IMPROVED VERSION MICRO- TEACHING LESSON PLAN

Class: Year 6 BERLIAN Enrolment: 25 Day: SUNDAY Time: 08.15-09.15 am (60 minutes)

Date: 20TH March 2011 Theme: World of Knowledge

Topic: Saving Our Environments Language Skills Curriculum Specifications 1.1.1 Listen to and repeat words that contain the following sounds (i) Initial vowels 2.1.1 Repeat words that contain the following sound: (i) Initial vowels 2.2.1 Ask Wh questions to seek information 2.2.3 Talk about things seen or read 2 1 3.1.1 Look at letters and say aloud the following sounds: i) Initial Vowels 3.8.4 Read and understand simple factual texts for -main ideas -details 4.2.3 Complete mind maps, diagram with information from the text. 4.4.2 Level 1

Listening

Speaking

Reading

Writing

Construct simple and compound sentences based on a given stimulus. 4.1.1

Copy Correctly.

2 3

Language Content:

Grammar

- conjunctions so and because

Sound System - initial vowels 1.1 a as in away 1.5 a as in all Vocabulary - recycle, incinerators, away, chemicals, chimney, factory, dump,garbage, furnaces

Behavioural Objectives: By the end of the lesson pupils will be able: To talk about the environment and express their ideas and feelings in preventing pollution and how to overcome the problems. To read and understand the whole ideas. To response at sentence level with reason To present and share their ideas To answer seven comprehension questions seven true/false question and sentences pertaining to the text.Garbage Disposal

Previous Knowledge: Pupils were always listen and see the pollution problem from the medias. Teaching Aids / Materials: Picture, Song chart, CD player, CD,Manila Card, Blue Tack Markers, Moral Values: Public Spiritedness, Love our Nature Educational Emphases/ Thinking skills: Thinking Skills- Critical Thinking Skills (CTS) Consequence and sequences (C&S)

Stage/ Time

Content

Teaching/ Learning Activities

Remarks

Set Induction
(3 minutes) 1. Teacher puts up a chart and ask his pupils to sing The Garbage Truck with a movement, by using the Row Your Boat tunes. 2. Pupils sing along the song with body movements happily. Teaching Aids -Radio. -CD -The Chart of The Garbage Trucks

The Garbage Trucks Honk,honk, honk my friend, Im a garbage trucks, Happilyhappily,happily Ill keep your town clean.

3. Teacher asks pupils the important of the garbage trucks. 4. Pupils try to share their ideas with their friends.

Generic Skills -Communication skills oral -Interpersonal -Intrapersonal -Mutiple intelligence

5. Teacher relates the song to the topic.

Questions

1. Teacher puts up a picture

What is the picture is of a garbage bin all about? What can you see in 2. Pupils observe the picture. the picture? Why this situation happen? 3. Teacher draws pupils How to dispose the attention to talk and garbage?

Teaching Aids Picture Of Garbage Bin

Development

Pre-reading

(4 minutes)

discuss about the the picture.

Generic Skills -Communication skills, both oral and written -Interpersonal skills -Problem-solving skills

4. Teacher brainstorming pupils the important aspects from the picturesthe activities that take place 5. While pupils sharing their ideas teacher jots them on the board. Normally all the ideas given relates with the text.

E.g:
The rubbish are everywhere.

Looks dirty and of course the smell will be unpleasant. Burnt, burry.

6. Teacher distributes the text about garbage disposal.

Thinking Skills Critical Thinking Skills (CTS) Consequence and sequences (C&S) Text

1. Pupils read the text loud and clear. 2. Teacher corrects pupils pronunciation. Grammar Teacher explain the usage of conjunctions so and because. Vocabulary - recycle, incinerators, away, chemicals, chimney factory, dump, garbage, furnaces Sound System - initial vowels 1.1 a as in away 1.5 a as in all Teaching Aids Worksheet 1

( 6 minutes)

While -reading

3. Teacher discusses the difficult words. Pupils are encourage to use their dictionary to find meaning in context. 4. Pupils read and try to understand the text.

5. Teacher discusses with pupils and relates them with pupils ideas from the pre-reading session. Worksheet 1 6. While reading teacher intoduce pupils with sound system. 7. Teacher distributes the incomplete diagrams to pupils. (Worksheet 1)

8. Pupils to complete the diagrams to show how garbage is disposed of at different places.

Enrichment activities 1. Teacher divides pupils into Generic Skills -Communication skills, four groups. -Interpersonal skills 2. Teacher distributes a set of question that they need to Exercises work with.

Cooperative Learning Pupils working in groups

Post -reading

Pupils answer the questions pertaining to the text given. Worksheet 2

3. Pupils put on the board their findings and present their finding to the whole class and share their ideas. 4. Award marks to each point given by the groups to get pupils to be actively involved in the task. 5. Pupils copy the answer into their exercise book.

(5 minutes)

Worksheet 3

6. Teacher distributes the worksheets to the pupils.Pupils work with the worksheet 3 given. . 7. Pupils need to answer the statement true or false 8. Then teacher lets students imagine what they can do to prevent the problems of keeping their town clean. 9. Writes 5 dos and donts to prevent these problem in their exercise book as homework.

