Professional Documents
Culture Documents
(SCoPE) 2.0
1.0 INTRODUCTION
1.1.1 To prepare learners positively and culturally for language learning by:
Developing a positive attitude towards language learning.
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1.2 RATIONALE
The Input Stage is to help bridge any differences in students prior knowledge
so they can start on an almost equal ground at the beginning of the project. It
will help students to plan and produce work of a higher standard when
teachers give examples of good and quality work that is expected of them.
The Production Stage is to provide students ample time for planning, creating
and practising. Directed and one-to-one consultation can also be carried out
to ensure that a task is completed correctly and effectively. Teachers will also
be able to scaffold, guide and give constructive feedback to help students
produce a more quality work.
The Presentation Stage is to provide time and space for students work to be
presented and displayed appropriately. Students will be able to feel a sense of
accomplishment when their work is presented, assessed and acknowledged
by an audience. Teachers will also be able to assess students work and give
constructive feedback so students can improve in their next task.
1. Students will learn to support, negotiate and cooperate with each other
through team projects and pair work, before attempting to work on their own.
2. Students will be able to build their confidence in using the language and
presenting in front of audience with guidance and support from teacher and
peers.
3. Students will get opportunities to share their creative ideas with others
through team project.
4. Students will be able to become leaders, planners and team players while
doing the project with their group.
5. Students will be able to think critically about their work and learn to make
critical decisions.
1. Students will be able to work on their confidence with support from their
partner and teacher.
2. Students will learn to share burden of task and responsibility with their partner.
3. Students will learn to do work more efficiently and effectively by choosing the
items they want to include in their end product.
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4. Students will be able to explore and try more innovative approach in
completing the task.
1. Students should be more confident after completing the earlier projects where
they receive support from peers and teachers, and so they will be able to
create products that are of quality.
2. Students can demonstrate their individual ability and language competency.
3. There will be opportunity for teachers to assess students individual capability
and gauge whether the course learning objectives are achieved.
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SCoPE 2.0 applies project-based learning method as it centres on the learners.
Through the construction of a personally-meaningful artifact, which may be a play, a
multimedia presentation or a poem, learners represent what they've learned (Harel &
Papert, 1991; Kafai & Resnick, 1996)1. In addition, learners typically have more
autonomy over what they learn, maintaining interest and motivating learners to take
more responsibility for their learning (Tassinari, 1996; Wolk, 1994; Worthy, 2000) 1.
Hence, project-based learning and the outcome of products enable the expression of
diversity in learners, such as interests, abilities and learning styles.
SCoPE 2.0 consists of activities that promote receptive skills (Listening and
Reading) which lead to productive skills (Speaking and Writing). Students present
activities based on the situations and resources which are intrinsically interesting,
culturally embedded and cognitively engaging. Effective use of Information &
Communications in Technology (ICT) is integrated in SCoPE 2.0 to promote 21 st
century learning skills.
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https://www.ncsu.edu/meridian/win2002/514/project-based.pdf
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10-WEEK PLAN
INTRODUCTION 1ST CYCLE 2ND CYCLE 3RD CYCLE
WEEK 1 WEEKS 2 4 WEEKS 5 7 WEEKS 8 10
- ICE-BREAKING INPUT, INPUT, INPUT,
SESSIONS PRODUCTION, PRODUCTION, PRODUCTION,
- COURSE PRESENTATION PRESENTATION PRESENTATION
REQUIREMENTS
SUMMARY
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Students will be briefed on course requirements.
OUTCOME(S) - Getting familiar with each other
- Needs analysis questionnaire data collection
Lesson 3:
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4.2 NEEDS ANALYSIS QUESTIONNAIRE
Name : Class :
5. The list below shows the skills you need to have to use English effectively. How important are the
skills to you?
Least Very important
important
1 2 3 4 5
Speaking
Listening
Writing
Grammar
Pronunciation
Vocabulary
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Reading
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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0
Explanation Double Group discussion for sketch performance Appendix D (progress Students choose at least
of project Period 1. Assigning roles to group members checklist) three good social
requirement 2. Deciding on the good social behaviours to behaviours to highlight
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highlight in the sketch in the sketch.
3. Explaining project requirement and
assessment criteria.
