exploiting language using a short excerpt

ASSIGNMENT COVER SHEETINTERNATIONAL DEGREE PROGRAMME

A. STUDENT/S TO COMPLETE

Module Name: LEARNING AND TEACHING Module Code: 5FHE1051

Student Name: NESAMANI D/O RAJA RETANAM Student ID Number: PLPPIP2011/036/KIC

Lecturer Name: DR. SUNIL KUMAR Tutor Group: A6

Assignment No./Name: Assignment 3

Due Date: 22nd APRIL 2014 Date Submitted: 22nd APRIL 2014

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NESAMANI D/O RAJA RETANAMA6 ASSIGNMENT 3

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Assignment 3

Part A

The text I have chosen is an adaptation of animal fable “The

Greedy Crow”. This story is appropriate for Standard 4 learners

as it has an interesting plot and characters involved will be

entertaining and engaging at the same time for learners

throughout the learning session. This text contains simple

vocabulary and language structures which enable learners to

comprehend the story easily. The story has a simple concept in

which pupils will be able to relate well to their background

knowledge. It also assists teacher in teaching of new words and

grammatical structures to pupils. A range of communicative tasks

can be carried out using this short text.

My teaching plan is as follows:


Lesson 1: Reading comprehension (60 minutes)

The learning outcomes of this lesson are to help learners to

teach reading based on the text, to help learners to read

silently and understand the story, enrich learners’ language

structure and guess words using contextual clues. Listening and

writing skills will be integrated in this lesson. I will

introduce the story to the learners by showing them a short video

of the story. Before showing the video, I will ask the learners

to turn to page 45 on their English textbook and examine the

story based on looking at the title and illustrations and ask

them to predict the storyline. After listening to the learners

responds, I will ask them to watch the video and discuss their

initial opinions. Subsequently, I will ask students to read the

text silently for five minutes. While

reading the text silently, I will ask learners to jot down new

vocabulary which they stumble upon in their vocabulary notebook.

After that, I will read aloud the text. I will then explain what

the story is about. Next, I will assign each group in the class


to read each sequence of the story respectively. Later, I will

give learners a worksheet on fill in the blanks based on the

story. Learners need to extract suitable sentence from their

textbook and write it in the space provided. As homework, I will

ask the learners to paste the worksheet in their exercise book

copy down the correct sequencing order and colour the pictures in

the given worksheet.

Lesson 2: Vocabulary activity (30 minutes)

The objectives of this lesson are to identify the meanings of the

given words and able to use it appropriately in a complete

sentence both written and verbally. In this lesson, I will

integrate writing skills. Some example of new vocabulary will be

‘flew’, ‘ground’, ‘claws’, ‘chasing’, ‘branch’ and ‘reply’.

First, I will ask them to guess the meaning of the words using

the contextual clues by rereading the text. Next, I will discuss

the meaning of words learners find hard to understand through

using word cards. I will paste the new vocabulary on the right

side of the board and there will be a selection of meanings for


the new vocabulary to be identified on the left side of the

board. I will randomly pick several students to come in front and

paste the meanings according to the new vocabulary. Then, I will

ask the learners to read aloud the words and its meaning

repeatedly for twice and copy the meaning of the new word that

they have learnt in their vocabulary notebook. Through learning

some new vocabulary, learners will receive

comprehensible input. Subsequently, I will use flashcards to

demonstrate the picture and action of each vocabulary. After

that, I will select two representatives from each group to come

in front to draw lots. The lots consist of the vocabularies that

I have taught earlier. The learners needs to find the correct

flashcard according to the lots they have drawn and they are

required to paste the flashcards on the board. They are also

required to write the vocabulary with its meaning below the

flashcards. After the activity ends, I will give a matching

exercise worksheet, in which learners need to match the words

with correct pictures or actions. For homework, I will ask


students to construct two sentences for each vocabulary that had

been taught.

Lesson 3: Speaking and listening activity (30 minutes)

I will be using this text to exploit listening activity as well.

The purposes of this lesson are to practice learners to listen

attentively, learners will be able to listen, understand and

extract information and to develop their speaking skills. First,

I will read the text aloud while the learners listen to the way I

pronounce each word. After I have finished reading the text, I

will ask the whole class to read aloud for twice. Next, I will

ask some questions based on the story verbally and will encourage

learners to answer it in a complete sentence. For example, I will

ask them questions like ‘Why Mr Crow chased Mr Hawk?’, ‘When did

Mr Crow drop the meat?’, ‘Is Mr Eagle bad?’, ‘What message did

the learners learnt through this story?’ and so on. I will

motivate students intrinsically when they answer the questions

correctly and reinforce them if there is any mistake made. Later,

I will give students to do a worksheet on sequencing the story


based on listening to the audio of the story that they have read.

Once the listening session completed, I will check the answers

with the learners. If time permits, I will ask volunteers to come

in front and tell any stories that they have read before. Lastly,

I will assign students to bring paper-cutting or any article that

they like to class for next lesson to teach about past tense.

Lesson 4: Grammar activity (30 minutes)

The learning objectives of my next lesson are to identify the use

of past tense in the story, know the rules of using past tense

and able to use past tense in daily conversation. The story

basically uses simple past tense. For example, the words used are

‘was’, ‘flew’, ‘saw’, ‘took’, ‘had’, ‘decided’, ‘wanted’, and

‘did not’. After introducing the grammar rule, I will conduct a

speaking activity with the learners to help them to understand

the use of past tense and practice using it. For instance, I will

ask questions like, ‘Who was absent yesterday?’, ‘Who did not

complete the homework I gave yesterday?’, ‘Who saw the accident

which happened in front of school’ and encourage learners respond


to the questions using past tense form. Then, I will hand out a

worksheet based on the simple past tense words chosen from the

story and they have to identify the root word. Next, I will use

strips cards which contains the past tense words I have taught.

