Click for SWL and SWL recording
main.gtschool.hk/on-campus/english/sq-2425/
SQ1 Wednesday, 11th December
Raz Kids due 5th March
6th December 2024
Hey there! Sorry I haven’t updated in a while. I’ve been super busy, and I kind of forgot some things after being sent to Guangzhou last week. Speaking of Guangzhou, sorry the goat milk candy was gross!
We began learning about relative clauses, relative pronouns who, that, and which, and the relative adverb where.
First, I introduced the main clause. The main clause is a part of a sentence that is a complete sentence in its own.
Example: Ice cream is a dessert which comes in many flavors.
Ice cream is a dessert is a complete sentence on its own.
A relative clause gives us more information about the noun. It is never a complete sentence on its own.
Example: Ice cream is a dessert which comes in many flavors.
which comes in many flavors is the relative clause. The relative pronoun which connects it to the main clause, and it tells us more about the noun, ice cream – it comes in many flavors.
Throughout the week, you guys did activities where you used relative pronouns to connect main and relative clauses. You did very well! I think only a few of you missed anything on your homework.
When to use them:
I’ll post of photos of the examples from class below:
Hey there! Sorry I haven’t updated in a while. I’ve been super busy, and I kind of forgot some things after being sent to Guangzhou last week. Speaking of Guangzhou, sorry the goat milk candy was gross!
We began learning about relative clauses, relative pronouns who, that, and which, and the relative adverb where.
First, I introduced the main clause. The main clause is a part of a sentence that is a complete sentence in its own.
Example: Ice cream is a dessert which comes in many flavors.
Ice cream is a dessert is a complete sentence on its own.
A relative clause gives us more information about the noun. It is never a complete sentence on its own.
Example: Ice cream is a dessert which comes in many flavors.
which comes in many flavors is the relative clause. The relative pronoun which connects it to the main clause, and it tells us more about the noun, ice cream – it comes in many flavors.
Throughout the week, you guys did activities where you used relative pronouns to connect main and relative clauses. You did very well! I think only a few of you missed anything on your homework.
When to use them:
- Who: used to talk about people
- That: used to talk about objects or people
- Which: used to talk about objects
- Where: used to talk about places
I’ll post of photos of the examples from class below:
Homework:
We will also start writing the ending for the play we read in class next week, so make sure your masks are finished so you can perform with your group.
See you later!
Mr. Marler
- GB: p 35-38, 40-43
- SQ on 11/12
We will also start writing the ending for the play we read in class next week, so make sure your masks are finished so you can perform with your group.
See you later!
Mr. Marler
20th November 2024
Hey everyone! Welcome back to school. I’m glad to hear most of you had a good term break.
On Tuesday, we introduced the vocabulary for the next spelling quiz. These are the words from Unit 5, as well as the words in context. Before we started the lesson, I gave each group a list of words and asked you to work together to look up the meanings. Everyone was able to finish!
Next, we went over the definitions and used the words in context. For most words, you were able to guess the answer just because you had already looked them up at the beginning of class.
After going over the vocabulary, we explored the Big Question: Why do people wear masks? It was slow to get some answers out of you, but after one person realized you can wear masks other than surgical masks and mascot masks, you started giving me lots of reasons and situations where people would wear masks. I told you that I play catcher on my baseball team, so I wear a mask to protect my face from the ball. During this time, many of you had already started filling out your Big Question chart about what you know and what you want to know.
Your homework was to do SB p.48.
During Wednesday’s single lesson, we continued talking about masks. We watched a video about the Plague Doctor from Italy. We also took a look at some of the masks at the Carnival in Venice, Italy. If you can’t tell, Italy loves masks!
Next, we read the text on p.59-59 called Uncovering Masks to become more familiar with why people wear masks. Your SQ sentences are also found in this book!
IMPORTANT: The EDB is sending me to the mainland next week. I will not be at school on the 27th-29th. Our Friday double lesson has been swapped to Tuesday, so we get to spend a cool two hours and 20 minutes together. Don’t worry, it’s grammar. Also, you will have a substitute on our Wednesday single less. Please make sure your iPads are charged. You will have a grammar review on Nearpod.
Book Review: You have another book review this term. Choose a NONFICTION book this time. Choose something you like. Please upload a photo of it by 27th November so I can approve it. You’ll get your organizer later on.
See you Friday.
Mr. Marler
Hey everyone! Welcome back to school. I’m glad to hear most of you had a good term break.
On Tuesday, we introduced the vocabulary for the next spelling quiz. These are the words from Unit 5, as well as the words in context. Before we started the lesson, I gave each group a list of words and asked you to work together to look up the meanings. Everyone was able to finish!
Next, we went over the definitions and used the words in context. For most words, you were able to guess the answer just because you had already looked them up at the beginning of class.
After going over the vocabulary, we explored the Big Question: Why do people wear masks? It was slow to get some answers out of you, but after one person realized you can wear masks other than surgical masks and mascot masks, you started giving me lots of reasons and situations where people would wear masks. I told you that I play catcher on my baseball team, so I wear a mask to protect my face from the ball. During this time, many of you had already started filling out your Big Question chart about what you know and what you want to know.
Your homework was to do SB p.48.
During Wednesday’s single lesson, we continued talking about masks. We watched a video about the Plague Doctor from Italy. We also took a look at some of the masks at the Carnival in Venice, Italy. If you can’t tell, Italy loves masks!
Next, we read the text on p.59-59 called Uncovering Masks to become more familiar with why people wear masks. Your SQ sentences are also found in this book!
IMPORTANT: The EDB is sending me to the mainland next week. I will not be at school on the 27th-29th. Our Friday double lesson has been swapped to Tuesday, so we get to spend a cool two hours and 20 minutes together. Don’t worry, it’s grammar. Also, you will have a substitute on our Wednesday single less. Please make sure your iPads are charged. You will have a grammar review on Nearpod.
Book Review: You have another book review this term. Choose a NONFICTION book this time. Choose something you like. Please upload a photo of it by 27th November so I can approve it. You’ll get your organizer later on.
See you Friday.
Mr. Marler
We will do revision until the assessment. In the meantime, here's some Blooket revision. Don't just use this. Open your books.
15th October 2024
Hi!
Today, we did quite a bit because we have a lot of things coming up.
First, you have a spelling quiz tomorrow, so we did some revision and reread the text from where you sentences are from!
Next, I gave my book review of Holes so you have an idea of what to do. Easy right? You can visit the Book Review tab on here to read more.
We finished the class by working on the book review planning and presentations. These are due Friday, 18th October!
Don't forget, Raz Kids is due next Wednesday, 23rd October. A few of you have told me you don't have an assignment. You do... You just haven't done the placement test that's on there first. If you're just logging in now, that's your problem, not mine. Better check!
Homework:
1. SQ tomorrow
2. Book review due 18/10 (bring your planning packet)
3. Raz Kids due 23/10
See you tomorrow.
Mr. Marler
Hi!
Today, we did quite a bit because we have a lot of things coming up.
First, you have a spelling quiz tomorrow, so we did some revision and reread the text from where you sentences are from!
Next, I gave my book review of Holes so you have an idea of what to do. Easy right? You can visit the Book Review tab on here to read more.
We finished the class by working on the book review planning and presentations. These are due Friday, 18th October!
Don't forget, Raz Kids is due next Wednesday, 23rd October. A few of you have told me you don't have an assignment. You do... You just haven't done the placement test that's on there first. If you're just logging in now, that's your problem, not mine. Better check!
Homework:
1. SQ tomorrow
2. Book review due 18/10 (bring your planning packet)
3. Raz Kids due 23/10
See you tomorrow.
Mr. Marler
8th October 2024
Hello!
Today I came back at you with a new grammar topic, but it was something you had previously learned a little bit in grade 4 I believe: modal verbs. Although you had learned modals of ability, I introduced different kinds of modal verbs. There was kind of a lot, so I’ll post some of the slides here for your review.
We use modal verbs to talk about:
Hello!
Today I came back at you with a new grammar topic, but it was something you had previously learned a little bit in grade 4 I believe: modal verbs. Although you had learned modals of ability, I introduced different kinds of modal verbs. There was kind of a lot, so I’ll post some of the slides here for your review.
We use modal verbs to talk about:
- Ability
- To ask permission
- To make a request
- Obligation (Saying what’s necessary)
- Permission (giving permission to do something)
- Deduction (Saying how sure you are about something)
To consolidate our learning, we did a Nearpod activity to practice writing using modals of ability and also if we can recognize when we use them and what they are talking about.
Tomorrow, bring your book review book. We will do some work in class. You will also need to bring your SWL book.
Homework:
See you tomorrow!
Mr. Marler
Tomorrow, bring your book review book. We will do some work in class. You will also need to bring your SWL book.
Homework:
- GB p. 22-25 (23 is just a grammar table)
- SQ 16/10
See you tomorrow!
Mr. Marler
25th September 2024
We had our first spelling quiz this afternoon.
After the spelling quiz, we took another look at the organizer for your book review. Remember, this is replacing the reader quizzes from previous years, and will count for 10 of your English marks. For those of you who used to get 9-10 on your reader quizzes, you'll probably continue to get 9-10 on your book reviews. For those of you who got 5 on your reader quizzes, your score is like to increase because you'll be reading something interesting that YOU choose. We will be very lenient on these book reviews, but you also need to put in your own effort.
I sent home a parents letter today, talking about the book reviews. I'd like both you and a parent to sign it so I know you understand. I also assigned you to fill in the Title, Author, and Main Idea bubbles of your book review organizer. Please return both of these tomorrow. I will post more book review information on the book review page on here.
See yo on Friday!
Mr. Marler
We had our first spelling quiz this afternoon.
After the spelling quiz, we took another look at the organizer for your book review. Remember, this is replacing the reader quizzes from previous years, and will count for 10 of your English marks. For those of you who used to get 9-10 on your reader quizzes, you'll probably continue to get 9-10 on your book reviews. For those of you who got 5 on your reader quizzes, your score is like to increase because you'll be reading something interesting that YOU choose. We will be very lenient on these book reviews, but you also need to put in your own effort.
I sent home a parents letter today, talking about the book reviews. I'd like both you and a parent to sign it so I know you understand. I also assigned you to fill in the Title, Author, and Main Idea bubbles of your book review organizer. Please return both of these tomorrow. I will post more book review information on the book review page on here.
See yo on Friday!
Mr. Marler
20th September 2024
Hi guys and gals!
Today, we started and completed a project since we have been learning about bridges and tunnels. Your objective was to work in groups to design and build a beam bridge with limited material: only 10 straws and one meter of tape. I was super surprised how well you did! I knew you would do great, but I was really surprised with how well it turned out. Group two’s bridge held the most weight at 1500 grams! Well done! I’ll post some photos below so you can show mom and dad what you did in class.
Hi guys and gals!
Today, we started and completed a project since we have been learning about bridges and tunnels. Your objective was to work in groups to design and build a beam bridge with limited material: only 10 straws and one meter of tape. I was super surprised how well you did! I knew you would do great, but I was really surprised with how well it turned out. Group two’s bridge held the most weight at 1500 grams! Well done! I’ll post some photos below so you can show mom and dad what you did in class.
Homework:
1. My Dictionary 2
2. SQ Wednesday 25/10
See you on Tuesday!
Mr. Marler
1. My Dictionary 2
2. SQ Wednesday 25/10
See you on Tuesday!
Mr. Marler
17th September 2024
What’s up?
Today we continued on with our grammar topic: future continuous using will be. Our class time today was focuses on using future continuous to discuss things. We took a look at the film Avatar, which is set in the future. We discussed what we thing will be happening in the future. We also had some debates around what will or won’t be happening in the future.
After that, we did the listening exercise on GB p. 15 and checked the answers.
Since our spelling quiz is coming up next Wednesday, we did a little revision of the SWL and then had some board races to see who can spell the words correctly the fastest. That’s always fun!
Homework:
Mr. Marler
What’s up?
Today we continued on with our grammar topic: future continuous using will be. Our class time today was focuses on using future continuous to discuss things. We took a look at the film Avatar, which is set in the future. We discussed what we thing will be happening in the future. We also had some debates around what will or won’t be happening in the future.
After that, we did the listening exercise on GB p. 15 and checked the answers.
Since our spelling quiz is coming up next Wednesday, we did a little revision of the SWL and then had some board races to see who can spell the words correctly the fastest. That’s always fun!
Homework:
- GB p. 15-16 (19/9)
- SWL x 2 (20/9)
- SQ1 25/9
Mr. Marler
13th September 2024
Yo!
We dove into Unit 1 vocabulary today. Yes, we are going back to Unit 1 for the first part of the grammar work this term. We will do Unit 2 later on.
The grammar topic for the unit is future continuous tense. Remember when we revised present, past, and present perfect continuous? That was to prepare you to study this!
We started off by reading a piece of a text with a sentence underlined. I asked you what tense it was in and you were able to tell me and then tell me why.
Yo!
We dove into Unit 1 vocabulary today. Yes, we are going back to Unit 1 for the first part of the grammar work this term. We will do Unit 2 later on.
The grammar topic for the unit is future continuous tense. Remember when we revised present, past, and present perfect continuous? That was to prepare you to study this!
We started off by reading a piece of a text with a sentence underlined. I asked you what tense it was in and you were able to tell me and then tell me why.
We use future continuous tense to talk about actions in progress at a future time. These are actions that are happening continuously in the future, but NOT right now. We are focusing on use will be + -ing verb this unit.