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4 Planning for Double Group discussion for sketch performance Appendix D (progress Students fill up
sketch period 1. Writing plot and dialogues for sketches checklist) Appendix D and E in
performance Appendix E (sample their group.
dialogues)
Appendix F (sample
plot diagrams)
5 Practice Double Group discussion for sketch performance Appendix D (progress Students review
sketch period 1. Submitting final draft of sketch checklist) checklist and get
performance feedback from teacher
(Appendix D)
6 Practice Single Group discussion for sketch performance Appendix D (progress Students review
sketch period 1. Practising sketch and reporting progress to checklist) checklist and get
performance teacher. feedback from teacher
(Appendix D)
7 Presentation Double Presentation of sketch Appendix G (peer Students fill up the peer
of sketch period 1.Group presentation evaluation form review form
individual or group) (Appendix G).
Appendix H (teacher Teacher evaluates
evaluation form) presentation with
Appendix H
8 Presentation Double Presentation of sketch Appendix G (peer Students fill up the peer
of sketch period 1.Group presentation evaluation form review form
individual or group) (Appendix G).
Appendix H (teacher Teacher evaluates
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evaluation form) presentation with
Appendix H
9 Class Single Writing class pledge Appendix I (samples The class pledge is
pledge period 1.Making reflection on students presentation of class pledge) pasted on the classroom
2.Deciding on 10 best social behaviours to wall.
be included in the class pledge
*NOTE:
Teachers may modify the learning activities to fit the students proficiency level as well as classroom environment.
The final product (Class Pledge) can include more than 10 items.
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5.2 LESSON PLAN
CYCLE 1 (WEEKS 2 4)
THEME MANNERS MAKETH MAN
PROJECT SUMMARY 1. In this cycle, students will work in groups of 4 or 5
and learn to plan, practise and perform a 5 to 7-
minute short sketch based on the theme.
2. They will learn the conventions of social
interactions, manners, social etiquette, as well as
acceptable ethical behaviours.
3. Due to time and setting constraints, it is advisable
for teachers to narrow down the scope to
acceptable social behaviours / cues in school.
4. Each group will be assigned to different social
settings in school including the classrooms,
office/staffroom, dining hall, hostel, surau and
other school amenities (field, restrooms, and
library). Each group will choose good social
behaviours or etiquette of the assigned setting to
highlight in their sketch, plan and practise before
performing in front of the class.
5. Their sketch will be assessed through peer and
teacher evaluation process.
RESOURCES - Videos
- Short stories/poems/songs related to the theme
SET OF ACTIVITIES/LESSON PLANS
WEEK 2 Lesson 1:
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the group.
viii. Teacher can show more clips or sample dialogues
for sketches if needed. (Appendix E sample
dialogues).
Lesson 1:
NO APPENDIX TITLE
1 A SAMPLE POEMS
2 B SAMPLE VIDEOS
3 C MIND MAP TEMPLATE
4 D CHECKLIST
5 E SAMPLE DIALOGUES
6 F PLOT DIAGRAM
7 G PEER EVALUATION FORM (INDIVIDUAL / GROUP)
8 H TEACHER EVALUATION FORM
9 I EXAMPLES OF CLASS PLEDGE
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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0
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Categorising information according to themes Appendix F
Summarising Double Introduction to report and biography poster Teacher checks on the
4 1. Report sample Appendix G
points period categories
2. Biography poster and presentation guidelines Appendix H
3. Biography poster samples
Double Writing a report Teacher checks on the
5 Report Appendix F
period 1. Report sample report
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6.2 LESSON PLAN
CYCLE 2
THEME #WhoAreYou
PROJECT SUMMARY In this cycle, students will work in pairs (or threes for
odd-numbered classes) and learn how to conduct
interviews, write short biographies and design posters.
Lesson 2:
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teacher checks the questions.
*Make sure students dont get too personal with the
questions.
Lesson 3:
Lesson 3:
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- Students go around giving written comments on
the posters using Post-It notes.
- Summary.
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6.3 APPENDICES
NO APPENDIX TITLE
1 A INTERVIEW GUIDELINES
2 B WH NOTES
3 C WH-QUESTION EXAMPLES
4 D SAMPLE VIDEOS
D1 HOW TO CONDUCT AN INTERVIEW
D2 PRINCE WILLIAM INTERVIEWS ON FATHERHOOD,
BABY GEORGE
5 E INTERVIEW THEMES
6 F INTERVIEW REPORT SAMPLE
7 G BIOGRAPHY POSTER GUIDELINES
8 H BIOGRAPHY POSTER SAMPLES
H1 BIOGRAPHY POSTER SAMPLE 1
H2 BIOGRAPHY POSTER SAMPLE 2
H3 BIOGRAPHY POSTER SAMPLE 3
9 I BIOGRAPHY POSTER PRESENTATION ASSESSMENT
FORM
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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0
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Video Create video using Windows Movie Maker Family pictures Teachers assist students
production: 1. Inserting titles creating folders in Google
Appropriate songs
2. Inserting pictures and sounds Drive.
Titles, 3. Create folders Windows Movie
4 Images, Students insert pictures
4. Import pictures, songs, clips etc. Maker
Sounds/ Double and songs to the video.