For this activity I will ask five learners to take turns to come

in front and each learner has to construct a correct sentence

using the past tense strips cards. Later, I will ask them to take

out the paper-cuttings and articles they have brought and

ask them to find as many past tense words as they can. Lastly, as

homework learners are required to write the list of past tense

words they have found.

Lesson 5: Role-play activity (30 minutes)

My last lesson for this topic will be a role-play activity. The

objectives of this activity are to get learners to involve

themselves in the lesson actively, create a natural environment


for learners to practise English and providing a conducive

environment to decrease student’s affective filter. First, I will

divide learners into smaller groups. Then, I will assign each of

them with a role like the narrator, Mr Crow, Mr Eagle and Mr

Hawk. The learners will wear on a mask according to their roles

and act the story out with their own dialogues using their

creativity. I will allocate 15 minutes for the preparation and

rehearsal session for the learners in their groups. After 15

minutes, each group will come in front and perform the role-play.


Skill focus: Reading, listening and speaking

Teaching Objectives:

The objectives of this lesson are to:

teach reading based on the text

help learners to read silently

help learners to read and understand the story

enrich learners language structure

Learning Outcomes:

By the end of this session, the pupil should be able to:

predict the story by examining at the title and illustrations

read aloud clearly and with correct stress and intonation of the story

of ‘The Greedy Crow’

read and understand a short text

fill in the blanks with suitable sentences.

Step Content Teaching and Learning

Activities

Remarks(Rationale,Teaching

Resources)


Introduc

tion and

warm-up

Examine the story

of ‘The Greedy

Crow’ based on

examining the title

and illustrations.

Questions:

1. What can you

conclude about

this story by

looking at the

title and the

illustration?

2. How many

animals are

involved in

the story?

1. Teacher asks

learners to turn to

page 45 on their

English textbook

2. Teacher asks

students to examine

the story based on

looking at the title

and

illustrations and ask

them to predict the

storyline.

Rationale:

Get learners’

ready for the

lesson.

Attract pupils’

interest.

Teaching resource:

Textbook


3. Why do Mr Hawk

carry the dead

rat?

4. In your

opinion, is Mr

Crow good or

bad?

Presenta

tion

(Teacher

-

centered

)

1. Video on ‘The

Greedy Crow’

in cartoon

version.

2. Textbook on

page 45: story

of ‘The Greedy

Crow’.

1. Teacher shows a short

video on the story of

‘The Greedy Crow’.

2. Teacher asks learners

to watch and listen

to the video

carefully.

3. Teacher discusses

learner’s initial

opinions.


to read the text

Rationale:

Helps learners to

listen attentively

and understand the

short story.

Helps learners to

read silently.

Teaching

resources:

1. Video on ‘The

Greedy Crow’.


silently.

5. Learners are asked to

jot down vocabulary

which they finds hard

to understand in

their vocabulary

notebook.

6. Teacher read the text

aloud and explains

the story.

2. Textbook on

page 45.

Practice

(Learner

-

centered

)

Worksheet on fill

in the blanks of

‘The Greedy Crow’.

1. Teacher divides

pupils into smaller

groups.


in each group to read

the sequence of the

story respectively

based on the story in

the textbook twice.

Rationale: Check

learners’ sentence

stress and

intonation while

reading.

Ensure learners

are able to

extract


3. Teacher will

distribute worksheet

to learners.


to extract suitable

sentence from the

textbook and write

the answer in the

blank spaces provided

in the worksheet.

information from

the reading text.

Contextual

learning.

Learning resource:

worksheet.

Closure

and

homework

Follow-up activity (homework)

Questions: - Why Mr Crow

was searching

for food?

- What did Mr

Crow found to

1. Teacher asks

learners to paste

the worksheet in

their exercise

book.

2. Teacher asks

students to copy

down the fill in

the blanks

activity sentences

in the exercise

Rationale: To

reinforce the

content knowledge

learnt.

Learning resource:

Worksheet

Moral value

integrated: Do not


eat?

- Is it a good

choice to be

like Mr Crow?

Give reasons.

- Will you share

your

belongings

with your

friends?

book with the

correct order and

colour the

pictures in the

worksheet as

homework.

3. Teacher concludes

the lesson by

asking a few

questions based on

the story they

have learnt.

4. Teacher reminds

learners to be

grateful with what

they have.

be greedy

Reference


Lim, P. C., Azman Azlina Azmar, Gurnam Kaur Sidhu. (2012) English

Year 4 Sekolah Kebangsaan Textbook. Kuala Lumpur: Dewan Bahasa dan

Pustaka.


Appendix

The Greedy Crow

Mr Crow was very hungry. He flew everywhere to look for food.

Suddenly, he saw a piece of meat on the ground. He flew down to

get it.

Mr Crow: Wow! That’s a big piece of meat!

He took the piece of meat up to a branch of a nearby tree. He was

very happy.

As Mr Crow was about to eat, he saw Mr Hawk. Mr Hawk had a dead

rat in his claws.

Mr Crow: Hello! Where did you get that rat?

Mr Hawk did not reply. He flew off as fast as he could. Mr Crow

decided to follow Mr Hawk. He wanted to eat the dead rat as well.

Mr Crow could not fly fast enough, so he did not get the dead

rat. While chasing Mr Hawk, his piece of meat fell to the ground.


Mr Eagle saw that incident. He quickly flew down to get the piece

of meat.

Mr Crow: Stop! That’s mine!

Mr Eagle flew down towards Mr Crow. The piece of meat was between

his claws.


exploiting language using a short excerpt

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