Next, we went over the structure for the tense, as well as some examples. I’m happy you all like the GIFs of bridge demolition. Super cool! Click the image to see the whole slide and make them bigger.
Finally, we concluded the class by doing a group activity where you took turns writing affirmative, negative and questions using future tense. Great job!
Homework: GB p. 13-14
See you on Tuesday,
Mr. Marler
Homework: GB p. 13-14
See you on Tuesday,
Mr. Marler
11th September 2024
Hi!
For today’s lesson, we reviewed some of the continuous tenses you have learned in the past.
Present continuous tense is used when you want to talk about an action that is being done RIGHT NOW! Not in the past or in the future, but RIGHT now. I’ll leave the structures below.
Hi!
For today’s lesson, we reviewed some of the continuous tenses you have learned in the past.
- Present continuous
- Past Continuous
- Present perfect continuous
Present continuous tense is used when you want to talk about an action that is being done RIGHT NOW! Not in the past or in the future, but RIGHT now. I’ll leave the structures below.
Then, we reviewed past continuous, and it was the one you guys struggled with the most when we were giving and writing examples. We use past continuous when we are talking about an action that was being done in the past. It differs from simple past because the action was a continuous action.
Finally, we have present perfect continuous. It combines present perfect and a continuous tense. We use present perfect continuous to talk about an action that was started in the past and is still happening RIGHT NOW. This differs from present perfect tense because the action isn’t always continuous, but can still be happening.
Homework: Continuous tense worksheet
See you Friday,
Mr. Marler
See you Friday,
Mr. Marler
10th September 2024
Hey there!
Today we explored an explanatory text on p.18-19 in the student book. An explanatory text helps explain non-fiction topics to readers.
In the text, we learned about different types of bridges and tunnels, and why we build both of them. We saw some cool videos about how tunnel boring machines dig tunnels and how arches can improve the strength of beam bridges.
After we read and had our discussion, you completed the comprehension for parts B and D on p.20. You already did part C in your summer holiday homework.
Later in the afternoon, I came to take you guys to the library to look for books for your book review. I think most everyone was able to pick out a book. For me to double check that it’s an appropriate book, I want you to upload a picture of your book to the Google Classroom assignment that I opened. You must do this by Friday, 13th September, or else I will give you a book to read. And you know how that will go!
Homework: Upload a photo of your book review book on Google Classroom for my approval.
See you guys tomorrow,
Mr. Marler
Hey there!
Today we explored an explanatory text on p.18-19 in the student book. An explanatory text helps explain non-fiction topics to readers.
In the text, we learned about different types of bridges and tunnels, and why we build both of them. We saw some cool videos about how tunnel boring machines dig tunnels and how arches can improve the strength of beam bridges.
After we read and had our discussion, you completed the comprehension for parts B and D on p.20. You already did part C in your summer holiday homework.
Later in the afternoon, I came to take you guys to the library to look for books for your book review. I think most everyone was able to pick out a book. For me to double check that it’s an appropriate book, I want you to upload a picture of your book to the Google Classroom assignment that I opened. You must do this by Friday, 13th September, or else I will give you a book to read. And you know how that will go!
Homework: Upload a photo of your book review book on Google Classroom for my approval.
See you guys tomorrow,
Mr. Marler
4th September 2024
Hey everyone,
At the beginning of today’s short class, we took care of some more housekeeping before getting into the vocab.
I distributed the marked summer holiday homework, term 1 spelling word lists, and Raz-kids logins. Please log into Raz-kids TODAY to make sure your password works and that you can access your assignment. If you email me at 11:30pm the night before the assignment is due, there’s nothing I can do about it!
During the lesson, we studied the vocabulary from Unit 2. As usual, it includes the vocabulary from part A and the words in context from part E. We will take a closer look at the words in context when we read the text next week. Two words that are easy to get mixed up are suspension and suspended. Suspension is the noun form of suspend and suspended is a verb.
Many of you showed interest in the bridge demolition video I showed in class when talking about the word explosive. Like I mentioned, if you are really good at math and like explosives, you could consider a job in demolition when you get older. You need to use lots of math and science to plan how to safely demolish structures. I’ll add the video below, as well as another about demolishing a tall building:
Hey everyone,
At the beginning of today’s short class, we took care of some more housekeeping before getting into the vocab.
I distributed the marked summer holiday homework, term 1 spelling word lists, and Raz-kids logins. Please log into Raz-kids TODAY to make sure your password works and that you can access your assignment. If you email me at 11:30pm the night before the assignment is due, there’s nothing I can do about it!
During the lesson, we studied the vocabulary from Unit 2. As usual, it includes the vocabulary from part A and the words in context from part E. We will take a closer look at the words in context when we read the text next week. Two words that are easy to get mixed up are suspension and suspended. Suspension is the noun form of suspend and suspended is a verb.
Many of you showed interest in the bridge demolition video I showed in class when talking about the word explosive. Like I mentioned, if you are really good at math and like explosives, you could consider a job in demolition when you get older. You need to use lots of math and science to plan how to safely demolish structures. I’ll add the video below, as well as another about demolishing a tall building:
Today’s class was quite short and we had a lot of good conversations. I think many of you seem pretty interested in this unit. I hope we don’t have any typhoon days because we want to have time for you guys to try and build some bridges out of toothpicks in class. Kind of a smaller scale of what I did in my gifted class the last two years. But the first term is short, so we may not be able to do it. Cross your fingers.
My plan for Friday is to further introduce the Book Review and then take you guys to the library to choose a book. I will also ask you to upload a photo of it on Google Classroom so I can make sure you have chosen an appropriate and correct book for the first term. Also, I will be teaching at MK campus tomorrow. If you need me, send me an email.
Homework
1.OD p. 16 B&C
2.Log into Raz-kids
See you on Friday (hopefully),
Mr. Marler
My plan for Friday is to further introduce the Book Review and then take you guys to the library to choose a book. I will also ask you to upload a photo of it on Google Classroom so I can make sure you have chosen an appropriate and correct book for the first term. Also, I will be teaching at MK campus tomorrow. If you need me, send me an email.
Homework
1.OD p. 16 B&C
2.Log into Raz-kids
See you on Friday (hopefully),
Mr. Marler
3rd September 2024
Hey there!
It’s great to have you guys back in class again, and I’m looking forward to our year together.
Be sure to bring your general information book tomorrow so you can put your Raz-kids login information in there.
Today, I told you about the big change for the year – Book Sharings instead of Reader Quizzes. I know some of you looked nervous when I told you, but you’ll be fine and all GE teachers will be lenient on the marking for the first few terms. On the bright side, you get to choose your own book. All you need to do is tell us about it and give your thoughts and opinions. I will give you more information on this soon, and I made a Book Sharing tab on my website. I’ll post stuff there.
After that, we went over the first Big Question: Why do we build bridges and tunnels?
Does it look familiar? Of course – it was part of your summer holiday homework. We did that so you will be ready to learn when you came back to school.
After watching the BQ video, we had a really good discussion about different bridges and tunnels and even looked at some bridges and tunnels in Hong Kong. During the discussion, it seemed like you already knew quite a bit about bridges!
After that, we went over what we know and what we want to know from the summer work. We will add more of what we learned throughout the term!
See you guys tomorrow!
Mr. Marler
Hey there!
It’s great to have you guys back in class again, and I’m looking forward to our year together.
Be sure to bring your general information book tomorrow so you can put your Raz-kids login information in there.
Today, I told you about the big change for the year – Book Sharings instead of Reader Quizzes. I know some of you looked nervous when I told you, but you’ll be fine and all GE teachers will be lenient on the marking for the first few terms. On the bright side, you get to choose your own book. All you need to do is tell us about it and give your thoughts and opinions. I will give you more information on this soon, and I made a Book Sharing tab on my website. I’ll post stuff there.
After that, we went over the first Big Question: Why do we build bridges and tunnels?
Does it look familiar? Of course – it was part of your summer holiday homework. We did that so you will be ready to learn when you came back to school.
After watching the BQ video, we had a really good discussion about different bridges and tunnels and even looked at some bridges and tunnels in Hong Kong. During the discussion, it seemed like you already knew quite a bit about bridges!
After that, we went over what we know and what we want to know from the summer work. We will add more of what we learned throughout the term!
See you guys tomorrow!
Mr. Marler
24th May 2024
Hi everyone!
Today, I introduced the project that we will do to conclude Unit 17. Pretend you are working for a travel magazine, and you travel the world writing articles.
After we went over the project, we watched a video about lots of cool and unique buildings you have probably never seen before! Did any of them strike you as interesting? You can choose one of those!
After that, you had some time to search the internet to get some ideas, and you wrote them down.
We will complete this project next week. Those students traveling to Korea have already been given their worksheet. I will give you yours on Monday, and we will start working in class.
We will start U16 grammar when they return on Friday, so be sure you bring your grammar books next week.
Homework:
See you next week.
Mr. Marler
Hi everyone!
Today, I introduced the project that we will do to conclude Unit 17. Pretend you are working for a travel magazine, and you travel the world writing articles.
- Choose a building from a country outside China and its Special Administrative Regions. Expand your knowledge of the world!
- Use you iPad to look for cool or unique buildings and choose one
- Fill in a fact form, details information about the building
- Draw and color an illustration of the building and write a magazine article telling your readers about it
After we went over the project, we watched a video about lots of cool and unique buildings you have probably never seen before! Did any of them strike you as interesting? You can choose one of those!
After that, you had some time to search the internet to get some ideas, and you wrote them down.
We will complete this project next week. Those students traveling to Korea have already been given their worksheet. I will give you yours on Monday, and we will start working in class.
We will start U16 grammar when they return on Friday, so be sure you bring your grammar books next week.
Homework:
- Brainstorm unique buildings
- SQ 28/5
See you next week.
Mr. Marler
29th April – 3rd May 2024
Sorry, everyone, for not updating this week. It was a bit of a short week, and it slipped my mind.
On Monday, we began the text for Unit 13, The Sound of Money. We took turns reading and discussing things in the story and pointing out vocabulary and how it’s used in the story. Then, you completed the comprehension tasks on p. 133. I also assigned the SWL x2 as the next spelling quiz is on 7th May. This was due on Thursday. If you keep putting in lousy effort when I give you more than one day to do work, I will just start giving you one day to do your SWL. Some of you always seem to lose it over a few days.
Tuesday and Friday, we learned about phrasal verbs. Phrasal verbs are made up by using a verb with a preposition right after it. Some examples are sit down, put away, turn on. Sometimes these phrasal verbs are straight forward and mean what they say, such as stand up. But other phrasal verbs mean other things, such as get on. It doesn’t just mean ‘get on’ a motorcycle – it can also mean to get along with someone. Unfortunately, these are things you just need to remember.
We made a really awesome phrasal verbs rap song that everyone in class loved, especially Sofia. Don’t worry, we will sing it again! Maybe every day so we can remember it because it could possible be on your assessment.
You completed a phrasal verbs work sheet on Tuesday. Since you have a spelling quiz on Tueday, use the weekend to revise. Please pay attention to punctuation and capital letters for proper nouns. I foresee it being tricky, based on your SWL.
See you Monday.
Mr. Marler
Sorry, everyone, for not updating this week. It was a bit of a short week, and it slipped my mind.
On Monday, we began the text for Unit 13, The Sound of Money. We took turns reading and discussing things in the story and pointing out vocabulary and how it’s used in the story. Then, you completed the comprehension tasks on p. 133. I also assigned the SWL x2 as the next spelling quiz is on 7th May. This was due on Thursday. If you keep putting in lousy effort when I give you more than one day to do work, I will just start giving you one day to do your SWL. Some of you always seem to lose it over a few days.
Tuesday and Friday, we learned about phrasal verbs. Phrasal verbs are made up by using a verb with a preposition right after it. Some examples are sit down, put away, turn on. Sometimes these phrasal verbs are straight forward and mean what they say, such as stand up. But other phrasal verbs mean other things, such as get on. It doesn’t just mean ‘get on’ a motorcycle – it can also mean to get along with someone. Unfortunately, these are things you just need to remember.
We made a really awesome phrasal verbs rap song that everyone in class loved, especially Sofia. Don’t worry, we will sing it again! Maybe every day so we can remember it because it could possible be on your assessment.
You completed a phrasal verbs work sheet on Tuesday. Since you have a spelling quiz on Tueday, use the weekend to revise. Please pay attention to punctuation and capital letters for proper nouns. I foresee it being tricky, based on your SWL.
See you Monday.
Mr. Marler
22nd April 2024
Welcome back to another exciting Monday!
Today, we dove into Unit 13.
At the beginning of the class, I addressed some issues with Friday’s homework and you guys confirmed. I noticed that you guys are still not reading the sentences in full before you answer. At least you admit it now. It’s a good idea to get into the habit of treating your homework like exams so you don’t continue to treat your exams like your homework. You can’t complain to me when you’re the one who doesn’t follow the instructions or read everything in full.
After addressing the homework issue, we had our weekly Posties reading.
Before beginning Unit 13, cleared up some important dates: the next SQ is 7th May, RQ is 21st May, and Raz Kids is due 5th June.
First, we introduced the vocabulary for Unit 13, as they will be part of your next SQ. I asked if there’s anything you can notice about the vocabulary words. You told me that there were lots of adjectives and adverbs. Yes, that’s it! I almost had to break out my Adverbs of Manner song, but no one wants that! Next, we learned the meaning and part of speech for each word, accompanied by a funny GIF. You gave me examples of the vocabular words as well.
Next, we began the big question for the Unit: Why do we use money?
