lp gtm - alm
TRANSCRIPT
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STEPS
1
Introducing antonyms and synonyms
through visualization and symbols
(wordcards)
1 Teacher pastes the word cards of Antonyms and
Synonyms on the board and pupils give the
meaning of the words.
2 Ask questions2 Teacher asks the meaning of the words and
pupils may guest if they do not know.
3Giving the concept of antonyms and
synonyms
3 Teacher tells pupils that the words mean
opposite meaning is antonyms and similar
meaning is synonyms. Pupils give the antonyms
and synonyms of the words.
4 Giving examples4 Teacher says some words that the pupils have
already learnt.
1 Sentence patterns
1 Teacher shows the pictures with the sentence
strips to the pupils. Pupils study the pictures and
read the sentences.
2
Drill on words (stress on the words that
show antonyms and synonyms) and
sentences.
2 Teacher reads the sentences and asks pupils to
repeat after him. Pupils read the sentences with
the correct pronuonciation.
3 Making inference
3 Teacher explains again the meaning ofantonyms and synonyms using pictures. Pupils
give the examples of antonyms and synonyms
pertaining to the objects that the teacher
mention.
4Teacher use the objects in the classroom such
as boy and girls and chair and table to reinforce
the teaching of antonyms and synonyms.
ACTIVITIESCONTENTS
Set Induction (
5minutes)
Presentation
(15 minutes)
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STEPS ACTIVITIESCONTENTS
1 cooperative activities
1 Teacher gives a set of cards on synonyms and
antonyms to each pupils. Pupils read the cards
individually. The cards are divided into two parts
the root word and the opposite for antonyms and
vice versa for synonyms.
2pupils practice on asking questions to
find the correct match
2 Teacher start with antonynms. There are in theset of 20 word cards and 20 set cards with the
apposite meaning. The same applies for the
synonyms cards. Pupils walks around the
classroom to find their match.
3practice on pronunciation and self and
friends evaluation
3 Teacher asks pupils to find the match. Pupils ask
for the match among them.
4 Teacher confirms if the answers is correct or
incorrect. After finding their match, they go back
to their places.
5Then, pupils come out in pairs to the front of the
class and say out the words that they represent.
6 Others pupils check the answer.
1 write words synonyms and antonyms1 Teacher distributes the worksheet on the
synonyms and antonyms. Pupils write the words
synonyms and antonyms in the worksheet given.
2 sentence construction and pronunciation
2Then, teacher asks the pupils to construct 3
sentences each on any synonyms and antonyms
words in the table given. Pupils read aloud the
words with the correct pronounciation.
3 Teacher asks the volunteers to presents their
group works.Then, pupils choose any three of
words in the worksheets and write the sentences
for each.
.
4 Teacher disscuses the answers with the pupils.
The volunteers presents their sentences in front
of the class.
Practice (15
minutes)
Production (20
minutes)
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STEPS ACTIVITIESCONTENTS
1 Summing up
1 Teacher summarizes the lesson by asking
question pupils what they understand about
synonyms and anthonyms. Pupils recall the
lesson.
2 Teacher states the moral values. Pupils read all
the words synonims and antonyms.
Closure (5
minutes)
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MATERIALS / NOTES
Word Cards (Appendix 1)
Rationale:-
to expose and motivate pupils on the
lesson.
to arouse pupils' interest to the lesson.
Word cards and Picture Cards (Appendix
2)
Sentence Strips
Relia in the classroom chair, table etc
Rationale:
- the explaination of the intricacies of
grammar are given. The pupils will
understand the grammartical rules.
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MATERIALS / NOTES
A set of Card (Appendix 3)
Rationale:
- much vocabularies is taught in the form
of list of isolated words.
- explicit study of grammatical rules.
Worksheet (Appendix 4)
Rationale: - used to build sentences
according to grammartical rules in the
target language.
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MATERIALS / NOTES
Rationale:
- as a summing - up to the lesson on that
day.
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STEPS CONTENTS ACTIVITIES MATERIALS / NOTES
Visualization on symbol
1. Teacher shows words cards that contain
words with ending sounds /dl/ and /n/. Pupils
pronounce the words.
