Post on 27-Oct-2014
Garfield: What?!
Garfield: Oh, come on! I can't be that fat!
Scale: Sorry, it's true
Garfield: You must be lying!
Scale: Impossible
Scale: We computers are incapable of lying or any human emotion. You really are that fat
Garfield: Sigh
Scale: Hee hee hee
Scale: Me and my big voice chip
Garfield comic strip is an interesting authentic material because it can easily
attract student’s attention. This type of authentic material can be used as reading aloud
in the classroom. The target group for this authentic material is advanced level of Year
4. However, the language used is not too difficult to be understood.
This Garfield comic strip is very suitable for post reading activity. In year 4
textbook, there is a topic in Unit 3 which is Health Living. In this topic, students will be
taught about several simple ways on how to live well in term of their health.
Therefore, during pre-reading activity, teacher can show them a food pyramid
and asks students simple questions on the foods that have a balanced nutrient in their
diet. During while-reading activity, teacher can asks them to read the text from the
textbook about health eating habits and answer several questions. Lastly, during post-
reading, Garfield comic strip can be used and students can perform a simple role play
based on the dialogue by the cartoon. Teacher can demonstrate the role play in front of
the class. Each of the students must have their own copy of this comic strip.
Hush Little Baby Lyrics
Hush little baby don't say a word.
Papa's gonna buy you a mockingbird
And if that mockingbird won't sing,
Papa's gonna buy you a diamond ring
And if that diamond ring turns brass,
Papa's gonna buy you a looking glass
And if that looking glass gets broke,
Papa's gonna buy you a billy goat
And if that billy goat won't pull,
Papa's gonna buy you a cart and bull
And if that cart and bull fall down,
You'll still be the sweetest little baby in town
This authentic material is a song lyric. The type of song chooses is a lullaby.
Lullaby is a soothing song, usually sung to young children before they go to sleep, with
the intention of speeding that process. As a result they are often simple and repetitive.
The type of reading lesson that can be taught is reading aloud. The target group is
advanced Year 1 students.
This type of authentic material can be used during while-reading activities. The
theme chooses is World of Self under Topic 4, Listen to Me. Teacher can do a simple
activity in a classroom based on this song. During pre-reading activity, teacher can asks
students to sing aloud the song together. This activity can be repeated twice to make
sure students familiar with the lyrics. During while-reading activity, teacher can asks
students to recall the /b/ sound that they remember from the song. Teacher can help
students by showing the picture of the word. This activity can also increase the
vocabulary of the students. Lastly, teacher can ask students to match the word with the
picture of the remaining words from the lyrics during post-reading activity.
The authentic material chooses is a poster. The type of reading lesson is reading
aloud. The target group for this authentic material is intermediate Year 2 students. This
poster can be used during pre-reading lesson.
The topic chooses is Precious Drop under World of Knowledge in Year 2
textbook. The activity involve during pre- reading lesson is show the poster to the
students. In this activity, teacher can ask students several questions. For example, what
did you drink every day? Then, teacher can start to link about save the water and save
the world. During while-reading activity, teacher can ask students to read aloud a simple
text in a textbook about the water cycle. Lastly, in a post-reading activity, teacher can
ask students to draw a simple poster about save the water.
The type of authentic material chooses is a website promotion about ‘Cuti-Cuti
Malaysia’. The type of reading lesson chooses is reading aloud. The target group for
this material is intermediate Year 4 students. The stage of the reading lesson is pre-
reading lesson. The topic is Malaysia, my country in Unit 10 under World of Knowledge.
The activities that can be done during pre-reading activity is, the teacher can
show the website strip to the students and asks students what they can see from the
website. Teacher can ask simple questions such as ‘what can you see from this
picture’? Then, teacher can explain about certain words that they can’t understand.
During the while reading activity, teacher can asks students to read a simple text in a
textbook and answer a simple question. Lastly, during post reading activity, teacher can
asks students to tell the whole class about their dreaming vacation holiday.
I Have a Little Turtle
I have a little turtle,
He lives in a box.
He swims in the water
And he climbs on the rocks.
He snapped at a minnow
He snapped at a flea
He snapped at a mosquito
And he snapped at me.
He caught the minnow,
He caught the flea,
He caught the mosquito,
But he didn't catch me!