We looked at a video about a brief history of money and how people get money. One of the boys in the video gets pocket money from his parents for doing chores, which led into a good discussion about how many of you (including me when I was a kid) don’t get pocket money for tidying up. I never did either. I even told you about what my dad would tell me – HA! I even gave you a history of my part time jobs from the time I was 14 until 18.
Although we didn’t get a chance to get all the way through the discussion questions, we first talked about what money is. Money is what we use to exchange for a good or service. If you work, you are paid money as a salary for your service you provide to your employer. Then, we talked about different forms of payment. You told me you can use cash (coins and banknotes), credit cards, debit cards, checks (old school), money orders, electronic payments (Alipay, WeChat, FPS, PayMe), Octopus, and cryptocurrency.
We will continue the big question tomorrow and start filling in the KWL (big question) chart.
Homework: OD p.132 B&C
See you tomorrow,
Mr. Marler
Welcome back to another exciting Monday!
Today, we dove into Unit 13.
- Correction checking
- Posties reading
- Unit 13 vocabulary introduction
- Big Question introduction
At the beginning of the class, I addressed some issues with Friday’s homework and you guys confirmed. I noticed that you guys are still not reading the sentences in full before you answer. At least you admit it now. It’s a good idea to get into the habit of treating your homework like exams so you don’t continue to treat your exams like your homework. You can’t complain to me when you’re the one who doesn’t follow the instructions or read everything in full.
After addressing the homework issue, we had our weekly Posties reading.
Before beginning Unit 13, cleared up some important dates: the next SQ is 7th May, RQ is 21st May, and Raz Kids is due 5th June.
First, we introduced the vocabulary for Unit 13, as they will be part of your next SQ. I asked if there’s anything you can notice about the vocabulary words. You told me that there were lots of adjectives and adverbs. Yes, that’s it! I almost had to break out my Adverbs of Manner song, but no one wants that! Next, we learned the meaning and part of speech for each word, accompanied by a funny GIF. You gave me examples of the vocabular words as well.
Next, we began the big question for the Unit: Why do we use money?
We looked at a video about a brief history of money and how people get money. One of the boys in the video gets pocket money from his parents for doing chores, which led into a good discussion about how many of you (including me when I was a kid) don’t get pocket money for tidying up. I never did either. I even told you about what my dad would tell me – HA! I even gave you a history of my part time jobs from the time I was 14 until 18.
Although we didn’t get a chance to get all the way through the discussion questions, we first talked about what money is. Money is what we use to exchange for a good or service. If you work, you are paid money as a salary for your service you provide to your employer. Then, we talked about different forms of payment. You told me you can use cash (coins and banknotes), credit cards, debit cards, checks (old school), money orders, electronic payments (Alipay, WeChat, FPS, PayMe), Octopus, and cryptocurrency.
We will continue the big question tomorrow and start filling in the KWL (big question) chart.
Homework: OD p.132 B&C
See you tomorrow,
Mr. Marler
15th April 2024
Howdy!
It sure felt like today should have been a holiday! I hope you had more energy than I had.
To tie in with the Unit 11 present passive voice, today we went on with Unit 12 grammar for past passive voice. We will only study the grammar from Unit 12, so we won’t be doing the vocab, story and word study.
Last week, you learned present passive voice. This week, we are learning past passive. The only thing that changes is the tense of the verb. That’s it. The is changes to was and the are changes to were.
Steve dropped his glass of milk on the floor.
Steve = active subject
dropped = past action
Passive voice: the subject receives the action
The glass was dropped on the floor.
glass = passive subject
was dropped = past action
***Notice that the passive voice uses a past participle after the past tense verb.***
The structure is still the same. As mentioned above, the verb tense changes.
Affirmative + : Passive subject + was/were+ past participle
Negative - : Passive subject + wasn’t/weren’t + past participle
Question ? : Was/Were + Passive subject + past participle ?
Please, please remember that just because the verb is negative that it doesn’t mean it’s past tense. You must use the past tense verb.
YOUR SPELLING QUIZ IS TOMORROW. Study well so it makes my marking easier.
See you guys tomorrow.
Mr. Marler
Howdy!
It sure felt like today should have been a holiday! I hope you had more energy than I had.
To tie in with the Unit 11 present passive voice, today we went on with Unit 12 grammar for past passive voice. We will only study the grammar from Unit 12, so we won’t be doing the vocab, story and word study.
Last week, you learned present passive voice. This week, we are learning past passive. The only thing that changes is the tense of the verb. That’s it. The is changes to was and the are changes to were.
Steve dropped his glass of milk on the floor.
Steve = active subject
dropped = past action
Passive voice: the subject receives the action
The glass was dropped on the floor.
glass = passive subject
was dropped = past action
***Notice that the passive voice uses a past participle after the past tense verb.***
The structure is still the same. As mentioned above, the verb tense changes.
Affirmative + : Passive subject + was/were+ past participle
Negative - : Passive subject + wasn’t/weren’t + past participle
Question ? : Was/Were + Passive subject + past participle ?
Please, please remember that just because the verb is negative that it doesn’t mean it’s past tense. You must use the past tense verb.
YOUR SPELLING QUIZ IS TOMORROW. Study well so it makes my marking easier.
See you guys tomorrow.
Mr. Marler
9th April 2024
Hey there!
We started off the lesson today with our first reader quiz of term 3. Please remember to read chapters 4-6 by 21st May. Be sure to bring your books, too.
After the reader quiz, I introduced the grammar for Unit 11: Passive Voice. Today was just an introduction, as it can be quite difficult. It also requires you to use past participles. If you need to revise those, which I suggest you do, you can find the verb table on page 112 of your grammar book. Keep in mind that not every verb in existence is on page 112 – just irregular verbs.
First, I introduced voice. This type of voice isn’t the voice in your head during crazy exam times, the voice of the man yelling at scout camp at 4am, or the loud voice of the man yelling outside of the Jockey Club. Voice refers to the “who” or “what” that is doing the verb’s action in a sentence. We can have active or passive voice. Although this unit is about passive voice, you must first understand active voice:
Active voice: the subject does the action
The boy plays the piano.
Boy = active subject
Plays = action
Passive voice: the subject receives the action
The piano is played by the boy.
Piano = passive subject
Is played = action
***Notice that the passive voice uses a past participle after the verb.***
We briefly went over the structures for affirmative, negative and questions, but don’t worry, we will go over them tomorrow. I will put them below so you can copy them into your notes if you didn’t have time today.
Affirmative + : Passive subject + am/is/are + past participle
Negative - : Passive subject + isn’t/aren’t + past participle
Question ? : Is/Are + Passive subject + past participle ?
You could think of the passive subject as the object of a sentence in active voice.
I didn’t assign homework for passive voice because I want us to have more time to learn it first. We will begin the grammar book homework on Wednesday.
Homework
Mr. Marler
Hey there!
We started off the lesson today with our first reader quiz of term 3. Please remember to read chapters 4-6 by 21st May. Be sure to bring your books, too.
After the reader quiz, I introduced the grammar for Unit 11: Passive Voice. Today was just an introduction, as it can be quite difficult. It also requires you to use past participles. If you need to revise those, which I suggest you do, you can find the verb table on page 112 of your grammar book. Keep in mind that not every verb in existence is on page 112 – just irregular verbs.
First, I introduced voice. This type of voice isn’t the voice in your head during crazy exam times, the voice of the man yelling at scout camp at 4am, or the loud voice of the man yelling outside of the Jockey Club. Voice refers to the “who” or “what” that is doing the verb’s action in a sentence. We can have active or passive voice. Although this unit is about passive voice, you must first understand active voice:
Active voice: the subject does the action
The boy plays the piano.
Boy = active subject
Plays = action
Passive voice: the subject receives the action
The piano is played by the boy.
Piano = passive subject
Is played = action
***Notice that the passive voice uses a past participle after the verb.***
We briefly went over the structures for affirmative, negative and questions, but don’t worry, we will go over them tomorrow. I will put them below so you can copy them into your notes if you didn’t have time today.
Affirmative + : Passive subject + am/is/are + past participle
Negative - : Passive subject + isn’t/aren’t + past participle
Question ? : Is/Are + Passive subject + past participle ?
You could think of the passive subject as the object of a sentence in active voice.
I didn’t assign homework for passive voice because I want us to have more time to learn it first. We will begin the grammar book homework on Wednesday.
Homework
- SWL x 2 due 11/2 (I returned your books before the last SQ)
- Revise for SQ on 16/4
Mr. Marler
8th April 2024
Hi everyone!
Welcome back from Easter holiday. It seems that a lot of you had fun during the break, and some of you even participated in some charity work. Nice! We continued with Unit 8 today, exploring listening for detail, interviewing and the prefixes im- and in-.
When listening for detail, you already know what you should be listen for. Before you listen, you should always look at the form or chart you are needing to fill in. Read the chart. Know what kind of information you are listening for and listen carefully and fully before you fill it in. It’s similar to scanning the text for information and key words, only you are using your ears. This is important because it’s likely you’ll need to fill in a chart or form on a future exam, just as you have in the past.
After that, we did a short speaking exercise, where you interviewed your classmates about where they would want to live on a mountain and why/why not. When you interview, you are looking to get information from the person you are interviewing. That’s the whole point of an interview.
Finally, we looked at prefixes im- and in-. When we use those prefixes, we are essentially making the verb negative. We learned about the prefix in- in unit 3, so you already know that, but now when we need to make a verb negative, we must use the correct prefix. If you interchange them, it will be incorrect (not imcorrect). Like irregular verbs, these need to be memorized. There is no specific rule for these prefixes. Next, you worked in your groups to correctly write the verbs with their prefix. They were the same verbs from p.117. I'll add some photos below.
Hi everyone!
Welcome back from Easter holiday. It seems that a lot of you had fun during the break, and some of you even participated in some charity work. Nice! We continued with Unit 8 today, exploring listening for detail, interviewing and the prefixes im- and in-.
When listening for detail, you already know what you should be listen for. Before you listen, you should always look at the form or chart you are needing to fill in. Read the chart. Know what kind of information you are listening for and listen carefully and fully before you fill it in. It’s similar to scanning the text for information and key words, only you are using your ears. This is important because it’s likely you’ll need to fill in a chart or form on a future exam, just as you have in the past.
After that, we did a short speaking exercise, where you interviewed your classmates about where they would want to live on a mountain and why/why not. When you interview, you are looking to get information from the person you are interviewing. That’s the whole point of an interview.
Finally, we looked at prefixes im- and in-. When we use those prefixes, we are essentially making the verb negative. We learned about the prefix in- in unit 3, so you already know that, but now when we need to make a verb negative, we must use the correct prefix. If you interchange them, it will be incorrect (not imcorrect). Like irregular verbs, these need to be memorized. There is no specific rule for these prefixes. Next, you worked in your groups to correctly write the verbs with their prefix. They were the same verbs from p.117. I'll add some photos below.
Your reader quiz is tomorrow, so be sure you’ve read ch.1-3 and bring your book. You’ve known about this since the first week and it’s been on my website since term 3 began.
Your SQ is next Tuesday, 16th April. Please bring your SWL book since I gave them to you to revise for your last SQ.
See you tomorrow.
Mr. Marler
Your SQ is next Tuesday, 16th April. Please bring your SWL book since I gave them to you to revise for your last SQ.
See you tomorrow.
Mr. Marler
25th March 2024
Hey there!
Today, we continued on with Unit 11. Before reading the text, we discussed cause and effect. Cause and effect is a way to talk about the result of an action. The reason why something happens is the cause and the result of the cause is the effect.
Example:
I ate pizza that just came out of the oven and I burnt my tongue.
Cause: I ate pizza that just came out of the oven.
Effect: I burnt my tongue.
Before reading the text, you scanned the text to look for the words in context on p.111. Scanning the text is a great reading skill to practice. It helped you quickly find information, which can be very helpful when you are taking a quiz or exam.
The text for this unit is an informational text. This text was written to teach you facts about the topic. In this text, the topic is reasons mountains are good. During the reading, you took turns reading aloud. We also answered questions related to the text and took a look at videos and pictures, such as how the water cycle works, where the Ganges River flows, and how rice is planted and harvested. It was quite informative.
After we read the text, you worked in your groups to try and find cause and effect from the text. Together, you scanned the text to find examples of cause and effect, and wrote them on p.114.
Spelling Word Lists were distributed in class today for the third term.
Homework: OD p.114 B&C
See you tomorrow.
Mr. Marler
Hey there!
Today, we continued on with Unit 11. Before reading the text, we discussed cause and effect. Cause and effect is a way to talk about the result of an action. The reason why something happens is the cause and the result of the cause is the effect.
Example:
I ate pizza that just came out of the oven and I burnt my tongue.
Cause: I ate pizza that just came out of the oven.
Effect: I burnt my tongue.
Before reading the text, you scanned the text to look for the words in context on p.111. Scanning the text is a great reading skill to practice. It helped you quickly find information, which can be very helpful when you are taking a quiz or exam.
The text for this unit is an informational text. This text was written to teach you facts about the topic. In this text, the topic is reasons mountains are good. During the reading, you took turns reading aloud. We also answered questions related to the text and took a look at videos and pictures, such as how the water cycle works, where the Ganges River flows, and how rice is planted and harvested. It was quite informative.
After we read the text, you worked in your groups to try and find cause and effect from the text. Together, you scanned the text to find examples of cause and effect, and wrote them on p.114.
Spelling Word Lists were distributed in class today for the third term.
Homework: OD p.114 B&C
See you tomorrow.
