Saturday, 9 March 2013

听写二 单元1.2, 1.3

1瘸
2炯炯有神
3闪烁
4和蔼
5疑惑
6惊讶
7凝视
8尊重
9纳闷
10急促
11犹豫
12鞠躬
13流逝
14陌生
15真挚
16横七竖八
17由衷
18递
19拐
20彼此

Friday, 8 March 2013

专题作业Performance Task


专题作业话题
环保课题



题目
选择
1
根据国家环境局的数据,2011年,新加坡人丢弃的垃圾量就高达700万吨,长此下去我国的四座垃圾焚化场可能很难应付这么大量的垃圾。试针对以上的新闻话题发表你的意见。


2
有些机构举办了旧物换生活用品“物物交换”好循环的计划。你对这个计划有什么看法呢?


3
现在有许多青少年大多是垃圾虫,随手乱丢垃圾,即使附近有垃圾桶,也懒得丢。
试针对以上的新闻话题发表你的意见。


4
年轻人的环保教育显然不足。你同意这个说法吗?你对此说法有什么看法?


5
全球变暖是人为灾难吗?你对此有什么看法?


6
为什么新加坡要多元化寻找水源?水源问题与我们的生活息息相关吗?试针对以上的话题发表你的意见。


7
我们的地球生病了吗?地球到底病得有多严重呢?我们又应该如何拯救地球呢?试针对以上得话题谈谈你的看法。


8
为什么我们要节约能源呢?我们可以通过什么方式节约能源呢?试针对以上的话题谈谈你的看法。



请与小组组员讨论!



2013 Secondary 2 Performance Task

All students taking Chinese, Malay and Tamil as their Mother Tongue Languages (MTL) will need to complete a Performance Task by Term 3 Week 3. This Performance Task will take up 20% of the students’ MTL grades for the year.  Students will form groups of 3-4 to complete the task.


Task

Topic: Environmental Issues
The Performance Task consist of the following:
1      To create a 5 - 6 minutes video recording on the environmental issue.
2      To write a report on their research topic and findings. (700 Words)
3      An oral presentation on the Performance Task in Term 3 Week 3

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 Performance Task are as follows:
i] To assess students’ ability in comprehending a given theme and expressing their ideas in their MTL;
ii] To provide a platform for students to integrate their learning and skills;
iii] To encourage students to showcase their creativity and collaborate with their peers.












Milestone Check
Students are given a specific timeline to complete the Performance Task.  They are to adhere to the timeline strictly and submit their coursework and final product (CD/DVD-Rom) on time. Marks will be deducted for late submission.
WEEK
MILESTONE
REMARK
T1 W9

      Form groups of 3 to 4 members and decide on roles
      Ideation
      Submission of the topic for teacher approval

- Name List and Grouping to be submitted on Friday of T1 W9.
- Consultation with subject teacher
T1 W10


      Gather information about the topic
      Interview the relevant people and use the transcript to draft out the script video.
      Writing of the report (Background of the topic, objective etc)

- Consultation with subject teacher
- Script of the video to be submitted to the subject teacher for vetting.
March Holidays
-
T 2 W1
      Submission of the Written Report       (Draft 1)

- Consultation with subject teacher
-Submission of the written report on Monday of T2 W1.
March Holidays
-
                   T 2 W2

      Filming and Editing of the video

- Consultation with subject teacher

T2 W2


      Submission of written report & Video.

- Submission Date: Friday  of T2 W2
T3 W3
      Oral Presentation


Rubrics
Students will carry out the Performance Task 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.

RUBRICS FOR WRITTEN REPORT  (30 Marks)

Level 1
(24-30)
Level 2
(17-23)
Level 3
(10- 16)
Level 4
(0-9)
Content, Organisation and Analysis

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.

Adequate research done with relevant information analysed
Some research with relevant information identified
Some information gathered from research

Little evidence of information gathered

Shows insightful thinking through well-informed analysis and synthesis of ideas.
Shows good engagement in reflective thinking through analysis and synthesis of ideas.
Shows emerging stage of reflective thinking with some degree of analysis and synthesis of ideas.
Shows little or no engagement in reflective thinking.









RUBRICS FOR VIDEO (40 Marks)

Level 1
(30-40)
Level 2
(20-29)
Level 3
(10-19)
Level 4
(0-9)
Video
Content, Organisation and Analysis

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.

Interview questions are very well crafted and posed very clearly and politely.
Interview questions are well crafted and posed appropriately.
Interview questions are adequately crafted but some are not posed appropriately.
Interview questions are not well crafted and not posed appropriately.

Answers to questions are relevant, well thought out and elaborated on.
Answers to questions are relevant with some elaboration.
Answers are relevant without elaboration
Answers are limited.

A wide variety of applications were used for the production.
Some applications were used for the production.
A few applications were used for the production.
No applications were used for the production.

RUBRICS FOR ORAL PRESENTATION (30 Marks)

Level 1
(24-30)
Level 2
(17-23)
Level 3
(10- 16)
Level 4
(0-9)
Subject Knowledge


Depth of content reflects knowledge and understanding of topic. Main points adequately substantiated with timely, relevant and sufficient support. Provided accurate explanation of key concepts.
Support for the main point is evident with elaboration and citing of relevant examples where needed. Key concepts are explained in general. Support is relevant and timely.
Provides some support for main points, but needed to elaborate further with explanations, examples, descriptions, etc. Support is relevant, but not timely.
Provides irrelevant or no support. Explanations of concepts are inaccurate or incomplete. Audience gain little knowledge from presentation.

Delivery and Engagement with Audience
The choices of language and use of examples work together to heighten the audience’s interest and connection to the topic; the vocabulary is descriptive and accurate, engaging the audience through imagery.
The choices of language and explanations are appropriate for the topic; the vocabulary  provides clarity and avoids confusion.
The vocabulary used are relevant to the topic though not accurate which might cause some misrepresentation to the audience.
The vocabulary is awkward or inappropriate for the topic, making the speaker difficult to understand.

Eye contact, interaction with aids, and physical gestures demonstrate the speaker’s energy and interest, guiding the audience through the presentation.
Eye contact, interaction with aids, and physical gestures are natural and fluid to reinforce and enhance verbal messages.
Attempts to maintain eye contact with audience. Some gestures can be observed as speaker interacts with audience.
Eye contact with the audience is lacking. Gestures are missing or awkward. The speaker depends heavily on the written speech or notes.

The final report and oral presentation should be written and presented in MTL.

华文文件夹子


A区:实用文 (Letter Writing)
1. 实用文一:请让出优先座位

B区:作文 (Essay Writing)
1作文一:1)一份珍贵的生日礼物
                  2)给老师的一个惊喜
                  3)一场误会


C区:课文讲义
1 单元 1.1-开关之间
2单元 1.2-瘸腿的小狗
3单元 1.3-改变一生的闪念
4单元2.4-再见樟宜树

听写:
1听写单元1。1
2听写单元1。2, 1。3




D区:测试
1诊断测试(Diagnostic Test) 
2 年级测验(Level Test 1)

E区:其他
1读报教育1:草莓一族
2读报教育2:青少年应该谈恋爱吗?