Closure
(2 minutes)

Moral Values Public Spiritedness, Love our Nature

1. Teacher discusses with pupils the responses presented and emphasize the moral aspects. 2. Teacher lets his pupils to sing the The Garbage Trucks song as a closure.

Teaching Aids -Radio. -CD -The Chart of The Garbage Trucks song.

Rationale for the Changes First Draft Micro-Teaching Lesson Plan

This micro-teaching lesson plan was prepared especially for High English Proficiency (HEP) year six students as mentioned in the assignment question which means all of them were able to read fluently. Based on the views I have made a few changes in my lesson plan. During pre- reading session teacher utilize picture as a teaching aids in developing pupils interest and attention. From this picture, pupils can visualize the real image. This is the warming up processes. It can engage pupils interest to the lesson. According to Nesamallar, Saratha, and S.C The (1995) visual aids can help students focus their attention on what is being taught and aid students in the process of understanding. While showing the pictures, teacher also draws pupils attention to talk about the picture and jot their ideas on the board. Actually pupils will come out with certain ideas that relates with the text that they going to read in the while reading process. In this pre-reading activity teacher is focusing in introduce language or concepts which occurs in the text. This activity proven by Nesamallar, Saratha, and S.C Teh (1995) that pre-reading activity usually has more functions; to stimulate interest in the topic of the text so that pupils do not come to the text cold ;to introduce language or concepts and to help pupils see the relationship of ideas in the difficult text by providing frame work. From the while-reading process teacher includes first activity that engage pupils with reading aloud or choral reading for many times. According to Samuel (1979) in Cynthia(2009) Repeated reading ,consisting of rereading a short passage until a satisfactory level of fluency level attained, has been suggested as an effective practice for increasing fluency. This activity lets teacher asks students to read aloud. According to Nessamallar , Saratha, and S.C Teh (1995) when reading aloud is done routinely and occupies a major proportion of each time , this can be counter productive. Choral reading also can help individuals strength and weaknesess and creates a supportive environment for poor readers to acquire good pronunciation. This types of reading better that individually reading aloud that will takes lots of time. Pupils also can easily get bore with the activity. While Cynthia(2009) explained that modeling of fluent reading can take place through out the day during read-alouds, echo reading, choral readings and shared reading and can include teacher thinks-aloud where all aspects of fluency.

After that, teacher than slowly relates them with the ideas during the pre-reading activity. Teacher also distributes the first worksheet to the pupils. Pupils need to skim and scan the text to fill in the chart or diagram from the worksheet.In addition Khaty Mills (2009) Research belives that competent readers create mental image before,during and after to aid their comprehension. The strategy of visualizing uses the minds capacity to imagine what is being communicated by the words,images,gestures within the text. Pupils need to identify the answer from the text. This activity involves pupils with the intensive reading strategy. This strategy means that pupils need to read in depth and detail reading to get full understanding the text. This activity also lets pupils to read again the text slowly and focus while trying to complete the diagrams. Nessamalar, Saratha, and S.C Teh (1995) said that while-reading activities should involves with activities that engages pupils to understand the text by getting them to use the text in many ways such as filling in gaps with facts or solving problem. The post-reading activities set up to look out of the text to see it relevance to other activities. E.K Chua et. all (2007) said that the main focus of post reading is to look out the text to see its relevance to other activity or task. It can serve test to evaluate students level of the text comprehension and application. In this post-reading activities teacher involves pupils with grouping activity. Teacher divides pupils in groups and distributes the worksheet 2 for every group. In group they need to discuss and find out the suitable answers. The activity engages pupils with reading and answering the comprehension question. Pupils also need to present their answer and mark will be award to them. The winning group can get sticker each. Teacher also prepares the third worksheet for the good pupils. They need to answer the seven statements weather it is true or false. As the homework they need to write five dos and donts to prevent this problem happen. From the website Reading Skills in the social studies shows that teacher can give students a list of 10 statements (not necessarily all true) related to the content of the reading assignment. Ask them to decide wheather each statement is true or false, according to the author. This approach can be adapted to help students discriminate between fact and opinion.

References

Chua Eok Keng et.all. (2007) HBEL 2203 Teaching of reading: Opern University Malaysia; Selangor Darul Ehsan. Cynthia P. Hicks (2009) A lesson on reading fluency learned from the tortoise and the hare, The Reading Teacher; International reading association. Retrived from EbscoHost. Khaty A. Mills (2009) Floating on a sea of talk: reading comprehension through speaking and litening. The Reading Teacher; International reading association. Retrived from EbscoHost Learning Enrichment-reading skills.Reading skills in the social studies, retrived 3/3/2011 fromhttp://www.learningenrichment.org/reading.html. Nessamalar,Saratha,TS Choon (1995) ELT Methodology ;Principles and practice: Fajar Bakti Sdn Bhd. Selangor Darul Ehsan.