Edu 3204 - Lesson Plan

Nuruls lesson plan for reading

Nuruls lesson plan for reading

Date

: 28 April 2007

Time

: 40 minutes

School

: Sekolah Menengah Kebangsaan Abdul Rahman Talib,

Jalan Alor Akar, 25000 Kuantan

Location

: Semi-urban

Form

: 1 Dynamic

Enrolment

: 30 students

Level of proficiency: Intermediate

Subject

: English Language (Reading)

Topic

: What a Wonderful World! (Environment)

Prior knowledge:Students have background knowledge about waste in environment and the recycling programme.

Curriculum

specifications: 2.1 Obtain information for different purposes by reading material in print such as article.

2.2 Process information by skimming and scanning for specific information and ideas, and extracting main ideas and details.

Skill: Reading.

Sub-skills

: Classifying, integrating information with students prior

knowledge, and transferring media from linear text to non-linear

text.

General objective: To enable students to transfer information from linear text to non-linear text.

Specific objectives: By the end of the lesson, students will be able to:

Pre-reading

# Orally answer 3 questions related the picture of recycle

sign

While-reading

1. Beginner

# Complete the mind-map with answers given in the text

box with at least 80% accuracy.

2. Intermediate

# Complete the mind-map with the answers given in the

text box with at least 80% accuracy.

3. Advanced

# Complete the mind-map with short answers with at least

80% accuracy.

Post-reading #Write an article in about 250 about words on ways one can help to reduce waste. Moral values

: Love towards nature, responsibility, discipline, cooperation, toleranceTeaching materials: Transparency, reading text, worksheets

References

: Wee, Doris; Bien, Teo Hwee. (2003). Companion English Form 1 Johor Bahru: Penerbitan Pelangi Sdn. Bhd. Malaysia.

Ministry of Education, Malaysia (2003). Curriculum

Specifications for English, Form 1, Kuala Lumpur: Dewan

Bahasa dan Pustaka.

Stage/ TimeActivity/ ContentPresentation/ Rationale

Pre- reading

10 minutesWhole class activity

Aids:

1. Transparency on the picture of recycle sign

(Appendix I)

Questions:

I. Do you know this sign?

II. Where could you find this

sign?

III. What is the significance of

this sign to our

environment?

1. Teacher shows the picture of recycle sign on transparency . (Appendix I)

2. Based on the picture, students are asked to answer three questions:

3. Teacher responds to students answer.

4. Teacher helps students in answering the questions appropriately.

5. Teacher explains about the importance of recycling to our environment.

6. Teacher relates this to the topic of the reading text.

Rationale:

To activate the appropriate network of schemata for reading the text.

To initiate students interest to the topic of lesson.

While-reading

20 minutesIndividual Activity

Aid:

1. Worksheet 1

(Appendix 11, III, IV, or V)1. Teacher gives instructions as follows;I. Read the text.

II. Complete the worksheet.

a. Beginner (Appendix III)

Complete the mind-map with the answers given in the text box.

b. Intermediate (Appendix IV)

Complete the mind-map with the correct answers given in the text box.

c. Advanced (Appendix V)Complete the mind-map with short answers.

III. Attempt the task in 10 minutes.

IV. Refer to the text to find the answers if necessary.

V. Compare your answers with your partner on the left.

2. Teacher asks students for feedback to ensure that they understand what they are supposed to do.

3. Teacher distributes the worksheet 1 (Appendix III, IV or V) to students.

4. Students attempt the task.

5. Students compare their answers with their partner. Teacher discusses the answers as a class.

Rationale:

To enable students to classify for different ideas presented in the text.

To enable students to transfer information from the text in print to the non-linear text.

Post-reading

10 minutesPair work

Aid:

1. Worksheet 2

(Appendix VI)1. Teacher gives instructions as follows:

a. Work with a partner on your left.

b. Write an article about ways you can help in reducing waste.

c. Use the guidelines to help you writing.

d. An article should be written within 250 words.

e. Students can take the task as homework if they do not manage to finish it.

2. Teacher asks students for feedback to ensure that they understand what they are supposed to do.

3. Teacher distributes Worksheet 2 (Appendix VI) to students.

4. Students attempt the task.

5. Teacher asks students to attempt the task as homework if they do not manage to finish it.

Moral of the Lesson:

To instill students awareness on the importance of preserving our environment.Rationale:

To enable students to apply what they have learned today.

APPENDIX I

APPENDIX II

Read the passage. Waste is the material remaining at the end of a process, the material that is not used or is thrown away because it has no further use.

Then main types of waste we produce are domestic, industrial, hazardous and human. Domestic or household waste comes from our homes, schools, shops and offices and includes leftover food and the packaging and products we throw away. Industrial waste comes from factories and power stations and is mainly made up of the waste materials, liquids and gases from production processes. Hazardous waste includes chemical, toxic and radioactive waste. These wastes come mainly from industry but also include chemicals used in modern agriculture. These wastes are both are of special concern because they can be extremely dangerous to both people and environment. And with the worlds population now over 6 billion people, and still growing, waste from our own bodies is becoming a problem too.