Mr. Marler
22nd March 2024
Hello everyone!
Today we continued to study the vocabulary from the unit. We played several games, which everyone seemed to enjoy.
First, we played a game where the vocabulary was projected on the board. There were two teams with flyswatters. One person read out a definition to a vocabulary word. Each player tried to find the matching word and smack it with their flyswatter. This game was fun and everyone had a good time, but we still need to revise the words because some students had trouble defining them.
After that, we practiced using the vocabulary words in context. In groups, you received a text with some words missing. You used vocabulary from the unit to filling the blanks to see if you could get the correct answer. All teams did very well. Group three finished first! I’ll post some photos below. Three of them came out blurry, so I apologize.
Hello everyone!
Today we continued to study the vocabulary from the unit. We played several games, which everyone seemed to enjoy.
First, we played a game where the vocabulary was projected on the board. There were two teams with flyswatters. One person read out a definition to a vocabulary word. Each player tried to find the matching word and smack it with their flyswatter. This game was fun and everyone had a good time, but we still need to revise the words because some students had trouble defining them.
After that, we practiced using the vocabulary words in context. In groups, you received a text with some words missing. You used vocabulary from the unit to filling the blanks to see if you could get the correct answer. All teams did very well. Group three finished first! I’ll post some photos below. Three of them came out blurry, so I apologize.
Homework: My Dictionary on Google Classroom
See you Monday,
Mr. Marler
See you Monday,
Mr. Marler
20th March 2024
Hey there!
Congrats on finishing your 2nd term strong! Now we only have one more to go before summer!
Since we finished our assessment checking on Monday, we began Unit 11 on Tuesday. We had an introduction of the vocabulary (you’ll get your SWL soon), and learned the definitions, part of speech and whether or not it’s countable or uncountable.
On Tuesday, we explored the Big Question: Why are mountains important?
We also discussed some of the questions from the Big Question page in the book. After that, you filled out the KWL chart, telling me what you know and what you want to know about the big question. You don’t need to write what you learned until you have learned something – be sure to write it on the class chart. Bring your chart every day!
Here is the video we watched in class. You can use it to help you fill in your chart if you need.
Hey there!
Congrats on finishing your 2nd term strong! Now we only have one more to go before summer!
Since we finished our assessment checking on Monday, we began Unit 11 on Tuesday. We had an introduction of the vocabulary (you’ll get your SWL soon), and learned the definitions, part of speech and whether or not it’s countable or uncountable.
On Tuesday, we explored the Big Question: Why are mountains important?
We also discussed some of the questions from the Big Question page in the book. After that, you filled out the KWL chart, telling me what you know and what you want to know about the big question. You don’t need to write what you learned until you have learned something – be sure to write it on the class chart. Bring your chart every day!
Here is the video we watched in class. You can use it to help you fill in your chart if you need.
See you on Friday.
Bring your blue English notebook.
Mr. Marler
Bring your blue English notebook.
Mr. Marler
8th March 2024
Please bring your Grammar Books on the day of the assessment. We will collect them and keep them in the classroom.
Mr. Marler
Please bring your Grammar Books on the day of the assessment. We will collect them and keep them in the classroom.
Mr. Marler
4th March 2024
UPDATED LINKS AND QR CODES
I made a revision Blooket to help aid your revision. Do not rely on this alone. You'll need to practice writing and using grammar structures as well! Here are the links:
https://play.blooket.com/play?hwId=65e66fdf2c9bcfebab3e4fc5
https://play.blooket.com/play?hwId=65e6707b2c9bcfebab3e5287
https://play.blooket.com/play?hwId=65e670b32c9bcfebab3e537c
https://play.blooket.com/play?hwId=65e670ee2c9bcfebab3e5470
https://play.blooket.com/play?hwId=65e671232c9bcfebab3e5570
https://play.blooket.com/play?hwId=65e6714fb70ba1a20e36b081
The QR codes are below if you'd rather scan them.
UPDATED LINKS AND QR CODES
I made a revision Blooket to help aid your revision. Do not rely on this alone. You'll need to practice writing and using grammar structures as well! Here are the links:
https://play.blooket.com/play?hwId=65e66fdf2c9bcfebab3e4fc5
https://play.blooket.com/play?hwId=65e6707b2c9bcfebab3e5287
https://play.blooket.com/play?hwId=65e670b32c9bcfebab3e537c
https://play.blooket.com/play?hwId=65e670ee2c9bcfebab3e5470
https://play.blooket.com/play?hwId=65e671232c9bcfebab3e5570
https://play.blooket.com/play?hwId=65e6714fb70ba1a20e36b081
The QR codes are below if you'd rather scan them.
27th February 2024
Hi guys and gals!
We have begun revising for the term 2 assessment this week. Yesterday, we focused on Unit 6 grammar - present continuous for the future. Remember to continue revising at home. We focused on the prefix mis- to make things 'bad' or 'wrong'.
Although the revision scope have been posted in E-class, here's a list of things you should remember to revise. We will cover them in class, too.
See you tomorrow.
Mr. Marler
Hi guys and gals!
We have begun revising for the term 2 assessment this week. Yesterday, we focused on Unit 6 grammar - present continuous for the future. Remember to continue revising at home. We focused on the prefix mis- to make things 'bad' or 'wrong'.
Although the revision scope have been posted in E-class, here's a list of things you should remember to revise. We will cover them in class, too.
- Unit 5 grammar: future with will, won't, and going to
- Unit 6: vocab, prefix mis, past tense irregular verbs, present continuous for the future
- Unit 7 grammar: reported speech
- Unit 8: vocab, suffix -ion, pronoun agreement
- Unit 10: vocab, suffix -ous
See you tomorrow.
Mr. Marler
23rd February 2024
Hello everyone,
Nice job and good hard work on the chocolate bar project. I think it's the most effort you put into something this year. Your description and use of sensory details were fantastic as well! If you want to try and make your chocolate at home, please get a photo and email it to me.
Please see some of the photos below:
Hello everyone,
Nice job and good hard work on the chocolate bar project. I think it's the most effort you put into something this year. Your description and use of sensory details were fantastic as well! If you want to try and make your chocolate at home, please get a photo and email it to me.
Please see some of the photos below:
Your RQ is on Tuesday, 27/2. Please bring your book to turn in afterwards.
See you Monday.
Mr. Marler
See you Monday.
Mr. Marler
19th February 2024
Greetings, young scholars!
I hope you had a good Chinese New Year holiday and the year of the dragon has been prosperous so far.
We began the project for Unit 10 today: you will develop a new chocolate bar. Before beginning the planning process, we discussed our favorite chocolate bars. Mine is the Whatchamacallit! They are awesome!
Since we are on the topic of chocolate, I felt it was only appropriate to show you some clips from the original Willy Wonka and the Chocolate Factory movie, and talk about the name of his chocolate bars, such as the Scrumdiddlyumptious and the Wonka Whipple-scrumptious Fudgemallow Delight. His chocolate bars are often named silly names or names which include puns. You can do the same for yours, as well!
In groups, before you planned individually, you worked together to come up with as many ingredients that would be good to put in chocolate bars as you could think of. Although ice cream and fresh fruit are sometimes good with chocolate, they would not work well in a chocolate bar you would buy off the shelf. Groups 4 and 5 worked really hard and wrote down the most examples.
Greetings, young scholars!
I hope you had a good Chinese New Year holiday and the year of the dragon has been prosperous so far.
We began the project for Unit 10 today: you will develop a new chocolate bar. Before beginning the planning process, we discussed our favorite chocolate bars. Mine is the Whatchamacallit! They are awesome!
Since we are on the topic of chocolate, I felt it was only appropriate to show you some clips from the original Willy Wonka and the Chocolate Factory movie, and talk about the name of his chocolate bars, such as the Scrumdiddlyumptious and the Wonka Whipple-scrumptious Fudgemallow Delight. His chocolate bars are often named silly names or names which include puns. You can do the same for yours, as well!
In groups, before you planned individually, you worked together to come up with as many ingredients that would be good to put in chocolate bars as you could think of. Although ice cream and fresh fruit are sometimes good with chocolate, they would not work well in a chocolate bar you would buy off the shelf. Groups 4 and 5 worked really hard and wrote down the most examples.
For your project, pretend that you have just been hired by Willy Wonka to create a new chocolate bar. Name your new creation, list out the ingredients, the textures, the flavors, and the shape and how it’s packaged.
- What ingredients are in your chocolate bar? Milk or dark chocolate, different kinds of cereals, types of nuts, peanuts, biscuits, toffee, caramel, dried fruit?
- Your textures will be different depending on what your ingredients are. Try and use some of the vocabulary words from p.98.
- Describe the flavor. You should use sensory details you learned in GT English for this. Help me imagine the chocolate bar as I read. For example, if you use milk chocolate, you can say creamy, smooth milk chocolate. You can say crunchy, bitter dark chocolate.
- Is your chocolate bar rectangular and flat, round and rigid, short and fat? Does one, two or many come in each package? For examples, Snickers have 1, Reese’s have 2, and Maltesers have many in each package.
Please only complete the plan on the front page. We will work on the back throughout the week. If your parents ask you to do the back, show them this.
Homework:
See you guys tomorrow.
Mr. Marler
- What ingredients are in your chocolate bar? Milk or dark chocolate, different kinds of cereals, types of nuts, peanuts, biscuits, toffee, caramel, dried fruit?
- Your textures will be different depending on what your ingredients are. Try and use some of the vocabulary words from p.98.
- Describe the flavor. You should use sensory details you learned in GT English for this. Help me imagine the chocolate bar as I read. For example, if you use milk chocolate, you can say creamy, smooth milk chocolate. You can say crunchy, bitter dark chocolate.
- Is your chocolate bar rectangular and flat, round and rigid, short and fat? Does one, two or many come in each package? For examples, Snickers have 1, Reese’s have 2, and Maltesers have many in each package.
Please only complete the plan on the front page. We will work on the back throughout the week. If your parents ask you to do the back, show them this.
Homework:
- Finish your chocolate bar plan
- RQ2 27/2 (Ch.16-30)
See you guys tomorrow.
Mr. Marler
5th February 2024
Hi everyone!
Today, we started the research for the end of the unit project for Unit 8.
Before we began, we read through the text again and listed out all of the animals, how they communicate and for what reasons. It’s important to understand that communication between animals is more than just the noises they make with their mouths. Animals can pound things, use scents and even make sounds with other parts of their body.
For your project, you chose an animal that wasn’t in the text. I have already approved your animal. It’s best to pick a wild animal, rather than a pet, because they will use this communication in nature.
To help you research, you can use your planning worksheet to answer these questions:
Tomorrow, we will begin using our researched information to design a poster on Canva using the information. Remember, you need to write a paragraph in at least 50 words to describe your animal’s communication methods, so make sure you leave enough space on your poster.
You will need to submit a screen cap of your poster to Google Classroom. That’s how you will turn in your work. Please don’t turn it in before Wednesday.
See you tomorrow. Make sure your iPads are charged.
Mr. Marler
Hi everyone!
Today, we started the research for the end of the unit project for Unit 8.
Before we began, we read through the text again and listed out all of the animals, how they communicate and for what reasons. It’s important to understand that communication between animals is more than just the noises they make with their mouths. Animals can pound things, use scents and even make sounds with other parts of their body.
For your project, you chose an animal that wasn’t in the text. I have already approved your animal. It’s best to pick a wild animal, rather than a pet, because they will use this communication in nature.
To help you research, you can use your planning worksheet to answer these questions:
- Name of the animal
- Where do they live?
- When do they communicate?
- Why do they communicate?
- How do they communicate?
Tomorrow, we will begin using our researched information to design a poster on Canva using the information. Remember, you need to write a paragraph in at least 50 words to describe your animal’s communication methods, so make sure you leave enough space on your poster.
You will need to submit a screen cap of your poster to Google Classroom. That’s how you will turn in your work. Please don’t turn it in before Wednesday.
See you tomorrow. Make sure your iPads are charged.
Mr. Marler
23rd January 2024
Hi everyone,
Since we have been learning reported speech in class, today we played a group game where you practiced reading, writing and listening. In your groups, you first worked together to rewrite direct quotes I showed on the board as reported speech. If you wrote it correctly, including spelling, grammar and punctuation, you received a big card. The number is how many points you have. It’s totally random.
Then, to practice listening, which most of you could work on, I read direct speech once. Yes, once. In everyday life, you will hear most things once. It won’t be like dictation where people will repeat themselves slowly and split up what they say. You’ll need to hear it once and remember. Luckily, you had group mates to help you out. You wrote it using reported speech. Most were pretty good, but you need to be sure to check your spelling and grammar. There were some simple words misspelled and proper nouns not capitalized. Your group mates should be looking out for you here. Then, everyone was upset because you didn’t receive point.
Overall, it was a fun game. Group three won with 27 points. Here are some photos from the activity.
Hi everyone,
Since we have been learning reported speech in class, today we played a group game where you practiced reading, writing and listening. In your groups, you first worked together to rewrite direct quotes I showed on the board as reported speech. If you wrote it correctly, including spelling, grammar and punctuation, you received a big card. The number is how many points you have. It’s totally random.
Then, to practice listening, which most of you could work on, I read direct speech once. Yes, once. In everyday life, you will hear most things once. It won’t be like dictation where people will repeat themselves slowly and split up what they say. You’ll need to hear it once and remember. Luckily, you had group mates to help you out. You wrote it using reported speech. Most were pretty good, but you need to be sure to check your spelling and grammar. There were some simple words misspelled and proper nouns not capitalized. Your group mates should be looking out for you here. Then, everyone was upset because you didn’t receive point.
