LESSON PLAN MR ENG.docx

7/29/2019 LESSON PLAN MR ENG.docx

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TASK 1

Study the Content & Learning Standards of the primary English Language Curriculum. Comment

on the progression & development of the reading skill.

Phonemes How to articulate words ( pronunciation) Clarity

Table 1. Phonological skills, from most basic to advanced

Phonological Skill Description

Word awareness

Tracking the words in sentences.

Note: This semantic language skill is much less directly predictive of

reading than the skills that follow and less important to teach

directly (Gillon, 2004). It is not so much a phonological skill as a

semantic (meaning-based) language skill.

Responsiveness to rhyme

and alliteration during

word play

Enjoying and reciting learned rhyming words or alliterative phrases

in familiar storybooks or nursery rhymes.

Syllable awarenessCounting, tapping, blending, or segmenting a word into syllables.

Onset and rime

manipulation

The ability to produce a rhyming word depends on understanding

that rhyming words have the same rime. Recognizing a rhyme is

much easier than producing a rhyme.

Phoneme awareness

Identify and match the initial sounds in words, then the final and

middle sounds (e.g., "Which picture begins with /m/?"; "Find

another picture that ends in /r/").

Segment and produce the initial sound, then the final and middle

sounds (e.g., "What sound does zoo start with?"; "Say the last sound

in milk"; "Say the vowel sound inrope").

Blend sounds into words (e.g., "Listen: /f/ // /t/. Say it fast").


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Segment the phonemes in two- or three-sound words, moving to

four- and five- sound words as the student becomes proficient (e.g.,

"The word is eyes. Stretch and say the sounds: // /z/").

Manipulate phonemes by removing, adding, or substituting sounds

(e.g., "Say smoke without the /m/").


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TASK 2

In groups, design pre, while & post reading activities for the text.

- state what year of primary school & the objective of the reading lesson

Title : The Missing Sandwich

Year : Year 3

Objective : To enhance the reading skills in students and to develop their new vocabulary in

English.

NUM ACTIVITIES RATIONALE

1. Pre-reading :

- Ask them whether they have eatenthe sandwich at home.

- Show pictures of sandwiches to theclassroom.

- Who? When? What? Why? How?

- To make ss focus.- To attract students

attention.

2. While-reading :

- Reading aloud, sequencing of the text.- To improve their

vocabulary and

reading skills.

- To make themunderstand the

story better.

3. Post-reading :

- Q&A, word search puzzle, role play,make story book.

- To make sure theywill remember what

they learnt.

- To enhance theircreativity and


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thinking skills.

TASK 3

Study the following reading text from pg. 87 Unit 19 of the Year 1 textbook.

i. Select a suitable Learning Standard from the KSSR Document Standards to teach this text.

2.2.3 able to read & understand sentences (3-5 words) in linear and non-linear texts with

guidance.

ii. Based on the Learning Standard you selected state 2 suitable while-reading activities.

Activity 1 : Reading aloud the text.

Activity 2 : Multiple choice question

iii. What would be a suitable pre-reading and post-reading activity?

Pre reading : matching the pictures with alphabets

Post-reading : draw a poster of Jack

Jack The Big Man

This is Jack. He is a big man.

He wears a hat. He sells hats in a big bag.

Jack puts the hats in a van. It is a red van.

He can sell five to ten hats. He likes his job.


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Documents

LESSON PLAN MR ENG.docx