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.