Word Cards (Appendix 1)
Pronunciate 2. Teacher asks pupils to pronounce the words. Rationale:
- to arouse pupils' interest to the lesson.
Drills on pronunciation
1. Teacher asks pupils to listen to the tape
recorded the rhyme. Pupils listen to the tapecarefully. Tape recorded
Imitate sound (Nursery Rhyme)2. Then, teacher distributes the rhyme to the
pupils. Pupils read aloud the rhyme individually.Script of the nursery rhyme (Appendix 2)
The Nursery Rhyme
3. Teacher reads the rhyme and asks pupils to
repeat after him/her. They practice pronouncing
the the words correctly.
Rationale:
Hey diddle diddle , the cat plays the
fiddle, the cow jump over the moon.
4. Teacher guides pupils to pronounce the words
with correct pronounciation. Then,they drill the
rhyme with the correct pronounciation.
- to have the basic in the audiolingual
approach.
The dog laugh to see such fun, and the
fork ran away with the spoon.
5. Teacher stress to the words that end with
ending sounds /dl/ and /n/
practice pronunciation1. Teacher jumbles - up the flash cards. Pupils
reads the flash cards given aloud.Word cards (Appendix 1)
sounds, /dl/ and /n/
2. Teacher asks students to pronounce the words
with the same sound as words in the rhyme
before. Pupils are corrected by the teacher on the
incorrect pronounciation.
A Group of Words
new words with, /dl/ and /n/3. Teacher drills the pupils with the new words.
Pupils group the words in the same sounds.Rationale:
4. Teacher asks pupils to name words that have
the same sounds. Pupils discuss the answers
with the teacher.
- spoken language comes before written
language.
Set Induction
(5minutes)
Presentation
(15 minutes)
Practice (15
minutes)
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STEPS CONTENTS ACTIVITIES MATERIALS / NOTES
5. Teacher corrected the errors.Pupils drills the
words again.
Groupwork1. Teacher divides the class into six group. Pupils
works in group of six.Dictionaries
Find meaning of words
2. Teacher asks the pupils to prepare scrap book
'A Sound Book' on the words that end with ending
sound /dl/ and /n/. Pupils find out the words fromthe dictionaries.
Sample of Scrap Book 'A Sound Book'
(Appendix 3)
Construct sentences
3. Teacher shows the example of the scrap book.
Pupils construct the sentences and draw the
pictures.
Rationale:
Making Scrapbook
4. Teacher asks the pupils to find the new words
that ending with the same sound. Pupils work in
group in completing the scrap book.
- enable pupils to use the the structure
accurately through repetition.
Speaking skills
5. Teacher allows the pupils refers to the
dictionaries. The leader of the each group
presents their works.
6. After finding the new words, teacher asks
pupils to construct sentences using new words
and draw the picture that representing the words.
7. Teacher asks each of the leader of the group
to present their works.
Summing up
1. As a revision,teacher asks pupils randomly on
what they had learnt in the lesson. Pupils answer
the questions.
Rationale:
What have you learnt during our lesson
just now?Suggested answers:- (accept any answer)
I learnt the word fiddle.
I learnt the word spoon.
- to revise students understanding of the
lesson.
Production (20
minutes)
Closure (5
minutes)
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Appendix 1 (word cards)
Antonyms
Synonyms
big
large
big
small
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Appendix 2 (Picture Cards)
fat
hot cold
thin
big small
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Appendix 3 (set of cards) matching words
Examples
Examples
big large
tiny small
heavy light
Antonyms
SynonymsGroup A Group B
Group A Group B
big small
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Appendix 4 (Worksheet)
Write the antonyms of these words
1 high - 6 open -
2 young - 7 short -
3 sad - 8 sweet -
4 thin - 9 beauty -
5 thick - 10 tame -
Write the antonyms of these words
1 small - 6 close -
2 listen - 7 top -
3 quick - 8 fall -
4 ask - 9 bad -
5 catch - 10 centre -
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Appendix 1 (wordcards)
/dl/ sound /n/ sound
cradle pan
handle man
fiddle s oonbundle moon
paddle fun
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Appendix 2
Hey diddle diddle,
The cat and the fiddle.
