Class: 5C (Mixed Ability) Main Skill: ReadingDate: 21st April 2008 Time: 8.00am-8.40 am Integrated Skill(s): Listening, Writing Curriculum Specifications: 2.0 Language for Informational Use 2.2 Process information by: j) Extracting main ideas and details B. Processing texts read by: Level 1 ii. Skimming for gist and stating what the text is about i. Scanning for details v. Taking notes of main ideas Level 2 vii. Identifying main ideas of simple texts Learning Outcomes/Objectives: At the end of the lesson the students will be able to: i. underline correctly, at least, 5 main points of Handout A Previous Knowledge: The students had been taught how to skim and scan a text entitled “ Kuda Kepang” during previous lesson Language Focus: Content Words (Verbs) Instructional Material(s): Blackboard, LCD and laptop, Hand-out A (Article on Who Are Responsible of Children Playing During Flood) 1 Learning how to learn skills Values and Citizenship Knowledge Acquisition Preparation for the Real World References: Carole Chung Mei Choo. Pearson Education Limited. Learners Publishing Pte. Rani Parasuraman & Shadhana Popatlal. N. III. 2001. 2000. IV. Stageberg. Phrases. Helping the needy (especially flood victims) Education Emphasis / Thinking Skill (s): I. Davidson. Singapore. S. G. An introduction to English grammar. 2003. 2 . D. II. Kurikulum bersepadu sekolah menengah english form 5. Sutrapadu (M) Sdn. & Oaks. Hartourt Inc. An introductory English grammar (fifth edition). Greenbaum. Ltd. 1991. Appreciate life 3. Petaling Jaya. Co-operation among colleagues 2. clauses and sentences. England.Bhd. Orlando.Moral Value (s): 1. “To those of you who had not been reading recently. recently?” “Good. You will gain a lot of information from reading. Procedures Teacher bids welcome and asks for the well-being of the students.Steps Set Induction ( 3 minutes ) Contents Greetings-caring. Ready to learn?” Prologue of the lesson Teacher introduces the topic to the students.” “Is everyone settled?” “Good. “Please sit down. we will learn a topic relating to a current issue. “Today. that is more than half of the class.” Motivating Teacher motivates the students to do more reading. “ “Feeling well everyone?” Teacher exudes the power of controlling the class. “ 3 . flood. you should start reading today. Teacher’s Classroom Language “Good morning class.” Teacher relates prior knowledge “How many of you have read the newspapers of the students’ to today’s lesson. warmth and zealous. ” Socratic / Questioning Method “Class. why don’t you tell the class what do you understand from the slide show?” “Thank you.Pre. (Refer to appendix) After the slide show has finished. let us concentrate on the slideshow presentation that I’m about to show you. do you agree with Raju?” “Good opinion” “Lina. the teacher asks questions in order to assess students’ understanding. what comes to your mind when the word flood is being mentioned? “Anyone else would like to offer their view about the slide show?” “What do you think we will learn today?” “That is a splendid opinion” 4 .reading (8 minutes) Slideshow of flood Teacher shows a slideshow presentation on the aftermath of flood. what do you understand from the slideshow presentation?” “Raju. “Now.” “Bob. ” Relating to Teacher probes students to students’ previous share their experiences which experience relate to the topic. 5 .Scope of the lesson The teacher notifies the class “That’s correct. Our focus is on children playing during flood” “Anyone of you had experienced playing during flood?” “What do you feel when you are playing during flood?” Teacher shows acknowledge students’ participation and appreciate students’ involvement by thanking them. “Thank you for sharing your experience with us. We will learn about the effects of about the scope of today’s lesson flood today. ” the class that time is up. I believe you have missed 1 main point. Time Management After one minute. You have approximately 7 minutes to do this. “Class monitor. please distribute handout A. teacher informs “Time is up.” “Do you need my help?” “Abu. While reading.While reading ( 15 minutes ) Individual Work ( Underlining Main Points) Distribution of handout A Whole-class participation Introduction of the article Instruction Teacher distributes handout A with the assistance of the class monitor.” “This is an article entitled “Who Are Responsible of Children Playing During Flood?” “Using this article.” Observing Teacher observes while walking around the class and offers sincere help to the students. Make sure you have underlined the correct main points. Teacher makes sure every student has the handout Teacher introduces the article to the class Teacher gives clear instruction to the students.” “Thank you. underline the main points of the text.” “Did everyone get the handout?” “Good. we will polish on our reading skills. Teacher informs the class that time is nearly up. you have 1 minute left. 6 .” “Class. what are the points that you have underlined?” “Class. do not hesitate to ask me or your fellow friends” 7 .” “Amran.Discussion Teacher discusses the answers with the students. do you agree with him?” Any other answers? Teacher writes the main points on the blackboard so that students could easily refer to the answers.You could refer to the answers. “Now. we will discuss the answers.” “If there is any questions. let me write the answers on the blackboard. Teacher offers help to the students “Now. ” “Is everyone settled?” “Is there anyone who doesn’t have a group?” “Great.”” Instruction Teacher informs students that time is nearly up. You have 7 minutes to discuss” Time is nearly up. You have 1 minutes left” “All right.” “Present your lyric to me during next lesson. You may include the main points that you have underlined in the article earlier. please be in group of five. Token Reinforcement Teacher gives rewards to appreciate students’ work. 8 . Teacher informs students that time is up. you will have to produce lyric to raise awareness among children regarding playing in flood.Post Reading ( 10 minutes ) Group Work Grouping Class management Affective aspect Teacher asks students to be in group of 5 Teacher makes sure that everyone is settled down Teacher shows her concern and sense of caring towards the students. The melody is up to you.” “Class. The group with the best lyrics will be rewarded. Teacher informs the class of what they are expected to do “Now. Time is up. Stop brainstorming. ” “Dana. what have we learned today?” “We learn about the dangers of fooling around during flood.” “Thank you class.” “See you next week.Closure (4 minutes) Summary of the lesson Teacher summarizes the whole lesson of the day “Class.” 9 . It will reflect your personality as a good student. would you like to add on the summary of today’s lesson?” “Any other opinion?” Motivating/ Reinforcement Epilogue of the lesson Teacher advises students to fully utilize their time to complete the task given Teacher bids farewell “Please remember to complete your task on time. the innocent children lives are on the edge of unpredictable danger that could occur anytime. Perhaps. 10 . the act of bathing in flood could simply take their lives away because the strong current of water could wash away their bodies in a split second. Little so the parents realize that the greatest possession on Earth is indeed their own flesh and blood. If the children are aware of this. One of the pivotal reasons that leads to the life-threatening hobby is the lacking of parents’ monitoring and interfering of their children activities. For example. there have been many cases of children’s deaths due to their life-threatening hobby of bathing in flood. the chance of them to avoid the occurrence of this incident is high. neighbours play an important role too. it is the onus of pointing out the danger is on the shoulder of adults. Thus. the parents are more occupied with their possessions that are destroyed by flood. this is their way of handling flood. They are obliged to not only watch their own children but the neighbours’ children too. flood could also cost their lives.HANDOUT A Who Are Responsible of Childern During Flood? During raining season. Consequently. Likewise. Apart from spreading diseases. everyone must be responsible towards children especially during flood. In conclusion. In addition. Children are unaware of the danger that they may face when fooling around during flood. These children had mistakenly made a decision to have a blast during flood. Instead of taking great care of their children especially during flood. the children have insufficient knowledge about the dangers of flood. Some neighbours have the tendencies to close their eyes on the issue of taking care of others’ children.