The authentic material chooses is a poem. The type of reading lesson that can
be used is reading aloud. The target group for this activity is advanced Year 2 students.
The stage of the reading lesson to be focus is post-reading activity. The topic chooses
is save the sea creatures in Unit 15 under World of Knowledge theme.
The activities that can be used during pre-reading activity is, teacher can put up
some pictures of animals and asks students to choose which animal that live in the sea.
Then, teacher can do a while-reading activity using this authentic material to read aloud
the poem. Lastly, for the post-reading activity, students can match the picture with the
word in the poem. For example, when the teacher reads aloud the word rocks, student
that hold the flash card contains picture rock will come forward and paste the picture on
the word rock. Therefore, in this way, students will increase their vocabulary and know
the meaning of the words.
REFERENCE
Turtles. (2009, April 4). Retrieved April 10, 2012, from CanTeach: http://www.canteach.ca/elementary/songspoems60.html
Hush little baby: Lullaby lyrics. (2011, July 14). Retrieved March 24, 2012, from IVillage: http://www.ivillage.com/hush-little-baby-lullaby-lyrics/6-a-127604
Choo, L. P. (2004). English Year 3 Sekolah Kebangsaan Textbook. Kuala Lumpur: Utusan Publications and Distributors Sdn Bhd.
Jazzles.com. (n.d.). Retrieved March 12, 2012, from Letter B-Blue Bus Blues: http://www.jazzles.com/html/bsong.html
Jim Davis. (1997, April 13). Garfield comic strip. Retrieved April 10, 2012, from http://garfield.nfshost.com/1997/04/13/
Lim Peck Choo, G. K. (2005). English Sekolah Kebangsaan Year 4 Textbook. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Rose. (2010, May 5). Why Shouls I Save Water. Retrieved March 24, 2012, from Mas Casanovas English Blog: http://mascasanovasenglishblog.blogspot.com/2010/05/why-should-i-save-water.html
Sarah a/p M. Ganasegeram. (2010). English Year 1 Sekolah Kebangsaan Textbook. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Selangor, T. M. (2012). Welcome to CCM 2012. Retrieved April 3, 2012, from Cuti-Cuti Malaysia: http://www.cuticuti-malaysia.com/
Suria Mohd Yassin. (2011). Textbook English Sekolah Kebangsaan Year 2. Kuala Lumpur: Dewan Bahasa dan Pustaka.
TASK 1(Compilation of authentic
materials for teaching reading)
AUTHENTIC MATERIAL
1
TASK 2(LESSON
PLANNING)
TASK 3
(MACRO-TEACHING)
TASK 4(WRITTEN
REFLECTION)
REFLECTION
I feel relieved and great because my group is able to plan and implement a
macroteaching lesson in a class. I was worried before the lesson because my group
was the only group that has two people in the group. Therefore, Muhammad Hakimi bin
Amer and I did a discussion on how to improve my lesson plan and try to put ourselves
in the student’s place.
I did some changes in my lesson plan. After a further discussion with Miss Quah
and my partner, I can see that my lesson plan is pretty advanced compared to others
because my target group is Year 1. Therefore, I tried to change the lesson. For
example, at first, I want them to recall the word that have /b/ sound and write down the
word on a whiteboard. However, after a discussion, I change to something simple. Year
1 students might have some difficulties in remember the words but they can remember
well of the teacher provide a flash card that contain the word with the help of the
pictures. II also did some changes in post-reading activity when they first idea is I want
to do a language game which is a musical chair. However, when I discussed with my
partner, we came out with another language game which is a poison box. We decided
to do these changes because there was no enough space and it takes some time to
arrange the chairs. This situation can be applied in the real classroom where the
teacher needs to have a strategy to manage the classroom. The classroom will become
noisy if the students cannot follow the instruction while playing the musical chair.
The strengths that I found in this lesson are, we are able to use more than one
senses to teach. I believe that the song ‘Blue bus Blues’ really attract the student’s
attention. This is because when the students see the videos and sing together they are
able to remember the lyrics and this can also increase their vocabulary skills. Small
children are easily attracted to the cartoon. In this video, students will practice the /b/
sound without they realize. The more senses they use to learn, the more they will
remember. In this lesson, students use sense of sight to see the video and the flash
cards and use sense of hearing to listen to the song. Therefore, they can improve their
language skills. Besides, some of the words in this video are not use to the student’s
level. Therefore, we provided some pictures as examples to teach the meaning.