Overall, it was a fun game. Group three won with 27 points. Here are some photos from the activity.
Homework: GB p.43 and your next SQ is 30/1.
See you tomorrow!
Mr. Marler
See you tomorrow!
Mr. Marler
22nd January2024
Hi everyone!
I thought today’s lesson was pretty fun. We continued with reported speech. You seem to be doing pretty well with it. Just remember to change the present tense verb to past tense when you rewrite the direct speech as reported speech.
At the beginning of the lesson, we did a bit of revision, where we went over the grammar rules. Please refer to the table on page 41 of your grammar book. That will help you so much. It literally tells you how to change the verbs when using different tenses. I gave you come quotes as direct speech, and then you reported them as reported speech. Excellent job!
Next, we did an activity to help you use reported speech in a more authentic way, rather than just doing worksheets and pages in the grammar book. I gave you a worksheet where you wrote three sentences using direct language, basically quoting yourselves. Then, you got up, traded papers and rewrote a sentence from three classmates using reported speech. Keep in mind, if someone asks a question, you will use ‘asked if’ instead of ‘said that’. Some of your sentences were pretty funny. It also seems like one of you likes to skateboard, which is awesome! \m/
Here are some photos of you all working hard during the activity. I tried to get everyone, but you were all moving around so much I lost track.
Hi everyone!
I thought today’s lesson was pretty fun. We continued with reported speech. You seem to be doing pretty well with it. Just remember to change the present tense verb to past tense when you rewrite the direct speech as reported speech.
At the beginning of the lesson, we did a bit of revision, where we went over the grammar rules. Please refer to the table on page 41 of your grammar book. That will help you so much. It literally tells you how to change the verbs when using different tenses. I gave you come quotes as direct speech, and then you reported them as reported speech. Excellent job!
Next, we did an activity to help you use reported speech in a more authentic way, rather than just doing worksheets and pages in the grammar book. I gave you a worksheet where you wrote three sentences using direct language, basically quoting yourselves. Then, you got up, traded papers and rewrote a sentence from three classmates using reported speech. Keep in mind, if someone asks a question, you will use ‘asked if’ instead of ‘said that’. Some of your sentences were pretty funny. It also seems like one of you likes to skateboard, which is awesome! \m/
Here are some photos of you all working hard during the activity. I tried to get everyone, but you were all moving around so much I lost track.
We finished off the last 10 minutes with a Blooket game where you chose the correct way to rewrite the direct speech as reported speech.
Homework: GB p. 43
Your next spelling quiz is 30th January. We will do the SWL on Wednesday, so be sure to bring your book if you don’t have it.
See you tomorrow.
Mr. Marler
Homework: GB p. 43
Your next spelling quiz is 30th January. We will do the SWL on Wednesday, so be sure to bring your book if you don’t have it.
See you tomorrow.
Mr. Marler
19th January 2024
Hey there!
I know we are flip flopping around units right now to prepare for the next SQ, but today we began the grammar for Unit 7. Unit 7 introduces reported speech. You may also see reported speech called indirect language in other textbooks if you have other workbooks at home that you revise with, but they are the same thing.
Reported speech tells what someone said by using the words said that. We use reported speech when we report what somebody said but not with the exact words.
Hey there!
I know we are flip flopping around units right now to prepare for the next SQ, but today we began the grammar for Unit 7. Unit 7 introduces reported speech. You may also see reported speech called indirect language in other textbooks if you have other workbooks at home that you revise with, but they are the same thing.
Reported speech tells what someone said by using the words said that. We use reported speech when we report what somebody said but not with the exact words.
If direct speech is in the present tense, reported speech changes to past tense.
There’s a really good table on GB p.41 that you can prefer to when doing your homework and revising. Don’t forget about those tables. They tell you exactly how to do the work.
There’s a really good table on GB p.41 that you can prefer to when doing your homework and revising. Don’t forget about those tables. They tell you exactly how to do the work.
After learning what reported speech is and how to use direct speech to write it, we did some examples and you wrote it in reported speech. See the examples below:
Direct Speech: “Go outside and play this weekend,” said Mr. Marler.
Reported Speech: Mr. Marler said that we should go outside and play this weekend.
Direct Speech: My glasses are black.
Reported Speech: Mr. du Preez said that his glasses were black.
Direct Speech: “Bridge Design is my favorite class,” said Chloe.
Reported Speech: Chloe said that Bridge Design was her favorite class.
Direct Speech: “Can we listen to Goo Goo Dolls?” asks Mr. Leigh.
Reported Speech: Mr. Leigh asked if we can listen to Goo Goo Dolls.
This was a really fun activity, especially since we used funny pictures for the direct speech.
We will continue on Monday, so bring your grammar books!
Homework: GB p.40-41 + CORR
See you Monday,
Mr. Marler
Direct Speech: “Go outside and play this weekend,” said Mr. Marler.
Reported Speech: Mr. Marler said that we should go outside and play this weekend.
Direct Speech: My glasses are black.
Reported Speech: Mr. du Preez said that his glasses were black.
Direct Speech: “Bridge Design is my favorite class,” said Chloe.
Reported Speech: Chloe said that Bridge Design was her favorite class.
Direct Speech: “Can we listen to Goo Goo Dolls?” asks Mr. Leigh.
Reported Speech: Mr. Leigh asked if we can listen to Goo Goo Dolls.
This was a really fun activity, especially since we used funny pictures for the direct speech.
We will continue on Monday, so bring your grammar books!
Homework: GB p.40-41 + CORR
See you Monday,
Mr. Marler
15th – 17th January 2024
Hi there! Sorry for the late updates. Let me cover the lessons from Monday, Tuesday and Wednesday.
Monday
On Monday, we began Unit 10 vocabulary. How come we moved on from Unit 8 without grammar? Don’t worry, we will go back soon. I want to make sure you guys have had plenty of exposure to the vocabulary and how it’s used before your next SQ.
We studied the vocabulary words and learned their definition, parts of speech and how they are used in sentences. There was also a really good discussion about when to used them as different parts of speech. Although the spelling of these words is quite easy, you must also understand how to use them in sentences.
After discussing the vocabulary, we did a Nearpod activity to discuss foods that can described with some of the adjectives from our vocabulary. Remember, cheese isn’t sticky. I don’t know why so many of you described it as sticky.
Your homework was to complete OD p.98.
Tuesday
On Tuesday, we began the class with our reader quiz 1. Your next RQ is 27th February. After the RQ, we took a look at the big question for this unit: What do different cultures give to the world?
We discussed the big question and you told me that holidays, foods, language, religion, rituals, arts, music, clothing, sports, and games are some of the things that make cultures different from one another. Superstitions can be, too! For example, in Chinese, 4 is a number most people try to avoid because it sounds like death. In the US, the unlucky number for most people is 13. Also, some people believe that three consecutive 6s are the number of the devil: 666 or $6.66. Some people will buy an extra small item at the store if their total is $6.66.
Your homework was to complete the U10 My Dictionary.
Wednesday
On Wednesday, we took a look at the text for U10. Before getting into the story, we had a good discussion about chocolate. Some of you prefer milk chocolate, some prefer dark chocolate and a few of you don’t like chocolate. I asked in which country do you think you could find the best chocolate? A few of you had already look ahead to the text and said Belgium. Correct? Possibly. Then I if anyone know other countries that are famous for their chocolate… The country where the handball team recently played… Kobe went “Ahh!” and told us Switzerland.
I visited both countries at Christmas in 2022. Do you remember which one I thought had the best chocolate? Ha! Both tasted the same. I had good chocolate and bad chocolate in both countries. But the good chocolate just tasted like good chocolate. It was nothing special. Mr. du Preez may strongly disagree with me. You should ask him during GT English.
Next, we looked at some pictures of Brussels, the capital of Belgium, and then looked on Google Maps to see where it is in relation to Hong Kong.
Choco Choco Boom Boom is the name of the text for the unit. It’s a fantasy story, as it contains magic and the ability to time travel. We read the text aloud and answered some comprehension questions along the way. It was a great story, and I encourage you to read it again. After we finished reading, I asked three questions:
Your homework was the comprehension on p.102
On Friday, please remember to bring you Grammar book if it’s not already at school. We will go back and do Unit 7 grammar.
See you Friday.
Mr. Marler
Hi there! Sorry for the late updates. Let me cover the lessons from Monday, Tuesday and Wednesday.
Monday
On Monday, we began Unit 10 vocabulary. How come we moved on from Unit 8 without grammar? Don’t worry, we will go back soon. I want to make sure you guys have had plenty of exposure to the vocabulary and how it’s used before your next SQ.
We studied the vocabulary words and learned their definition, parts of speech and how they are used in sentences. There was also a really good discussion about when to used them as different parts of speech. Although the spelling of these words is quite easy, you must also understand how to use them in sentences.
After discussing the vocabulary, we did a Nearpod activity to discuss foods that can described with some of the adjectives from our vocabulary. Remember, cheese isn’t sticky. I don’t know why so many of you described it as sticky.
Your homework was to complete OD p.98.
Tuesday
On Tuesday, we began the class with our reader quiz 1. Your next RQ is 27th February. After the RQ, we took a look at the big question for this unit: What do different cultures give to the world?
We discussed the big question and you told me that holidays, foods, language, religion, rituals, arts, music, clothing, sports, and games are some of the things that make cultures different from one another. Superstitions can be, too! For example, in Chinese, 4 is a number most people try to avoid because it sounds like death. In the US, the unlucky number for most people is 13. Also, some people believe that three consecutive 6s are the number of the devil: 666 or $6.66. Some people will buy an extra small item at the store if their total is $6.66.
Your homework was to complete the U10 My Dictionary.
Wednesday
On Wednesday, we took a look at the text for U10. Before getting into the story, we had a good discussion about chocolate. Some of you prefer milk chocolate, some prefer dark chocolate and a few of you don’t like chocolate. I asked in which country do you think you could find the best chocolate? A few of you had already look ahead to the text and said Belgium. Correct? Possibly. Then I if anyone know other countries that are famous for their chocolate… The country where the handball team recently played… Kobe went “Ahh!” and told us Switzerland.
I visited both countries at Christmas in 2022. Do you remember which one I thought had the best chocolate? Ha! Both tasted the same. I had good chocolate and bad chocolate in both countries. But the good chocolate just tasted like good chocolate. It was nothing special. Mr. du Preez may strongly disagree with me. You should ask him during GT English.
Next, we looked at some pictures of Brussels, the capital of Belgium, and then looked on Google Maps to see where it is in relation to Hong Kong.
Choco Choco Boom Boom is the name of the text for the unit. It’s a fantasy story, as it contains magic and the ability to time travel. We read the text aloud and answered some comprehension questions along the way. It was a great story, and I encourage you to read it again. After we finished reading, I asked three questions:
- Have you ever made a dessert?
- What did you make?
- What dessert would you like to make?
Your homework was the comprehension on p.102
On Friday, please remember to bring you Grammar book if it’s not already at school. We will go back and do Unit 7 grammar.
See you Friday.
Mr. Marler
10th January 2024
Hello!
Wednesday is our short lesson, so we completed the listening activity on OD p. 84 and moved on to the word study on OD p.45.
We continued learning about suffixes, and focused on -ion. Remember, a suffix is a letter or group of letters added to the end of a word to make a new word. You can always refer to the original word to help you understand the meaning of the new word with the suffix.
We use the suffix -ion to change the part of speech of the word. In this case, we change a verb to a noun by adding -ion.
See you on Friday.
Mr. Marler
Hello!
Wednesday is our short lesson, so we completed the listening activity on OD p. 84 and moved on to the word study on OD p.45.
We continued learning about suffixes, and focused on -ion. Remember, a suffix is a letter or group of letters added to the end of a word to make a new word. You can always refer to the original word to help you understand the meaning of the new word with the suffix.
We use the suffix -ion to change the part of speech of the word. In this case, we change a verb to a noun by adding -ion.
- connect --> connection
- locate --> location
- prevent --> prevention
- educate --> education
- decorate --> decoration
- collaborate --> collaboration
- migrate --> migration
- protect --> protection
See you on Friday.
Mr. Marler
8th January 2024
Hey there! Sorry we have been back a week, but I haven’t updated. Let me do it now!
Before Christmas, we learned the Unit 8 vocabulary to prepare for the next SQ. We learned the words in context in sentences and studied the definitions.
Upon returning from Christmas holiday, last week, we continued studying the vocabulary. We had a Google Form on Google Classroom that you completed as an opener for a lesson.
Last week, we began looking at the Big Question for Unit 8. How do animals communicate? We spent some time having discussions regarding communication from the human perspective. Other than speaking, you told us that people use gestures, non-verbal sounds, movements, and smells to communicate. Guess what? So do animals! After discussing what you know, there was still a lot that you don’t know, so we wrote on the classroom Big Question chart what we want to know by the end of the unit.
On Friday, we dove into the text to learn about the way animals communicate. This was quite interesting even for me! In addition to seeing the vocabulary used naturally in context, you had learned several facts about animal communication that you wrote on your chart and we wrote on the classroom chart. There was also another question that we added to the chart. For your homework, you completed the comprehension on OD p. 82.
Today, Monday, we began the class by watching three videos.
After that, we read and discussed the text again. We also added something else we learned to the classroom chart. Great job!
To help prepare for tomorrow’s SQ, we did SWL board races. Congrats to team Mr. Marler R00LZ. Awesome name and awesome come-back to win the game just right before the bell rang.