Songs, Appendix E
Animation,
Transition
Presentation: Peer Evaluation and Teacher Google Drive Students present the
Evaluation videos and evaluate their
Windows Movie
7 Presentation Double 1. Watching the completed video friends videos Teacher
Maker
2. Students assess their friends videos evaluates the videos.
3. Teacher evaluates students videos Appendix C
Presentation: Peer Evaluation and Teacher Google Drive Students present the
Evaluation videos and evaluate their
Windows Movie
8 Presentation Double 1. Watching the completed video friends videos Teacher
Maker
2. Students assess their friends videos evaluates the videos.
3. Teacher evaluates students videos Appendix C
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Feedback Appendix C Teachers give feedback
9 Feedback Single 1. Teachers give feedback on the videos and suggest for
2. Students take note improvements in the future
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7.2 LESSON PLAN
CYCLE 3 (Weeks 8-10) : INDIVIDUAL WORK
NO. OF STUDENTS 1 (individual work)
THEME Family Ties
ACTIVITIES Video-making lessons or slideshow presentations
(Windows Movie Maker/ Microsoft Power Point)
CYCLE 3
THEME FAMILY TIES
PROJECT SUMMARY In this cycle, students will be working independently to
produce 3-minute video presentations of their self,
family or friends.
They will learn the necessary skills in order for them to
come out with a video presentation such as planning a
storyboard, deciding on songs and pictures to include,
mixing and editing.
Their videos will be assessed through peer and
teacher evaluation process (Rubrics for both will be
provided).
PROJECT OUTCOME(S) A 3-minute video presentation of their self, family or
friends.
PERFORMANCE STUDENTS MUST KNOW STUDENTS WILL
OBJECTIVES - How to plan a story - Come out with a
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board selection of pictures
- How to choose suitable
from home.
songs - Select pictures to
- Editing processes
be used in their
- Presentation skills
video.
- Assess their peers
work constructively
and appropriately.
RESOURCES - Video-making notes.
- YouTube videos on how to make a video
presentation.
- Songs in mp3 format.
- Windows Movie Maker
- Google Drive
- Internet connection
- Pictures
- Computer.
Lesson 2:
- Teacher introduces students to storyboard.
- Teacher shows a video (Maryams video) and a
storyboard to describe the storyboard.
(Appendix D).
- Teacher helps students creating storyboard.
(Appendix D).
- Students fill in Appendix E and get signature
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from teacher for Appendix E.
Lesson 3:
- Teacher assists students with storyboard.
- Teacher checks students storyboards.
(Appendix E)
Lesson 1:
- Teacher books multimedia room / computer lab.
- Teacher checks how many computers are
available to be used in this project with
Windows Movie Maker installed.
- Students create folders in Google Drive
(Appendix B).
- Students start creating video using Windows
Movie Maker.
- Students import pictures and songs for their
videos. They can get pictures from the Internet.
WEEK 9 - Students apply effects to the video
animations and transitions.
Lesson 2:
- Students edit their video.
- Teacher monitors students progress.
- Students fill in Appendix E.
Lesson 3:
- Students complete the video.
- Students complete video check list. (Appendix
E)
- Teacher checks final product.
- Students upload their videos to the Google
Drive.
WEEK 10 Lesson 1:
- Teacher distributes peer evaluation form.
(Appendix C).
- Teacher gets ready with Appendix C too.
- Students present their video according to the
name list in the class.
- After each presentation teacher allocates 1
minute for Q&A and the audience to fill in their
comments in the peer assessment form
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(Appendix C)
Lesson 2:
- Presentation continues.
Lesson 3:
- Teacher gives feedback on the videos created
by students.
- Students take note on the comments.
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7.3 APPENDICES
NO APPENDIX TITLE
1 A BUBBLE MAP
2 B STUDENTS NOTE
B TEACHERS NOTE
3 C PEER EVALUATION
C TEACHER EVALUATION
4 D STORYBOARD TEMPLATE
5 E CHECKLIST
6 F SAMPLE VIDEOS
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TASK A reflection of the students experience during the first
semester in MRSM.
INSTRUCTIONS Students will present to the class a reflection of their
experience during the first semester in MRSM.
They can:
Creativity
Task fulfilment
Presentation skills and manner
Note: Refer to the assessment form attached for the
rubric and marking details.
Score /100
Assessed by: .
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