The problem with waste is that it remains in our environment- we move it from one place to another, but rarely get rid of it completely. Nature has recycled waste material for millions of years as part of the global ecosystem, but human population has increased so rapidly during the last century that the environment is now threatened by our activities and the wastes these activities produce. This damage can be seen in the contamination of rivers, the poisoning of soils and the polluted air in many of our towns and cities.

Many scientists believe that if we dont act soon, both to reduce waste and to use resources more carefully, the global ecosystem will fail, with the result that many species, including humans, could become endangered. One of the easiest changes we can make to the way we live is to think about the three Rs- Reduction, Reuse and Recycling.

Waste, Recycling and Reuse

Our Impact On The Planet

Rob Bowden

While-reading Activity APPENDIX III

1. WORKSHEET 1 (BEGINNER)

Complete the mind map below with the information in the text box below.

Types of WasteWhere It Comes From

1 domestic

2 .

3 .

4 .1 .

2 .

3 .

4 .

Damage Caused by WasteWays to Solve the Problems

1 .

2 .

3 .1

2

3

While-reading Activity APPENDIX IV

2. WORKSHEET 1 (INTERMEDIATE)

Complete the mind map below by choosing the appropriate information in the text box at the bottom. You may not use all of the information provided. Types of WasteWhere It Comes From

1 domestic

2 .

3 .

4 .1 .

2 .

3 .

4 .

Damage Caused by WasteWays to Solve the Problems

1 .

2 .

3 .1

2

3

While-reading Activity APPENDIX V

3. WORKSHEET 1 (ADVANCED)

Complete the mind map below with short answers. While-reading Activity APPENDIX V

3. WORKSHEET 1 (ADVANCED)

Complete the mind map below with your own words. Types of WasteWhere It Comes From

1 domestic

2

3

4 1

2

3

4

Damage Caused by WasteWays to Solve the Problems

1

2

3 1

2

3

Post-reading Activity APPENDIX VI

WORKSHEET 2 (INTERMEDIATE)

Write an article in about 250 words about ways you can help in reducing waste. Include the points below in your article.

Use the guidelines below to help you.

Title:

....................................................................................................................Introduction

Introduce and define the topic.

Body

1. Explain the various ways to reduce wasteinclude the suggestions given.

2. Make sure you give examples and elaborations for each suggestion.

3. Write in complete sentences.

Conclusion

Give a general statement about the topic.

Chan Kuo Wei

Lesson Plan

Date

:4th April 2007

Time

:40 minutes

School

:SMK Taman Sri Muda

Location

: Semi-urban

Form

:1 Melur

Enrolment

: 40 students

Level of Proficiency

:Intermediate

Subject

:English Language (reading)

Topic

:Family Circle

Prior Knowledge :Students have learned about houses in primary school

Curriculum Specifications : 2.0 Obtain information for different purposes by reading materials in print such as articles in print and electronic media

2.2Process information by following sequence of ideas

Skills

:Reading, Writing, Speaking

Focal skill

:Reading

Sub-skill

:Chronological sequence

General Objective :To enable students to understand the sequence of events of a text.

Specific Objectives

:By the end of the lesson, students will be able to:

Pre-reading Orally answer questions related to the topic within 5 minutes

While Reading1. Beginner

Complete the flowchart by filling in the blanks with correct answers given in the text box with at least 80% accuracy.

2. Intermediate

Fill in the blanks by choosing the correct answers from the text box which includes distracters with at least 80% accuracy

3. Advanced

Complete the flowchart on the sequence of events in their own words with at least 80% accuracy

Post reading Write an essay titled A House I Want as a Home in 250 words

Moral Values

:appreciation, contentment

Teaching Materials

:transparency, reading text, work sheets, OHP

References : Ministry of Education, Malaysia (2003),

Curriculum Specifications for English Language, Form 1. Kuala Lumpur:

Dewan Bahasa dan Pustaka

Just English Magazine Special Edition 2006.

Kuala Lumpur: Just English Sdn. Bhd.Stage/ TimeActivity/ ContentPresentation/ Rationale

Pre-reading

(5 minutes)Whole class activity

Teaching Aids:

Transparency (Appendix 1), OHP

Questions:

1. Where do you live?

2. How many people stay in your house?

3. How would you feel if six or seven more people move into your house?

4. Would you be comfortable sharing your house with a lot of people?

1. Students are instructed to do the following:

a) Students will be shown a transparency on houses

b) They will be required to answer a few questions related to houses.

2. Teacher asks for feedback to check whether students understand the instructions given.

3. Teacher shows transparency using OHP.

4. Teacher asks question 1-5 to randomly selected students

5. Teacher responds to students answers.

6. Teacher relates the activity to the reading text.

Rationale:

To activate students relevant content schemata before reading the text.

While-reading

(18 minutes)Individual and pair work

Teaching Aids:

Reading text (Appendix 2), Worksheet (Appendix 3)

1. Students are instructed to do the following:

a. Read the text The Crowded House silently

b. Complete the flowchart on the sequence of events c. They will be given 15 minutes to finish this task.