Homework: Study for SQ tomorrow.
See you tomorrow!
Mr. Marler
Hey there! Sorry we have been back a week, but I haven’t updated. Let me do it now!
Before Christmas, we learned the Unit 8 vocabulary to prepare for the next SQ. We learned the words in context in sentences and studied the definitions.
Upon returning from Christmas holiday, last week, we continued studying the vocabulary. We had a Google Form on Google Classroom that you completed as an opener for a lesson.
Last week, we began looking at the Big Question for Unit 8. How do animals communicate? We spent some time having discussions regarding communication from the human perspective. Other than speaking, you told us that people use gestures, non-verbal sounds, movements, and smells to communicate. Guess what? So do animals! After discussing what you know, there was still a lot that you don’t know, so we wrote on the classroom Big Question chart what we want to know by the end of the unit.
On Friday, we dove into the text to learn about the way animals communicate. This was quite interesting even for me! In addition to seeing the vocabulary used naturally in context, you had learned several facts about animal communication that you wrote on your chart and we wrote on the classroom chart. There was also another question that we added to the chart. For your homework, you completed the comprehension on OD p. 82.
Today, Monday, we began the class by watching three videos.
- Why Do Cats Do That?
- Do Animals Have Language?
- Bee Dane Language
After that, we read and discussed the text again. We also added something else we learned to the classroom chart. Great job!
To help prepare for tomorrow’s SQ, we did SWL board races. Congrats to team Mr. Marler R00LZ. Awesome name and awesome come-back to win the game just right before the bell rang.
Homework: Study for SQ tomorrow.
See you tomorrow!
Mr. Marler
18th - 20th December 2023
Hello!
Welcome back to another short week (before Christmas holiday)!
This week, we ended unit 6 by creating an invention for the future. You thought of a vehicle (similar to the copterbike) for the future that will improve the way we travel. It can be to help certain people or industries. For example, a flying fire truck that allows firefighters to fight fires on high floors of buildings.
You will need to answer the following questions:
•What is the name of your transport?
•Does your transport travel on land, and or in the air?
•How does it work?
•Does it have special functions? (laser beam, loud siren, disco lights)
•Who uses the transport and what for? (everyone or one particular profession)
You will also need to use the future tenses we learned in class.
We also introduced the vocabulary words for unit 8. They will be on your next SQ. Along with this, you completed a My Dictionary worksheet.
I have distributed the holiday writing competition homework and drawing paper. These are due when you return back to school on 2nd January. All books were distributed in case you need to revise when you are on holiday. Please bring them when we return on 2nd January.
Have a good Christmas!
Mr. Marler
4th – 8th December 2024
Hey there!
Since we are learning the same grammar topic this week, I’ll do one post and update it throughout the week when needed.
We have begun Unit 6 grammar, which is present continuous for the future. You have learned and used present continuous many times already, and you are familiar with using it to describe actions that are happening right now. And now! And… Now! But how do we use it for the future?
We can use present perfect tense to talk about future arrangements, especially when we know the time or place! Just as regular present continuous, you need to use the helping verbs am, is, and are, followed by a continuous verb. Remember, it’s important to acknowledge the time or place in the sentence with a future time phrase. Let’s look at some examples below:
Mom is cooking Thai food for dinner tonight.
Mom is cooking Thai food is written in present continuous tense.
for dinner tonight is the future time phrase. Dinner is eaten at night and night is in the future.
We write questions the same way, only using When to ask about the action in the future. Look at the example below:
When is Janice buying a new car?
When is asking for the time in the future.
is Janice buying a new car? is the question written in present continuous tense.
Sometimes we use will and going to to talk about actions in the future. Remember when to use them because we use each for different reasons.
Use will for facts and predictions you believe will be true.
Example: Thursday will be a good day.
Use going to for future plans and predictions about things you see.
Examples: We are going to take Physics next term.
Look at the clouds! We are going to get wet soon.
Your homework for Wednesday is GB p. 38.
See you on Friday!
Mr. Marler
Hey there!
Since we are learning the same grammar topic this week, I’ll do one post and update it throughout the week when needed.
We have begun Unit 6 grammar, which is present continuous for the future. You have learned and used present continuous many times already, and you are familiar with using it to describe actions that are happening right now. And now! And… Now! But how do we use it for the future?
We can use present perfect tense to talk about future arrangements, especially when we know the time or place! Just as regular present continuous, you need to use the helping verbs am, is, and are, followed by a continuous verb. Remember, it’s important to acknowledge the time or place in the sentence with a future time phrase. Let’s look at some examples below:
Mom is cooking Thai food for dinner tonight.
Mom is cooking Thai food is written in present continuous tense.
for dinner tonight is the future time phrase. Dinner is eaten at night and night is in the future.
We write questions the same way, only using When to ask about the action in the future. Look at the example below:
When is Janice buying a new car?
When is asking for the time in the future.
is Janice buying a new car? is the question written in present continuous tense.
Sometimes we use will and going to to talk about actions in the future. Remember when to use them because we use each for different reasons.
Use will for facts and predictions you believe will be true.
Example: Thursday will be a good day.
Use going to for future plans and predictions about things you see.
Examples: We are going to take Physics next term.
Look at the clouds! We are going to get wet soon.
Your homework for Wednesday is GB p. 38.
See you on Friday!
Mr. Marler
28th November 2023
What’s good in the hood, everyone?
Today, we had another fabulous day of learning. I’m quite pleased with how we are starting off the second term.
Today was word study day, and we took another look at prefixes. A prefix is a word or group of letters that is placed before a word, which changes a word. The lucky prefix this unit is mis-.
Mis- can mean:
What’s good in the hood, everyone?
Today, we had another fabulous day of learning. I’m quite pleased with how we are starting off the second term.
Today was word study day, and we took another look at prefixes. A prefix is a word or group of letters that is placed before a word, which changes a word. The lucky prefix this unit is mis-.
Mis- can mean:
- Badly
- Wrongly
- Incorrectly
- Lack of
- In an unfavorable manner
After going through the examples and meanings in class, we played the interactive tic-tac-toe game where you have to determine if the verb needs a mis- added to it or not. You all seemed to have it down.
We finished off the class by completing a Kahoot! where you chose the correct word with prefix mis- to fill in the blank. Keep up the great work and remember to read the sentence in full.
Homework: Mis- worksheet
Don’t forget: Your next SQ is next Tuesday, 5th December. If you want to hear my smooth voice read the vocab and sentences, you can have a listen here: main.gtschool.hk/on-campus/english/sq-2324/
We also don’t have class tomorrow, as I had to swap lessons with one of your other teachers. We had it last Friday.
See you Friday!
Mr. Marler
20th – 22nd November 2023
Hey there!
Welcome back. I hope you had a relaxing term break after all your hard work in the first term. We are 1/3 of the way through the school year now! I forgot to update Monday and Tuesday, so I will do three days in one post, as we are just beginning the unit and have done lots of discussion in the class.
We began Unit 6 on Monday. The Big Question for this unit is Why are wheels important?
We know wheels from cars, airplanes, bicycles, and trucks, but we learned that wheels also help gears, clocks and ferris wheels turn. What else has wheels? I showed you a video of a pitching machine used to practice hitting for baseball. It’s a wheel that shoots a ball to the batter. It uses a wheel to pitch the ball.
When discussing what we know about the Big Question, the class came to the conclusion that wheels help make our lives easier. That’s exactly why the ancient Mesopotamians invented the wheel. Do you remember where Mesopotamia is on the modern map? See below!
Hey there!
Welcome back. I hope you had a relaxing term break after all your hard work in the first term. We are 1/3 of the way through the school year now! I forgot to update Monday and Tuesday, so I will do three days in one post, as we are just beginning the unit and have done lots of discussion in the class.
We began Unit 6 on Monday. The Big Question for this unit is Why are wheels important?
We know wheels from cars, airplanes, bicycles, and trucks, but we learned that wheels also help gears, clocks and ferris wheels turn. What else has wheels? I showed you a video of a pitching machine used to practice hitting for baseball. It’s a wheel that shoots a ball to the batter. It uses a wheel to pitch the ball.
When discussing what we know about the Big Question, the class came to the conclusion that wheels help make our lives easier. That’s exactly why the ancient Mesopotamians invented the wheel. Do you remember where Mesopotamia is on the modern map? See below!
We made a KWL chart for our classroom. We wrote down what we know about wheels and questions we have about wheels. Whenever you learn something new, you are encouraged to write it on the chart. If you don’t know, you can look it up and tell us!
On Tuesday, we introduced the vocabulary for the unit. We learned the definitions, how to use it in context and even used the words to describe pictures. Remember, knowing what the word means is good, but you also need to be able to use the word to describe things when you write. For your homework, you did a Google Form to match definitions to vocabulary words.
On Wednesday, since it’s a short class at the end of the day, we took a look at the history of wheels. We watched as it was explained how the Mesopotamians developed the wheel. I’ll add the video below.
Then, we took a look at ancient Mesopotamia and watched a video. Do you remember where Mesopotamia was on a modern map?
We did two vocab exercises in the OD book and checked the answered together.
We will begin looking at the text on Friday.
Homework:
- Words in context WS
- SWL distributed
See you Friday,
Mr. Marler
6th November 2023
Please bring your grammar book tomorrow. You will need to collect them and submit them to me.
Please bring your grammar book tomorrow. You will need to collect them and submit them to me.
31st October 2023
Hello!
After about a week of revision, I have several things that you guys should focus on:
You have done well with using since and for when using present perfect continuous, but you often still use the structure for present perfect continuous incorrectly.
Mr. Marler
Hello!
After about a week of revision, I have several things that you guys should focus on:
- suffix -able
- prefix in-
- sentences with adjective + preposition (I have slides in the post below)
- Reading and following instructions
You have done well with using since and for when using present perfect continuous, but you often still use the structure for present perfect continuous incorrectly.
Mr. Marler
25th October 2023
Hi everyone!
It’s that time again where we start revising for the 1st term assessment. Here is a reminder of what to study from each unit. These are not a list of topics that will be on the assessment for sure, but a list of topics that could be on the assessment.
Unit 1
REMINDERS
See the slides below for the adjective + preposition PPT from class.
Hi everyone!
It’s that time again where we start revising for the 1st term assessment. Here is a reminder of what to study from each unit. These are not a list of topics that will be on the assessment for sure, but a list of topics that could be on the assessment.
Unit 1
- Vocabulary definitions and in context
- Suffix: -able (adding -able to nouns and verbs to make them adjectives)
- Present perfect tense: actions that started in the past and continued until now
- Subject + has/have + past participle.
- Subject + hasn’t/haven’t + past participle.
- Has/Have + subject + past participle?
- Present perfect continuous tense: actions that started in the past that are still happening
- Subject + have/has + been + continuous verb (-ing verb)
- Subject + haven’t/hasn’t + been + continuous verb (-ing verb)
- Have/Has + subject + been + continuous verb (-ing verb)
- Adverbs that are used to talk about a period of time
- Vocabulary definitions and in context
- Prefix: in- (adding in- to the beginning of words to make them an opposite)
- Adjective + preposition: some adjectives always have a preposition after them
- Modals of ability to discuss abilities in the past, present, and future
- Past: Subject + could/couldn’t + verb.
- Present: Subject + can/can’t + verb.
- Future: Subject + will be able to + verb.
REMINDERS
- Read instructions
- Read the sentence or text in full
- Read your answer in the sentence
- Marking the text and questions help you answer and remember
- Make sure you answer all questions
- Use correct punctuation
- Double check your answers after you finish
See the slides below for the adjective + preposition PPT from class.
I made some Blooket games for you to supplement your revision.
If there’s anything you need help will, tell or email me so I know to go over it and practice it again in class.
See you tomorrow,
Mr. Marler
If there’s anything you need help will, tell or email me so I know to go over it and practice it again in class.
See you tomorrow,
Mr. Marler
16th October 2023
Hey there!
I see you all still have loads of energy after sports day! Let’s try to calm down a bit. You’re at school!
Today, we began the grammar for Unit 3. This unit, we are looking at Modals of Ability. Modals of ability help us discuss what we are able and unable to do. We are focusing on the past, present and future, and you were able to comprehend the material well during today’s lesson.
Hey there!
I see you all still have loads of energy after sports day! Let’s try to calm down a bit. You’re at school!
Today, we began the grammar for Unit 3. This unit, we are looking at Modals of Ability. Modals of ability help us discuss what we are able and unable to do. We are focusing on the past, present and future, and you were able to comprehend the material well during today’s lesson.
This table on page 23 of your grammar book will be helpful to you.
Present Tense
When discussing present abilities, we use present tense. See the grammar structure below:
Statement: Subject + can + base verb à Jimmy can swim.
Negative Statement: Subject + can’t + base verb à Jimmy can’t swim.
Question: Can + subject + base verbà Can Jimmy swim?
Past Tense
When discussing abilities in the past, we use past tense. See the grammar structure below:
Statement: Subject + could + base verb à Jimmy could swim when he was a young boy.
Negative Statement: Subject + couldn’t + base verb à Jimmy couldn’t swim when he was a young boy.
Question: Could + subject + base verbà Could Jimmy swim when he was a young boy?
Future Tense
When discussing abilities in the future, we use ‘will be able to’. See the grammar structure below:
Statement: Subject + will be able to + base verb à Jimmy will be able to swim when he is 12 years old.
Negative Statement: Subject + won’t be able to + base verb à Jimmy won’t be able to swim when he is 12 years old.
