Mr. Iman’s English Hub 📝

Some teachers have asked me how I tackle low-proficiency students in writing. To be honest, I learned it the hard way too 😅 One thing I have realised is that for extremely weak students, the first goal is not to make them write perfect essays. The goal is to get them to write something. At the end of the day, a simple response that answers the assigned task is always better than submitting a blank paper. That is why I use template writing. I know templates are sometimes viewed negatively, but for A1 and A2 learners, they can be a useful starting point. I teach my students to recycle a simple structure, adapt it according to the question, and then add their own points, explanations, and examples. This helps them build confidence and gradually become more independent writers. Of course, I do not stop at giving them templates. I scaffold the writing process in class first. We practise together, discuss ideas, and complete guided activities. Then, I always give them another similar task to test their understanding. For example, today my 5 Ibnu Hazim students and I wrote together about vandalism for a Guided Writing task on crime. For homework, they need to write about theft instead. This helps me see whether they can apply the same structure and skills independently rather than simply copying what we did in class. To support them, I also prepare interactive notes that they can refer to while writing. These notes help bridge their vocabulary gaps. I encourage students to write down meanings and learn simpler alternatives whenever possible. For example: • Public property = things that belong to everyone • Vandalism = damaging things on purpose • Theft = stealing things • Financial problems = not having enough money Sometimes students know the idea but do not know the exact vocabulary. Teaching them simpler words and explanations gives them another way to express themselves. At the end of the day, our weak learners do not need sophisticated language to get started. They need support, guidance, and opportunities to practise. If they can produce a point, explain it, and provide an example, they are already making progress. Small steps. Consistent practice. Gradual improvement. That is how many of our weakest writers begin to grow.

Answers 1. B 2. A 3. C 4. B 5. D 6. B 7. B 8. D 9. B 10. A 11. C 12. A

Answers: Passage 1: 1. B 2. A 3. C 4. A 5. B 6. C 7. B 8. A Passage 2: 1. B 2. A 3. D 4. C 5. D 6. A 7. A 8. C Vocabulary Enrichment Practice: 1. Criminal Behaviour - Actions that break the law. 2. Psychological Trauma - Deep emotional and mental harm caused by extreme experiences. 3. Bystander Effect - Situation where people do not help because they assume others will act. 4. Group Mentality - Behaviour influenced by a group rather than personal judgement. 5. Peer Pressure - Influence from friends or social groups to behave in a certain way. 6. Neglect - Failure to give proper care or attention. 7. Aggression - Hostile or violent behaviour. 8. Impulsivity - Acting without thinking about consequences. 9. Empathy - Ability to understand and share another person’s feelings. 10. Ethical Responsibility - Moral duty to act correctly and help others.

Alhamdulillah, I have just completed my yearly lesson observation for this year. This observation was particularly meaningful to me because it was the first time I truly challenged myself to move beyond using digital tools merely for presentation purposes and instead place them in the hands of my students. Through activities involving Mentimeter, Padlet, Quizlet, Canva, and Kahoot, students were able to interact with the tools themselves, explore their features, and experience firsthand how technology can enhance learning, collaboration, and engagement in the classroom. Personally, I would say that Mentimeter was the tool that made the classroom discussion the most engaging. Its live-response feature allowed both my students and me to see the results instantly. This created valuable opportunities for discussion, as I encouraged students to analyse and think critically about their friends’ responses. One response that I still remember came from a student who shared that he does not prefer using ChatGPT because he does not want to become overly reliant on it. Instead, he values the power of his own thinking. I found that response particularly interesting and thought-provoking. Moments like this remind me that technology should not replace thinking, but rather support and enhance it. As educators, our role is not only to introduce digital tools but also to guide students in using them wisely and critically, especially when tackling Higher-Order Thinking Skills (HOTS) questions such as those found in Part 3: Pair Discussion. The observation may be over, but the learning continues. Here’s to growing, experimenting, and becoming a better educator one lesson at a time.

Tongue Twister Video - Set Induction: https://youtu.be/siebAv5qdb0?si=ezgWfB-1XJFeU8j9

[Lesson Observation- Digital Tool Learning] Topic: 📝 Unit 4 - Being a Teen Textbook Reference: 📝 Full Blast Targetted Students: Upper Forms (Form 4)

https://vt.tiktok.com/ZSQMQeomy/ Bringing this gem back for Unit 6: Crime 🔎

Answers: Practice - Extended Text 1. B 2. A 3. B 4. A 5. A 6. C 7. B 8. D Practice - Gapped Text 1. C 2. F 3. E 4. H 5. B 6. A

In light of the upcoming FIFA World Cup 2026, I took the opportunity to revise Unit 3 with my Form 5 students during our intensive classes. It was a great way to activate their general knowledge, encourage discussion, and get everyone sharing what they know about the world’s biggest sporting event. I was excited to see how eager they were to contribute their ideas and opinions throughout the lesson. An interesting fact is that they were only one year old when Waka Waka (This Time for Africa) by Shakira was released for the 2010 FIFA World Cup. You may use these slides as a complementary resource for your own lesson. Hope they help!

Prompt: Correct all grammatical errors and inappropriate vocabulary in the essay. Provide a polished, exam‑ready version of the text, accompanied by a detailed explanation of each correction.