2. Teacher asks for feedback to check whether students understand the instructions.

3. Teacher distributes worksheets (Appendix 3)

4. Students attempt the task individually

5. When students have finished the task, teacher instructs students to compare their answers with an adjacent partner

6. Teacher discusses the task as a class

Rationale:

To enable students to identify the sequence of events in the story

Post-reading

(5 minutes)Individual work

Teaching Aid:

Worksheet (Appendix 4)

Guidelines:

1) What kind of house do you want?

2) What colour do you want your house to be?

3) Where do you want the house to be?

4) Why do you want such a house?

5) Who do you want to stay with you in the house?

6) Why do you want them to stay with you?

1. Students are instructed to do the following:

a. Write an essay titled A House I Want as a Home in 250 words.

b. They will be given the task as homework

c. They will be required to pass up the homework during their next class.

2. Teacher asks for feedback to check whether students understand the instructions.

3. Teacher gives out worksheets (Appendix 4)

4. Teacher reads the guidelines of the essay to the class.

5. Teacher asks for feedback to check whether students understand the guidelines.

6. Students attempt the task as homework.

Rationale:

To enable students to write a personal response of the text.

Appendix 1

Appendix 2

Read the following passage. The Crowded House There once lived a poor Malaysian farmer named Abu who had a very large family, and lived in a very small house. Abus house was so crowded that his children had to take turns to sleep in one tiny bed.

At last, Abu could stand it no longer. So he went to the guru to ask him what to do about his impossible situation.

The wise guru thought hard and long and at last had an idea. I will tell you what to do, he said. Bring your chicken to live with you inside the house.

Abu couldnt understand how the chicken would help, be he trusted the gurus wisdom and did as he was told. But as soon as the chicken was inside the house, it got frightened and flapped around the room, scattering its feathers everywhere.

So Abu went to the guru and complained. It only makes things worse, he said.

In that case, said the guru, bring in the goat to join your family and the chicken.

Abu was even more confused, but did as he was told. Soon the goat was running around eating everything he could see. First he ate Abus bedspread, and then he started on the childrens clothes. Abu hurried back to the guru. My house is more crowded than ever! he cried.

In that case, bring in your cow to live with your family, the chicken and the goat.

Abu couldnt understand what was going on at the moment, but he trusted the gurus wisdom. So he went home and brought in the cow. But the huge cow immediately knocked over all the pots and pans and plates. By now the house was so crowded that no one was able to move. Abu rushed off once more to see the guru.

Guru, he cried, there is no more room to breathe in my house. If it stays like this, we will all go mad!

Dont worry, said the guru. I have another idea. Go home and take the chicken, the goat and the cow out of the house.

Abu was completely puzzled, but he did as the guru had said. He put all the animals back into the yard, and then an amazing thing happened. Without the animals, the house seemed as big as a mansion. There was room for all his children, his wife, and himself. So Abu and his family learned to appreciate what they had, and they lived happily ever after in their huge little house.

Appendix 3 (Beginner)Choose the correct answers from the text box and fill in the blanks according to the sequence of events in The Crowded House. The first one is done for you.

Appendix 3 (Intermediate)Choose the correct answers from the text box and fill in the blanks according to the sequence of events in The Crowded House. The first one is done for you.

Appendix 3 (Advanced)List the sequence of events of The Crowded House in your own words. The first one is done for you.

Appendix 4

Write an essay titled A House I Want as a Home in 250 words.

You should use the following guidelines to aid you to write the essay:

What kind of house do you want?

What colour do you want your house to be?

Where do you want the house to be?

Why do you want such a house?

Who do you want to stay with you in the house?

Why do you want them to stay with you?

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Word Bank

hazardous - dangerous

extremely - very

contamination - pollution

WASTE

WASTE

human

industrial

industry and agriculture

people

poisoning of soils

polluted air

change to the 3Rs ways of living

domestic

homes, schools, shops and offices

factories and power station

contamination of rivers

reduce waste

hazardous

use resources more carefully

WASTE

WASTE

human

industrial

chemical, toxic and radioactive waste

industry and agriculture

people

poisoning of soils

polluted air

change to the 3Rs ways of living

domestic

homes, schools, shops and offices

factories and power station

contamination of rivers

reduce waste

leftover food and the packaging and products

hazardous

use resources more carefully

WASTE

buying in bulk reduces household rubbish, for example, fruits

buy second-hand or repair old products, for example car

use and reuse clothes instead of following fashion

Abus house was crowded

Abu learned to appreciate what he had

Abu asks the guru for help

The house became more crowded

Finally the guru told Abu to remove the animals from the house.

The guru tells Abu to bring in the chicken, the goat and the cow to live with his family.

Abus house was crowded

Abus house was crowded

Abu praised the guru

Abu learned to appreciate what he had

Abu asks the guru for help

The house became more crowded

Finally the guru told Abu to remove the animals from the house.

The guru tells Abu to bring in the chicken, the goat and the cow to live with his family.

Abu enjoyed having the animals in the house

Abus house was crowded

Abus house was crowded