However, there are some weaknesses that we discovered through the lesson.
First, the instruction use must be simple. In this lesson, we teach the lesson to the same
age- students. Therefore, the language used to deliver the lesson is not standardizing to
the primary school students. I realize that, when we are in a real class, we need to use
simple language and teacher needs to demonstrate before they ask students to do the
activity. This is because, teacher will not only teach the lesson but they also have to be
a manager in the class in managing the student’s behavior.
Apart from that, I also want to make some changes in the closure. During our
microteaching, we ask students about other words that sound with /b/. I think, it is
interesting if we play the ‘blue bus blues’ song again to the class. This is because; they
have practice to sound /b/ sound during while-reading activity. Therefore, I should take
the opportunity during closure to make them practice the /b/ sound with the song.
However, I feel relieved because we are able to complete the task and achieve
our objectives for the lesson. I really hope that, we can improve our weakness in future
to be a good English teacher. Practice make perfect.
Date: 16 April 2012
Time: 30 minutes
Class: Year 1
No. of students: 30
Level: Intermediate
Theme: World of stories
Topic: Listen to Me
Content Standard: 2.1 by the end of the 6-year primary schooling, pupils will be able to
apply knowledge of sounds of letters to recognize words in linear and non-linear texts.
Learning Standard: 2.1.2 Able to recognize and articulate initial, medial and final sounds
in single syllable words within given context:
e)
Objectives: By the end of the lesson, students should be able to:
i. Students should be able to pronounce the /b/ sound.
ii. Students are able to read aloud the word with the /b/ sound.
Prior Knowledge: Students have learnt the letter/b/ in alphabet.
Teaching-Learning resources: video, flash card
Moral values: Cooperation
Stage/Time Content Teacher Activity Student Activity Resources
Set
Induction/
Guess the
word
-Tr. puts up some
pictures on the
-Ss guess the
picture.
-Flash card of
pictures:
/b/
b
(2min) board.
-Tr. asks ss to
guess which picture
that contain/b/
sound and put the
pictures under /b/
sound on board.
-Ss read the word
after paste
under /b/ sound.
-boy
-blue
-duck
-bus
-bed
Pre-
Reading
(3min)
Sing a song. -Teacher plays a
video of ‘Blue Bus
Blues’.
-Tr. asks ss to sing
together and
pronounce the /b/
sound.
-Ss sing after the
teacher.
-Video of
‘Blue Bus
Blues’.
-Lyric: refer
to:
(Appendix 1)
While-
reading
(10min)
Practice /b/
sound
-Ts. asks ss to
recall the word from
the video with the
/b/ sound and
choose the words
from the
whiteboard.
-Students need to
match the word with
the picture.
-Tr. repeats the
word using flash
cards.
-Ss. Choose the
word from the list
of words on the
whiteboard.
-Ss. Read aloud
the word and
sounds the word.
-Flash card
Post-
Reading-
(12min)
Language
Game-Poison
box
-Teacher distributes
the flash card to
every student.
-Teacher plays the
-Students pass
around the box.
-Students that
have the box when
-Song of ‘Blue
Bus Blues’
music and passes
the poison box
around.
-When the teacher
stops the music,
teacher will ask
students who have
the box, to come in
front of the class
and read aloud the
word and sound the
word.
the music stops,
will come in front
of the class to
sound and read
aloud the word.
Closure
(3min)
Discussion on
other words.
-Tr. asks ss the
words that they
know that have /b/
sound.
-Ss responds to tr.
Teaching and Learning
Strategy
Notes
Assessment:
1. Read aloud the word
with /b/ sound.
Tr. asks ss the word in a flash Refer to Appendix 1 for
2. Read aloud simple
sentence in the
songs with correct
pronunciation and
intonation.
card that have/b/ sound.
Ss sings the song after the tr.
‘Blue Bus Blues’ lyric
Remedial: Focus on problem who cannot
pronounce the /b/ sound.
Enrichment: Ss practice to sing the song
again.
APPENDIX 1
I've got the blue-bus, blue-bus,
blue-bus, blue-bus blues.
So bring back, bring back,
bring back the old blue bus.
I left a big banana,
in my old black bag,
And my big brown bear's
in the back of the bus.
So bring back, bring back,
bring back the old blue bus.