Sunday 22 July 2012

COURSEWORK

TASK 1: Portfolio (40%)
Working in pairs, you are to collect samples of materials from various literary genres to be used with Year 1 – 3 pupils.

·         You should have at least 1 poem, 1 story and 1 short play.
·         Prepare at least 1 teaching-learning activity that you could use with each one of the materials collected.
·         Justify your choice of material and teaching-learning activity based on pedagogical principles



TASK 2: Written Assignment(50%)

Discuss how literature can be used “to heal” and deal with children’s concerns.

·         This is an individual assessment.
·         You will need to define bibliotherapy and children’s concerns.
·         You also need to identify the ways in which bibliotherapy is used “to heal”.
·         You need to refer to current research in this area.
·         Analysis should show evidence of critical thinking and relevant examples should be included.



Reflection Writing (4%) and Comittment (6%)

·         Reflection writing of the whole process
·         Positive commitment  (in class and ISL compilation)

PHRASES


(Compiled by students:PPISMP Sem 3 PJ2 IPGKSM)
Phrases for Suggestion :
I think you should . . .
I don't think you should . . .
Why don't you . . .
Why don't we . . . (do something together)
Let's . . .

Phrases for interrupting :
Excuse me...
Sorry, but...
Excuse me for interrupting, but... [formal]
May I interrupt for a moment? [formal]
Just a second... [informal]
Can I add something?
Can I say something here?
I'd like to say something, if I may. [formal]
Can I ask a question?
May I ask a question? [formal] 

Phrases for agree or disagree :
The trouble is...
The problem is...
The trouble with...
The problem with...
The point is...
Don't forget that... 

Phrases for turn taking :
I'd like to know...
I'm interested in... 
Could I ask...? [formal]
Could you tell me...? [formal]
Perhaps you could tell... [formal]
What do you think of... 

MORE PHRASES
  1. "I disagree because. . .";
  2. "The problem with that is. . .";
  3. "The way I see it. . .";
  4. "I'm against it because. . .";
  5. "Instead, I think that. . ."
  6. "I agree with. . .,"
  7. "I think. . .is a good idea,"
  8. "I think you're right."
  9. I’m sorry to interrupt but...
  10. I don't mean to intrude, but....
  11. What is your opinion?
  12. What do u think? Are u with me?
  13. I see your point, but it doesn’t make sense. 
  14. Shall we go on to the next topic?
  15. Shall we talk about …..?
  16. Don't you think it is a good idea to.......?

Useful phrases for group discussions
Group members
Lim Koh Kheng
Heu Wai Yee
Siti Suhaila

Making suggestions
1.       How about doing this ?
2.       If I were you , I’d…..
3.       Why don’t we ........ ?
Turn Taking
4.       What do you guys think ?
5.       How do you feel about this ?
6.       Would you like to add on anything ?
Agree / Disagree
7.       I can go along with that.
8.       I think you are right up to the point .
9.       I’m afraid I don’t see eye to eye with both of you .
10.   It isn’t as simple as that .
Interrupting
11.   Can I just make my point ?
12.   Mind if I just say something?
13.   May I interrupt you for a moment ?
Dealing with interruptions
14.   I haven’t got to my point yet.
15.   Let me just make my point.

Saturday 21 July 2012

Literature Posters






Issues in Children's Lit






Multicultural Literature for Children



Multicultural Literature for Children

 

General Purpose

Reading multicultural literature can help children gain a better understanding of people from other countries and ethnic backgrounds. These stories may describe how people live in different parts of the world, or they may portraying how children from different cultural backgrounds live together in the same country. They can be fiction, nonfiction, folk tales, fairy tales, legends, or poetry, but above all they must be accurate and portray characters in positive, non-stereotypical ways. The information presented here will help parents, teachers, and other interested adults find bibliographical lists of high quality multicultural materials for children of all ages.

Why should children read mulicultural literature?

