-reading activity.
Setup of the Activity:
First the teacher will open the task in the IFP
The teacher displays the images one by one and asks students to observe
The teacher asks to identify what they observe in the image, for example; ask ‘where the things are positioned?’, room environment and other noticeable detail.
Ask the students to identify ‘what they can observe in overall 3 pictures’, let the students compare, connect and create a story beforehand to see the construction capability with the provided images.
After students created a story ask them to identify in IFP which adjective is complementing with the scenario.
Activity 4: Arrange the steps in IFP
Post-reading, an activity will be conducted.
Setup of the Activity:
First, the teacher will open the task in IFP and give the student instruction to
drag the sentences and fill in the sequence order.
Teacher note:
The teacher ensures that students justify the reason behind each step orally and ensures everyone has participated to point out their views and encourage to answer even if it is right or wrong.
[Contributed by raju.sambari@tiss.edu on 25. Juli 2023 14:36:18]
Activity 1: Pre-reading Activity
Before reading, an activity can be conducted as an icebreaker, where the teacher displays the images of animals through IFP (in-built whiteboard) and allows students to describe their responses. Furthermore, the teacher will prompt with questions (why, how, etc.)
Setup of the Activity:
First the teacher will open the task in the IFP
The teacher will provide instructions to the students on the activity
Identify the picture, and fill in the blank activities as per the slides.
Write the responses in the notes as well.
The teacher starts by asking questions as per slides and continues the discussion.
i. 1st slide: Which image relates to the adjective and why. As per the slide prompts. Let the student respond. The teacher can prompt again to let the student express why other options are not suitable in that context assuming the student's perceptions/ideas.
(Fearful, Curious, Amazed, Sad, Intriguing, Aggressive, Calm)
ii . 2nd slide: the teacher ensures students drag and fill the boxes. Also, the teacher encourages students to share their opinion regarding the passage and the context.
iii. 3rd slide: the teacher asks the students to drag and fill in the appropriate boxes. After completing it the teacher would ask “why these paired words are together”? And follow up the introduction of phrasal verbs in the context.
iv: 4th slide: the slides contain the question
Identify the state of motion that is projected in the image.
Activity 2: Create a Meme
The activity can be conducted before reading/post-reading.
INSERT MEME EXAMPLES
Setup of the Activity:
The activity can be conducted in two ways.
Either play the first video and take the screenshot and do the task of creating a different meme using the same image
or
Play the 2nd video and take multiple screenshots of different scenes and create memes
After reflecting on the video, the teacher asks students to screenshot from the video and use it to create a meme based on their understanding.
The teacher instructs the students.
Use the IFP whiteboard
Watch the videos played on the IFP
Students are asked to take screenshots (on the whiteboard) of the moment/event of the video which they find useful to create something humorous.
Students insert the screenshots images on the whiteboard (eazywrite), write over the image, and create the meme.
Other students will create the same in their notebook
Then the students have to present in the classroom and other students would comment on simultaneously.
Teacher note:
The teacher will ensure the students can utilise IFP and create with computational thinking.
Activity 3: Picture Identification & Create a Story
After the second activity of creating a meme is over, the teacher will start with another pre-reading activity.
Setup of the Activity:
First the teacher will open the task in the IFP
The teacher displays the images one by one and asks students to observe
(Angry, fear, calm, hurry, surprised, shocked, comfortable, compelled,)
The teacher asks to identify what they observe in the image, for example; ask ‘where the things are positioned?’, room environment and other noticeable detail.
Ask the students to identify ‘what they can observe in overall 3 pictures’, let the students compare, connect and create a story beforehand to see the construction capability with the provided images.
After students created a story ask them to identify in IFP which adjective is complementing with the scenario.
Activity 4: Arrange the steps in IFP
Post-reading, an activity will be conducted.
Setup of the Activity:
First, the teacher will open the task in IFP and give the student instruction to
drag the sentences and fill in the sequence order.
Teacher note:
The teacher ensures that students justify the reason behind each step orally and ensures everyone has participated to point out their views and encourage to answer even if it is right or wrong.