Question: Will + subject + be able to + base verbà Will Jimmy be able to swim when he is 12 years old?
During the lesson, we wrote lots of examples and questions to help us learn. When we shared, we corrected each other and helped others recall the grammar structures. Be sure to bring your blue English notebook. It will be good to have to write down notes and examples. This will help you revise when you are studying for your assessment, which is coming up!
As promised… here’s the picture we discussed using modals of ability…
Present Tense
When discussing present abilities, we use present tense. See the grammar structure below:
Statement: Subject + can + base verb à Jimmy can swim.
Negative Statement: Subject + can’t + base verb à Jimmy can’t swim.
Question: Can + subject + base verbà Can Jimmy swim?
Past Tense
When discussing abilities in the past, we use past tense. See the grammar structure below:
Statement: Subject + could + base verb à Jimmy could swim when he was a young boy.
Negative Statement: Subject + couldn’t + base verb à Jimmy couldn’t swim when he was a young boy.
Question: Could + subject + base verbà Could Jimmy swim when he was a young boy?
Future Tense
When discussing abilities in the future, we use ‘will be able to’. See the grammar structure below:
Statement: Subject + will be able to + base verb à Jimmy will be able to swim when he is 12 years old.
Negative Statement: Subject + won’t be able to + base verb à Jimmy won’t be able to swim when he is 12 years old.
Question: Will + subject + be able to + base verbà Will Jimmy be able to swim when he is 12 years old?
During the lesson, we wrote lots of examples and questions to help us learn. When we shared, we corrected each other and helped others recall the grammar structures. Be sure to bring your blue English notebook. It will be good to have to write down notes and examples. This will help you revise when you are studying for your assessment, which is coming up!
As promised… here’s the picture we discussed using modals of ability…
Homework
1. SQ corr + sign (Much better this time!)
2. GB p.22-23
See you tomorrow!
Mr. Marler
1. SQ corr + sign (Much better this time!)
2. GB p.22-23
See you tomorrow!
Mr. Marler
25th - 29th September 2023
Hey there!
As you know, I've injured my thumb. Nothing is broken, but I have a ligament (look up that word) injury, so I will make this short update about the whole week since it hurts to type.
On Monday, you started working in your groups to write a script for a drama you will perform next week. This week, you will work together to write a script as endangered animals to either a group of people or animal help groups to tell them what they can do to help you from going extinct. You will need to make props at home and bring them on the day of your presentation. No, you may not bring toy guns.
Your first spelling quiz was on Tuesday. You will get them later on in the week so you can do corrections. I'd recommend some of you to start revising for SQ2 because it doesn't seem like you attempted to revise for SQ1.
The rest of the week, you will continue to write your script and practice your performance if you finish early.
Keep in mind, we have a shortened week next week, as Monday and Tuesday are school holidays. We will only have our lesson on Wednesday and Friday.
See you tomorrow!
Mr. Marler
Hey there!
As you know, I've injured my thumb. Nothing is broken, but I have a ligament (look up that word) injury, so I will make this short update about the whole week since it hurts to type.
On Monday, you started working in your groups to write a script for a drama you will perform next week. This week, you will work together to write a script as endangered animals to either a group of people or animal help groups to tell them what they can do to help you from going extinct. You will need to make props at home and bring them on the day of your presentation. No, you may not bring toy guns.
Your first spelling quiz was on Tuesday. You will get them later on in the week so you can do corrections. I'd recommend some of you to start revising for SQ2 because it doesn't seem like you attempted to revise for SQ1.
The rest of the week, you will continue to write your script and practice your performance if you finish early.
Keep in mind, we have a shortened week next week, as Monday and Tuesday are school holidays. We will only have our lesson on Wednesday and Friday.
See you tomorrow!
Mr. Marler
22nd September 2023
Hello everyone!
Today was quite an easy day in class, but we are working on wrapping up unit 1, so we referred back to the big question chart to see what we’ve learned so far. You guys have successfully answered all the questions you had when we made the original big question chart. You did so quite easily. Much better than last year! Check out the photo of it below. I think we will make it a tad smaller next unit!
Hello everyone!
Today was quite an easy day in class, but we are working on wrapping up unit 1, so we referred back to the big question chart to see what we’ve learned so far. You guys have successfully answered all the questions you had when we made the original big question chart. You did so quite easily. Much better than last year! Check out the photo of it below. I think we will make it a tad smaller next unit!
After that, we had a board race to revise for spelling quiz 1, which is this coming Tuesday, 26th September. Lots of you said you haven’t begun revising yet, so please make sure you are ready on Tuesday.
Next week, we will begin a project to wind down the unit. In groups, you will write a script as endangered animals to tell human how they can help from becoming extinct. Yes, you will need to prepare props! Get pumped!
Homework: SWL x 2.
Spelling Quiz 1 is on 26th September.
See you Monday.
Mr. Marler
Next week, we will begin a project to wind down the unit. In groups, you will write a script as endangered animals to tell human how they can help from becoming extinct. Yes, you will need to prepare props! Get pumped!
Homework: SWL x 2.
Spelling Quiz 1 is on 26th September.
See you Monday.
Mr. Marler
20th September 2023
Hello!
Today, we consolidated the grammar you have learned in unit 1, and used it for a question-and-answer activity.
At the beginning of class, Nathan and Sofia helped the class recall the question-and-answer structures for both present perfect and present perfect continuous tense. While they were writing out the structures on the board, we practiced verbally answering questions in both tenses. I asked the questions “Where have you traveled recently?” and “What outside class have you been taking?” Everyone recognized the structure of the questions and responded in the correct tense! Great job!
Next, I passed out a worksheet. Then, you wrote two questions use present perfect tense and two using present perfect continuous tense. After that, you got up and traded papers with four classmates, answering one of their questions and they answered one of yours. This activity is important because it allows you to break out of the textbook and use those tenses where you aren’t confined to topics in the book.
Hello!
Today, we consolidated the grammar you have learned in unit 1, and used it for a question-and-answer activity.
At the beginning of class, Nathan and Sofia helped the class recall the question-and-answer structures for both present perfect and present perfect continuous tense. While they were writing out the structures on the board, we practiced verbally answering questions in both tenses. I asked the questions “Where have you traveled recently?” and “What outside class have you been taking?” Everyone recognized the structure of the questions and responded in the correct tense! Great job!
Next, I passed out a worksheet. Then, you wrote two questions use present perfect tense and two using present perfect continuous tense. After that, you got up and traded papers with four classmates, answering one of their questions and they answered one of yours. This activity is important because it allows you to break out of the textbook and use those tenses where you aren’t confined to topics in the book.
To wrap up the class, you shared one of your questions and told what your classmate wrote as a response to your question. I hope to do other activities like this in the future as you had a good time.
Speaking of worksheets, until you all can complete and turn in ALL of your homework, we will continue to do things on paper. If you want to use your iPads for class activities, remember to do your homework and turn it in.
Homework: Grammar WS on Google Classroom.
See you Friday.
Mr. Marler
Speaking of worksheets, until you all can complete and turn in ALL of your homework, we will continue to do things on paper. If you want to use your iPads for class activities, remember to do your homework and turn it in.
Homework: Grammar WS on Google Classroom.
See you Friday.
Mr. Marler
19th September 2023
Hey there!
Let’s talk about something real quick. When I assign homework, it means you are to complete ALL of it. 14/25 students did not complete all of their homework. If you don’t understand, please ask. However, this was the easiest part of your homework. You just decided not to do it. So… now that we have BYOD, if there is incomplete homework, we will continue to do our activities with pencils and paper until you can complete your homework. So tomorrow we won’t use iPads in class. DO YOUR HOMEWORK!
Today, we had a Nearpod activity at the beginning of the lesson. I asked you when we use present perfect continuous tense. Most of you selected that we use it to talk about actions that began in the past and are continuing right now. That’s correct. Remember, present perfect and present perfect continuous tenses are similar but different. Remember that present perfect continuous will have been + -ing verb (continuous verb).
After that, I asked you this question: What video game have you been playing recently? The majority of the class recognized the structure of the question, as it has been + -ing verb and answered in present perfect continuous. Many of you also live Roblox and PubG. I have no idea what PubG is! But what if you are like me and don’t like video games? That’s right! You answered in a negative statement. Great job!
Finally, I asked you to write a question using present perfect continuous. We are still working on our question form, and those who were unable to write it correctly wrote a present perfect question. Although it was correct, it was the incorrect tense. Be sure you are able to differentiate between the two tenses!
Hey there!
Let’s talk about something real quick. When I assign homework, it means you are to complete ALL of it. 14/25 students did not complete all of their homework. If you don’t understand, please ask. However, this was the easiest part of your homework. You just decided not to do it. So… now that we have BYOD, if there is incomplete homework, we will continue to do our activities with pencils and paper until you can complete your homework. So tomorrow we won’t use iPads in class. DO YOUR HOMEWORK!
Today, we had a Nearpod activity at the beginning of the lesson. I asked you when we use present perfect continuous tense. Most of you selected that we use it to talk about actions that began in the past and are continuing right now. That’s correct. Remember, present perfect and present perfect continuous tenses are similar but different. Remember that present perfect continuous will have been + -ing verb (continuous verb).
After that, I asked you this question: What video game have you been playing recently? The majority of the class recognized the structure of the question, as it has been + -ing verb and answered in present perfect continuous. Many of you also live Roblox and PubG. I have no idea what PubG is! But what if you are like me and don’t like video games? That’s right! You answered in a negative statement. Great job!
Finally, I asked you to write a question using present perfect continuous. We are still working on our question form, and those who were unable to write it correctly wrote a present perfect question. Although it was correct, it was the incorrect tense. Be sure you are able to differentiate between the two tenses!
To reinforce our grasp of the two tenses, we did a quick revision of the grammar rule and structure. Please use the chart below if you need help.
We ended the class by practicing writing questions in present perfect continuous tense and asking them around the class. Well done with this activity! We will have some more practice with this tomorrow. We will have a question-and-answer activity where you will need to walk around the room and swap questions with your classmates. Ms. Wu (and maybe Ms. Yip) will be in our class tomorrow observing, so let’s have a good time.
Homework: GB p. 15-16
Don’t forget your first spelling quiz is next Tuesday, 26th September.
See you tomorrow.
Mr. Marler
Don’t forget your first spelling quiz is next Tuesday, 26th September.
See you tomorrow.
Mr. Marler
18th September 2023
Hi there!
Today, before we started the lesson, I passed out your endangered animal profiles that you completed last week. Since you will use them again in a couple weeks, I asked you to glue them into your blue notebook. We will use these as a portfolio this year. You will keep your Big Question charts, plans and notes you have taken in class in them. I’ve asked you to keep them separated by unit to make it easier when you revise for your exams. Please to not lose this!
After that, we continued on with grammar from unit 1. After a quick revision of present perfect tense, I introduced present perfect continuous tense. Just when you got comfortable with present perfect, I add another element. What could happen next?...
We use present perfect continuous tense to talk about an action that started in the past and is still continuing now. Right now! And now! If it’s not happening NOW, it’s not continuous. Just like present perfect, as well as other tenses, we can use it in affirmative (positive) and negative statements and questions. There is a really good chart about present perfect continuous on p.15 of your grammar book. These are very good references that can help you with your homework and while studying. I suggest you tab all of the pages with these tables when we learn the grammar. In the structure table below, you will see S and V. S=subject and V=verb. Been (past participle of be) follows have/has, which is followed by a continuous verb.
Hi there!
Today, before we started the lesson, I passed out your endangered animal profiles that you completed last week. Since you will use them again in a couple weeks, I asked you to glue them into your blue notebook. We will use these as a portfolio this year. You will keep your Big Question charts, plans and notes you have taken in class in them. I’ve asked you to keep them separated by unit to make it easier when you revise for your exams. Please to not lose this!
After that, we continued on with grammar from unit 1. After a quick revision of present perfect tense, I introduced present perfect continuous tense. Just when you got comfortable with present perfect, I add another element. What could happen next?...
We use present perfect continuous tense to talk about an action that started in the past and is still continuing now. Right now! And now! If it’s not happening NOW, it’s not continuous. Just like present perfect, as well as other tenses, we can use it in affirmative (positive) and negative statements and questions. There is a really good chart about present perfect continuous on p.15 of your grammar book. These are very good references that can help you with your homework and while studying. I suggest you tab all of the pages with these tables when we learn the grammar. In the structure table below, you will see S and V. S=subject and V=verb. Been (past participle of be) follows have/has, which is followed by a continuous verb.
Since today is the first day of BYOD, of course we checked our understanding using Nearpod. We will use Nearpod quite a bit this year because it easily allows me to monitor your progress as well as hold polls for you to answer truthfully without fear of your classmates seeing. It also allows for easy sharing of your ideas and opinions and lets your share your work for all to see. When we are learning in class, it’s important to check your progress throughout the class. I love your verbal answers. But sometimes it’s hard for me to check your writing. However, Nearpod makes it easier for you to share your written replies with the class. Here are a few pictures I took from our activities.
During class, you took notes in your notebook (as mentioned in paragraph 1). I let you take them home to help with your homework. Please return them tomorrow! These are important this year!
Homework: GB p.13-14 and bring back your blue notebook.
See you tomorrow!
Mr. Marler
Homework: GB p.13-14 and bring back your blue notebook.
See you tomorrow!
Mr. Marler
15th September 2023
Greetings young scholars,
Today, we had a brief introduction to the grammar for the unit. Unit 1 grammar is a review of present perfect tense and present perfect continuous tense. As you remember from term 3 of grade 4, present perfect can be a bit confusing, so we had a quick review of the grammar structure and past participles.