Reading literature about people from other cultures has been proven to have positive developmental affects on children of all backgrounds. For the children of a specific ethnic minority, reading positive stories about their own ethnic group can increase self-esteem and make them feel part of a larger society. For children of a "majority" group, reading stories about other cultures can increase their sensitivity to those who are different from themselves, improve their knowledge of the world, and help them realize that although people have many differences, they also share many similarities.

Childrens Lit Traditional, Fantasy, Realistic Fiction Definition


Folklore/Traditional Literature
Traditional literature is the term used to describe various forms of folklore, stories that come from the oral tradition.  They do not have a known originating author, but have been collected and retold by people like the Grimm Brothers.  Traditional literature includes folktales, mythology, legends, tall tales, folk songs,  nursery rhymes and fairy tales.  Fairy tales by known originating authors, such as those by Hans Christian Andersen, are not traditional literature.  Folklore may appear as a single illustrated story in picture book format, or a number of stories may be collected into an anthology.

Modern Fantasy, Science Fiction, and Animal Fantasy
Fantasy describes those stories that could not happen in real life. They are works of known authors who created the stories (those that came from the oral tradition are considered traditional literature). Fairy tales by known authors, such as those by Hans Christian Andersen, are considered modern fantasy. There are often talking animals, an element of magic, or imaginative creatures in tales of fantasy. Fantasies can be found in picture books (E) and in novels (F).
Science Fiction
The line between Fantasy and Science Fiction is often a thin one. Science fiction stories also could not happen in real life—at least not at this time. However, these books involve some aspect of science or technology. Futuristic stories are often science fiction. Science Fiction can also be in picture book format (E) or a novel (F).

Contemporary Realistic Fiction
Realistic fiction is a term used to describe stories that could actually have happened.  Contemporary realistic fiction means the book is set either “now” or in the recent past.  Books with talking animals or set in a place or time that do not exist (fantasy) or stories set in the past (historical fiction) are not contemporary realistic fiction.  Realistic fiction can be found in either picture storybooks (E) or in chapter books/novels (F).

Multicultural/Diverse Literature
Multicultural literature is a term used to describe literature of, by, or about various racial/ethnic/cultural groups. Sometimes the term is also used for books about sexual identity, disabilities, and age. Usually it is used to describe books portraying people that are not of Anglo-Saxon origin. Many books that are culturally neutral or generic do not have an assigned racial/ethnic subject heading, but most books that are "culturally specific" will have such a subject heading.

Early Childhood/Picture Storybooks
Technically speaking, a picture book is a 32-page book that uses either illustrations and text or all illustrations to tell a story or provide information.  A picture book is a format—stories, poetry, folklore, biographies, and informational books may be in picture book format.  However, more generally the term picture book is used to describe all books for young children, including board books, toy books, concept books and beginning-to-read books as well as the more typical picture storybook.


Sunday 15 July 2012

Notes-Topic:Phonetics and Phonology


IPA
The symbol from the International Phonetic Alphabet (IPA), as used in phonetic transcriptions in modern dictionaries for English learners

PRIMARY WORD STRESS
the stronger degree of stress is called 'primary'.

SECONDARY WORD
is the weaker of two degrees of stress in the pronunciation of a word; The symbol for secondary stress is a short vertical line preceding and at the foot of the stressed syllable:


in·to·na·tion
1.The rise and fall of the voice in speaking.
2.The action of intoning or reciting in a singing voice

vow·el

 1 /ˈvaʊəl/ .(in English articulation) a speech sound produced without occluding, diverting, or obstructing the flow of air from the lungs ( opposed to consonant).
2. a letter representing or usually representing a vowel, as, in English, a, e, i, o, u,  and sometimes w  and y.


 
PHONOLOGY
study of the sound systems in language
SUPRASEGMENTAL FEATURES
The characteristics of supra-segmental of speech: speech sounds may also have length, intonation, tone, and stress.

ENGLISH SOUND SYSTEM
ENUNCIATION
1.To utter articulate sounds; the act of being very distinct in speech