The cow jump over the moon.
The little dog laught to see such sight,
and the dish ran away with the spoon.
Hey diddle diddle.
Hey diddle diddle.
Nursery Rhyme
Hey diddle diddle
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Appendix 3 (Scrap book)
Example 1, page on scrap book.
He steps on the bicycle paddle.
paddle
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Example 2, page on scrap book.
The woman uses paddle to move the kayak.
paddle
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STEPS CONTENTS ACTIVITIES MATERIALS / NOTES
Visualization on symbol1. Teacher shows words with ending
sounds /dl/. Pupils pronounce the words.Powerpoint Presentation
Pronunciate2. Teacher asks pupils to pronounce the
words.Rationale :- to arouse pupils' interest
to the lesson.
Drills on pronunciation
1. Teacher asks pupils to listen to the
recorded rhyme through the link given.
Pupils listen to the rhyme carefully.
Sound Animation
Imitate sound (Nursery
Rhyme)
2. Then, teacher distributes the rhyme to
the pupils. Pupils read aloud the rhyme
individually.
Ms words
The Nursery Rhyme
3. Teacher plays the rhyme again and asks
pupils to repeat after the sound. They
practice pronouncing on the words
correctly.
Sound animation
Hey diddle diddle , the cat
and the fiddle, the cow jump
over the moon.
4. Teacher guides pupils to pronounce the
words with correct pronounciation.
Then,they drill the rhyme with the correct
pronounciation.
Sound animation
The little dog laugh to see
such a sight, and the dish
ran away with the spoon.
5. Teacher stress to the words that end with
ending sounds /dl/.
Rationale- to have the basic in the
audiolingual approach.
practice pronunciation 1. Teacher jumbles - up the flash cards.Pupils reads the flash cards given aloud.
Powerpoint Presentation
sounds, /dl/ and /n/
2. Teacher asks students to pronounce the
words with the same sound as words in the
rhyme before. Pupils are corrected by the
teacher on the incorrect pronounciation.
A Group of Words
new words with, /dl/ and /n/
3. Teacher drills the pupils with the new
words. Pupils group the words in the same
sounds.
Powerpoint Presentation
4. Teacher asks pupils to name words that
have the same sounds. Teacher corrected
the errors. Pupils drills the words again.
Pupils discuss the answers with the
teacher.
Rationale :- spoken language comes
before written language.
5. Teacher shows the example of the scrap
book. Example word, sentence and
illustration.
Sample of Scrap Book 'My Sound
Book' (Ms Word)
Set Induction
(5minutes)
Presentation (15minutes)
Practice (15
minutes)
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Groupwork1. Teacher divides the class into group.
Pupils works in group of five.
Find meaning of words
2. Teacher asks the pupils to prepare scrap
book 'My Sound Book' on the words that
end with ending sound /dl/. Pupils find out
the words and meaning from the
dictionaries.
Digital dictionary
Construct sentences3.Pupils construct the sentences and insert
picture the from the clipart.Ms Word
Making Scrapbook
4. Teacher asks the pupils to find the new
words that ending with the same sound.
Pupils work in group in completing the
scrap book.
Rationale :- enable pupils to use the
the structure accurately through
repetition.
Speaking skills5. Teacher allows the pupils refers to the
dictionaries.Digital Dictionary
6. After finding the new words, teacher asks
pupils to construct sentences using new
words and insert picture that representing
the words.
Ms Word
7. Teacher asks each of the leader of the
group to present their works.
Summing up
1. As a revision,teacher asks pupils
randomly on what they had learnt in the
lesson. Pupils answer the questions.
What have you learnt
during our lesson just now?Suggested answers:- (accept any answer)
I learnt the word fiddle.
I learnt to make sentences.
Production (20
minutes)
Closure (5
minutes)
Rationale :- to revise students
understanding of the lesson.