We begun by asking the controversial question: Have you seen the new Barbie movie? Now… I know many of you are embarrassed to give your true answer, but pretty much everyone answered, “No, I haven’t seen the new Barbie movie.” Great job! You answered a question using present perfect when it was asked using present perfect. I’m really happy that you remembered over the summer!
Let’s take a look at the grammar structures for affirmative and negative sentences.
Greetings young scholars,
Today, we had a brief introduction to the grammar for the unit. Unit 1 grammar is a review of present perfect tense and present perfect continuous tense. As you remember from term 3 of grade 4, present perfect can be a bit confusing, so we had a quick review of the grammar structure and past participles.
We begun by asking the controversial question: Have you seen the new Barbie movie? Now… I know many of you are embarrassed to give your true answer, but pretty much everyone answered, “No, I haven’t seen the new Barbie movie.” Great job! You answered a question using present perfect when it was asked using present perfect. I’m really happy that you remembered over the summer!
Let’s take a look at the grammar structures for affirmative and negative sentences.
We practiced writing affirmative and negative sentences and then shared them aloud in class. Everyone had the opportunity to share during class! Some students even remembered how to use the adverbs already, just and yet when using present perfect.
To finish out the class, we had a board race when I gave you the base form of verbs and you have to write the past participle. The student to write the past participle correctly the fastest was the winner.
To finish out the class, we had a board race when I gave you the base form of verbs and you have to write the past participle. The student to write the past participle correctly the fastest was the winner.
Homework: Raz Kids reading
Please bring your grammar book on Monday if you haven’t already brought it.
See you on Monday!
Mr. Marler
Please bring your grammar book on Monday if you haven’t already brought it.
See you on Monday!
Mr. Marler
13th September 2023
Hi everyone!
Today we got the iPads from the IT department to do some research! We made an endangered animal profile to learn more about endangered animals!
Why are we doing this? Great question! Here in a few weeks, you will be doing a project where you write a script where your group is endangered animals writing to humans about how they can help you not become extinct. You will act it out in front of everyone. It will be similar to what we did in GE last year when you wrote the script about having to move to a different biome.
Many of you made great progress on your endangered animal profile, but you will need to finish your research at home! After I mark it, you will glue it into your blue book to refer back to later.
Homework: finish animal profile
See you on Friday!
Mr. Marler
Hi everyone!
Today we got the iPads from the IT department to do some research! We made an endangered animal profile to learn more about endangered animals!
Why are we doing this? Great question! Here in a few weeks, you will be doing a project where you write a script where your group is endangered animals writing to humans about how they can help you not become extinct. You will act it out in front of everyone. It will be similar to what we did in GE last year when you wrote the script about having to move to a different biome.
Many of you made great progress on your endangered animal profile, but you will need to finish your research at home! After I mark it, you will glue it into your blue book to refer back to later.
Homework: finish animal profile
See you on Friday!
Mr. Marler
12th September 2023
Greetings young scholars,
As we continued on with unit 1, we began the class by checking out a video about the quagga, an extinct animal from South Africa. In the video, we saw that a taxidermist (a person who stuffs and mounts animals) found quagga DNA on a quagga skin he was working with. Scientists did some research with the DNA and found that it was almost an exact match to the DNA of zebras. That’s pretty neat! Could it have just been a zebra skin all along? We will never know, but it was a cool video that taught us more about quaggas.
Greetings young scholars,
As we continued on with unit 1, we began the class by checking out a video about the quagga, an extinct animal from South Africa. In the video, we saw that a taxidermist (a person who stuffs and mounts animals) found quagga DNA on a quagga skin he was working with. Scientists did some research with the DNA and found that it was almost an exact match to the DNA of zebras. That’s pretty neat! Could it have just been a zebra skin all along? We will never know, but it was a cool video that taught us more about quaggas.
After the video, we listened to the story, Dreaming of Dodos, that we read yesterday. “But we already read this…” Yes, I’m aware – but it’s a very good idea to read things more than once to ensure that you understand everything well! In fact, read it again at home! Use your active reading skills to mark the page, ask question and make pictures in your head. Use your senses!
We are working hard through the unit, so it’s finally time for your favorites: listening and speaking. During the listening exercise, you did quite well. All the correct answers were being marked as I wandered the class checking your progress. Thank you to those who asked to listen again. I will always play it for you a second time (except for in exams) if you ask. Now, it’s no shocker that you have good speaking skills, as you are constantly talking in class (eyes on…. Ding dong, ding dong…). The topic was being because to further explain your opinion. You all know how much I dislike the adjective interesting. TELL ME WHY IT’S INTERESTING! This is what you did. I asked the question What’s the most interesting animal? You discussed with a partner and agreed or disagreed. Ethan was my partner, and I told him I think the spitting cobra is the most interesting animal because they can spit their venom with precision to blind threats and inject venom through their fangs.
TECHNOLOGY in EDUCATION
Today we will begin a new addition to technology in education. Instead of assigning you a My Dictionary worksheet to do and return, G5 GE teachers made a Google Form for you to do on Google Classroom. You should have received an email with a link to the assignment. If not, you can find the assignment under the ‘Classwork’ tab on Google Classroom. It’s important you do this! If not, we will go back to the My Dictionary worksheets, which are more work for you.
Homework due tomorrow:
1. Vocab on Google Classroom
2. Write five sentences using SWL words in your blue book
See you tomorrow,
Mr. Marler
1. Vocab on Google Classroom
2. Write five sentences using SWL words in your blue book
See you tomorrow,
Mr. Marler
11th September 2023
Hi everyone!
I hope you all had a good weekend and that your homes were safe from that gnarly flood!
Today, at the beginning of the lesson, we did a quick review of the vocabulary from unit 1 that we learned last week by doing parts B and C from p.8 of the Oxford Discover book. I believe everybody got them all correct. Nice job identifying synonyms and related words and picking out the irrelevant words!
The text for the unit is Dreaming of Dodos on OD p.10-11. Before reading the text, we asked questions about the author’s purpose of writing the story. How does she want us to feel? What does she want us to learn? How does she feel about the subject? After, I asked you to scan the text to find six words: existed, eventually, mammals, suffered, atmosphere, and rare. We discussed what you think they mean, as we would later encounter them in the text.
I used the sticks of destiny (or misfortune – your mindset!) to choose students to read the story aloud. We came across vocabulary words in the story and discussed them a bit. We also answered some of our questions we had on our big question chart about why we protect animals. We learned that Dodos were killed by hunters, fishermen and explorers for their feathers and fat, which led to their extinction. You also answered your own question: Can we build a wall around the rain forest to protect animals? No – but sanctuaries are made to help protect animals from humans. Thanks for writing those down, Ethan and Chloe!
During the second part of the lesson, we reviewed the words for the first spelling quiz which are from units 1-2. After using them in context, we played a bingo game to help ensure we understand the meaning of the words. I read a definition and you marked your bingo board. Ms. Wu (the new teacher who sits to my left) helped make the bingo boards, so tell her thank you if you see her. She’s rad!
Carlson was our big winner! Well done. Come see me for a piece of candy!
Afterwards, to wind up the class, we played a board race game to practice spelling the words for the SQ. You definitely picked some funny names for your teams today!
Homework: OD p.12 part C.
See you tomorrow!
Mr. Marler
Hi everyone!
I hope you all had a good weekend and that your homes were safe from that gnarly flood!
Today, at the beginning of the lesson, we did a quick review of the vocabulary from unit 1 that we learned last week by doing parts B and C from p.8 of the Oxford Discover book. I believe everybody got them all correct. Nice job identifying synonyms and related words and picking out the irrelevant words!
The text for the unit is Dreaming of Dodos on OD p.10-11. Before reading the text, we asked questions about the author’s purpose of writing the story. How does she want us to feel? What does she want us to learn? How does she feel about the subject? After, I asked you to scan the text to find six words: existed, eventually, mammals, suffered, atmosphere, and rare. We discussed what you think they mean, as we would later encounter them in the text.
I used the sticks of destiny (or misfortune – your mindset!) to choose students to read the story aloud. We came across vocabulary words in the story and discussed them a bit. We also answered some of our questions we had on our big question chart about why we protect animals. We learned that Dodos were killed by hunters, fishermen and explorers for their feathers and fat, which led to their extinction. You also answered your own question: Can we build a wall around the rain forest to protect animals? No – but sanctuaries are made to help protect animals from humans. Thanks for writing those down, Ethan and Chloe!
During the second part of the lesson, we reviewed the words for the first spelling quiz which are from units 1-2. After using them in context, we played a bingo game to help ensure we understand the meaning of the words. I read a definition and you marked your bingo board. Ms. Wu (the new teacher who sits to my left) helped make the bingo boards, so tell her thank you if you see her. She’s rad!
Carlson was our big winner! Well done. Come see me for a piece of candy!
Afterwards, to wind up the class, we played a board race game to practice spelling the words for the SQ. You definitely picked some funny names for your teams today!
Homework: OD p.12 part C.
See you tomorrow!
Mr. Marler
6th September 2023
Hello everyone!
First, I’ve distributed the logins and passwords for Raz Kids. You have from now until 25th October to finish your 1st term Raz Kids. Don’t forget to do it, as it’s an east 10 marks on your GE assessment.
Today, we continued unit 1 by learning about endangered animals. We watched a pretty neat video telling us about different endangered animals and the number one cause of endangered animals. Do you remember? Here’s the video if you want to watch again. Nice job to Damien for being able to name the cause.
Hello everyone!
First, I’ve distributed the logins and passwords for Raz Kids. You have from now until 25th October to finish your 1st term Raz Kids. Don’t forget to do it, as it’s an east 10 marks on your GE assessment.
Today, we continued unit 1 by learning about endangered animals. We watched a pretty neat video telling us about different endangered animals and the number one cause of endangered animals. Do you remember? Here’s the video if you want to watch again. Nice job to Damien for being able to name the cause.
This video helped us answer one of the questions we had on our big question chart, so Cyrus helped us write it on the poster: Don’t destroy animals’ natural habitats.
After that, we looked at the unit 1 vocabulary and took turns discussing the meaning and giving examples when applicable. We all agreed that some of the older extinct animals had pretty funny names!
We will begin the text for unit 1 on Friday, so bring your Oxford Discover book. Also, we have collected and stored the grammar books in the classroom (unless you didn’t bring it today) so that you don’t have to carry it in your bag every day.
Mr. Marler
After that, we looked at the unit 1 vocabulary and took turns discussing the meaning and giving examples when applicable. We all agreed that some of the older extinct animals had pretty funny names!
We will begin the text for unit 1 on Friday, so bring your Oxford Discover book. Also, we have collected and stored the grammar books in the classroom (unless you didn’t bring it today) so that you don’t have to carry it in your bag every day.
Mr. Marler
4th September 2023
Dear class,
Welcome back to school! It seems like I was teaching you all just a short while ago and we are still in the same school year! It’s great to have you back and to be able to teach you again.
Today we began unit 1. We had a discussion about our favorite animals and why we like them. After that, we took a look at the introduction video for the unit, and talked about what we saw in the video. Many of you mentioned we saw animals and animal skeletons. I asked why there were only skeletons of some animals, and you all did a great job at pointing out that the skeletons belonged to animals that are extinct. Extinct animals are animals that no longer exist. They have all been killed by humans, nature or their predators.
Next, we took a look at the picture on OD p.6-7.
Dear class,
Welcome back to school! It seems like I was teaching you all just a short while ago and we are still in the same school year! It’s great to have you back and to be able to teach you again.
Today we began unit 1. We had a discussion about our favorite animals and why we like them. After that, we took a look at the introduction video for the unit, and talked about what we saw in the video. Many of you mentioned we saw animals and animal skeletons. I asked why there were only skeletons of some animals, and you all did a great job at pointing out that the skeletons belonged to animals that are extinct. Extinct animals are animals that no longer exist. They have all been killed by humans, nature or their predators.
Next, we took a look at the picture on OD p.6-7.
We talked about the picture, and most of you said and agreed that the man was feeding or helping the elephant. Cyrus even told us that the elephant in the picture is an African elephant. Good job for recognizing the species, Cyrus! When asked if the elephant was afraid, you said no. The reason was that the man is taking care of the elephant and feeding the elephant.
Then, we introduced the big question for the unit: Why do we protect animals? At first, we were a bit slow to answer, but when you guys started telling the class what you know, other questions came rolling in, as answers can build off of the previous answer. After, we discussed what we wanted to learn about the big question.
This year, we will make a big question chart on a big poster and hang it in the class. Whenever you have a question or have learned something, you can write it on the board in class! We can always refer back to the chart when we are in class.
Then, we introduced the big question for the unit: Why do we protect animals? At first, we were a bit slow to answer, but when you guys started telling the class what you know, other questions came rolling in, as answers can build off of the previous answer. After, we discussed what we wanted to learn about the big question.
This year, we will make a big question chart on a big poster and hang it in the class. Whenever you have a question or have learned something, you can write it on the board in class! We can always refer back to the chart when we are in class.
---Classroom Admin---
- Spelling word lists for the 1st term were distributed in class.
- Reader quiz books (Lost! The Hundred Mile an Hour Dog) were distributed in class. Each student received a book, so please don’t lose it and tell me you didn’t get one. Please remember not to return this to the library. You will need to read chapters 1-8 and be ready for our first reader quiz on Friday, 6th October.
See you all tomorrow!
Mr. Marler