Skip to main content

About the owner

 


Hello! Welcome to Civically ESL!

I am Auzellea, but call me Zell. 
My students call me 'Madam Zell'.
I hail from Sabah, Malaysia, currently teaching in the district of Papar, Sabah.
I am a graduate of Bachelor of Education in Teaching English as a Second Language.
I am also a Fulbright TEA (Teaching Excellence and Achievement) 2022 alumna.

If you want to collaborate on creating lesson plans, or anything to do with integrating civic and citizenship education into English language teaching, don't hesitate to contact me at zell_kris@yahoo.com

Comments

Popular posts from this blog

Project-based learning: Envisioning a sustainable city/town (SDG 11)

The driving question: How do you envision your town/city to be more sustainable?  *Before starting the project, identify an organization or a group of individuals who can provide feedback on your students' PBL product. Write a formal letter endorsed by your principal inviting them to partner with your school.  Objectives: 1. Enhance students' vocabulary (less common lexis) on the theme of 'environment' 2. Produce community solutions in the context of sustainable city/town planning English language proficiency level:  Intermediate to Advanced Stage 1: Introduction to sustainable city/town planning  (Period of implementation: 1 - 1 and a half hour) 1. Show a video on 'sustainable city planning' to students on Youtube (Listening activity)       a) Show them this video -  https://www.youtube.com/watch?v=ViJIJh-BNq8   b) Distribute this handout to them. They watch and listen while filling out the handout. Play the video twice. Check for answers.  c)  Show this video

Roundtable discussion: Freedom of Speech

Proficiency level: B1 - B2 (Independent user: Intermediate-Upper intermediate)   Skills: Writing Integrated skill: Speaking Teaching materials: Dictionary, mahjong paper, marker pen, Article 10 of the Malaysian Constitution (simplified)   Objective: a)   Brainstorm in groups b) Express feelings, opinions, and dissatisfaction through the proper channels   Set induction: Teacher writes ‘freedom of speech’ on the board and asks students what they know about this concept. Teacher writes students’ responses on the board.   *A note on this part: I had to translate 'freedom of speech' to Malay then only I could elicit a response from them.   Activities:   1. Give handouts of the Malaysian Constitution (Article 10) to students and tell the students to read through it for 5-10 minutes. *A note on this step: For this level of proficiency, provide the Constitution both in English and Malay. Teach students that the Malaysian Constitution forbids any open criticism toward the '3R' -

Social media, misinformation, and government regulation

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Persahabatan Merentasi Sempadan This is a lesson plan aligned with Form 4 Chapter 1 : Let's Chat. By the end of the lesson, students should be able to: 1. Define the term 'misinformation', 'disinformation' and 'malinformation'. 2. Write down their thoughts about the article. 2. Discuss about the pros and cons of government regulation on social media. Activities: 1.    Show a video on ‘Misinformation, Disinformation, and Malinformation'. 2.  Ask students to choose the correct definition of the terms - ( download powerpoint slides ) 3.  Teacher distributes the newspaper article:   Teo Nie Ching: Communications Ministry to  focus on addressing misinformation on social media  (advanced classes), (low intermediate version) 4.  Students read the article for 5-10 minutes. 5.  Ask students ‘what’s going on?’ & ‘what do you see, hear or read?’ and write their answers on post-it notes and paste them o