Activity 1 : Read a recipe and answer the comprehension question

Class

5 Tamarai

Time

09.40a.m. 10.10a.m.

Theme

World of self

Topic

Unit 4 : Lend a hand

Focused skills

Reading

Integrated skills

Writing

Curriculum specifications :
3.8.3 Read and understand simple factual texts by answering comprehension questions
in relation to main ideas and sequence.
4.4.2 Complete simple instructions, recipes, descriptions, rhymes with the missing
word(s)(with guidance given in the form of words and pictures).
Learning objectives:

By the end of the lesson, pupils should be able to:

1. Read and understand a simple recipe by making cookies according to the steps
given.
2. Answer at least 3 out of 5 comprehension questions correctly.
Language content

Word list (ingredients, remove, mix, dough, slightly)

CCTS

Predicting.

Moral value

Cleanliness, brave, healthy

Teaching aids

Chart on making cookies.

Previous knowledge

Pupils already have information about food in their

previous lesson.

I had have chose a recipe on making cookies, whereby the pupils need to read and
rearrange the steps before answer the MCQ questions. This kind of activity will confuse
the pupils. Furthermore, the weaker group cant even rearrange the sentences in correct
order. So, I need to some adaptations to make the pupils feel comfortable to read and
answer the questions that follows. I modify the task because I want to give the pupils an
additional focus. I rearrange the sentences in correct order in my adaptation; so that it
will give a good understanding on the method of making cookies to my pupils. Once ,
they can read the sentences and understand them , the pupils will be able to answer the
comprehension questions on time. If I give the activity without making any adaptations ,
for sure my pupils will face problems in answering the questions or rearranging the
sentences. Developing reading activities involves more than identifying a text that is "at
the right level," writing a set of comprehension questions for students to answer after
reading. A fully-developed reading activity supports students as readers through prereading, while-reading, and post-reading activities.

Activity 3 :
Read the poem I lost my head and fill in the gaps with the opposite of the word in
brackets.
Class

5 Tamarai

Time

09.40a.m. 10.10a.m.

Theme

World of self

Topic

Unit 7 Joyous moments

Focused skills

Reading

Integrated skills

Writing

Curriculum specifications :
3.2.2 Read and learn the meaning of key words for each topic taught.
4.4.3 Complete simple instructions, directions, descriptions, poems, notices, stories and
other texts with the missing word(s) (with a little guidance)
Learning objectives:

By the end of the lesson, pupils should be able to:

1. Read and understand a poem.

2. Fill in 8 out of 12 gaps with the opposite of the word in the bracket correctly.
Language content

Word list (morning , before, first, down , backward,

yesterday, started, up, sad, over, find)

CCTS

Predicting, matching.

Moral value

Gratitude

Teaching aids

Poem written on a manila card.

Previous knowledge

Pupils already did a similar activity in previous lesson.

I chose a poem by the title I Lost My Head by Kenn Nesbitt. In this activity
pupils have to read and fill in the gaps with the opposite of word in brackets.
In my adaptation , I prepare answers for my pupils. I reorganize the content
to make it more suitable for my pupils.
Children learn to read and write when they have an active interest in what they
are reading and writing about. This lesson supports exploration of language skills
as they read and dissect poetry. through poem, students explore meaning, sentence
structure, rhyming words, sight words, and vocabulary.

Activity 2 :
Read the passage and underline the common nouns and the proper nouns.
Class

6 Tamarai

Time

09.40a.m. 10.10a.m.

Theme

World of knowledge

Topic

Unit 5 : Unsung Heroes

Focused skills

Reading

Integrated skills

Writing

Curriculum specifications :
3.8.1 Read and understand different texts such as instructions, directions, messages,
letters passages, recounts, descriptions.
3.8.2 Scan for specific information in texts.
Learning objectives:

By the end of the lesson, pupils should be able to:

1. Read and understand a passage.

2. Draw a mind map.
Language content

Word list
(prime minister,born,studied,appointed,stepped down)

CCTS

identifying.

Moral value

respect

Teaching aids

Reading passage

Previous knowledge

Pupils already did a similar activity in previous lesson.

I chose an article on President Obama .It is a biography of the President of US. It is a

reading activity which requires the pupils to draw a mind map after read and discuss the
passage.The words used in this article are very difficult for my pupils and I felt difficulties
in introducing the president to my class. It was because my pupils do not know who
Obama is.So , I came to a conclusion to localize and modify the content of the article
which I had have choose.I chose an article on Tun Dr.Mahathir Mohamad , the fourth
prime minister of Malaysia.I even made the article short and simple. I have to do this
because it does not suit the target learners, perhaps because the learners social
background and cultural background.
One of the major advantages of mind mapping is that its a system that favors
information retention and usage. Mind-mapping is more than visually

processing /

representing information, its about finding ways to understand, store and use new
information in an efficient, instant and productive manner. Another advantage of mindmapping is that its an integrated approach to information processing. It forces the pupils
to connect new to existing information , draw complex conclusions and become a
critical thinker who actively engages with information in order to transform it into
knowledge. In a nutshell, mind-mapping makes reading strategic and purposeful.