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Reading Lesson Plan

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This is a sample of a reading lesson plan based on Malaysian Syllabus

This is a sample of a reading lesson plan based on Malaysian Syllabus

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  • 1. Lesson Plan (Reading) Name: Dinesweri PET 070021 School: : S.M.K Methodist Class: Form 4 Bestari Age: 23 Date: 13 January 2010 Time: 12.30pm till 1.50pm Theme: Environment Topic: Air Pollution Syllabus Specification: 2.1 Obtain information for different purposes by reading materials in print such as reports and articles and using other electronic media such as the Internet. Proficiency Level: Intermediate Main Skill: Reading Integrated skills: Listening, Writing, Speaking Previous Knowledge: Students have done extensive reading on Preserving Water Moral Values: We should preserve our environment for our future generation Aim of the lesson: At the end of the lesson, students should be able to explain the most effective way to preserve nature and also be able to use concord correctly. Objectives of the lesson: At the end of the lesson, students should be able to; 1. Give at least 4 views about the video clip 2. Share at least 3 ideas during the brainstorming session 3. Present at least one effective method to preserve environment 4. Fill in the blanks with correct concord with at least 5 correct answers out of 6 blanks
  • 2. 5. Fill in the blanks with at least 8 correct answers out of 10 Lesson Stages Teacher’s activity Student’s Teaching Comment(s) activity Aids 1. Teacher shows a video clip Students LCD, Induction entitled ‘A letter Written in watch the Projector, the year of 2070’ to the video clip Laptop students. Pre- Reading 1. Teacher asks students what Students LCD, they understand from the share their Projector, video clip. views Laptop, Pictures 2. Teacher shows 3 pictures and Students asks 5 questions(related to answer the the pictures) to the students. questions (Refer to Figure 1) While- 1. The students then are divided Students KWL Reading into groups of 7. There are 5 form their Sheet, groups. group. Excerpts, 2. With all the information available, the teacher gives a table that contains three columns, namely, ‘K’ stands for know, ‘W’ stands for want to know, and ‘L’ stands for learned to each group. (Refer to Figure 2)
  • 3. Students fill 3. The teacher instructs the in ‘K’ and students to discuss about ‘W’ column what they know about the topic and fills the ‘K’ column and fills up what they want to know in the ‘W’ column and 5 minutes are given for this task. 4. Later on, the teacher distributes an excerpt to each of the group.(Refer to figure 3) 5. Each group gets a different excerpt. Students fill 6. The students need to read the in the ‘L’ excerpt, and with the column guidance of the questions that are given below the excerpt, they need to discuss with the group members and find out the answers for the questions and also complete the final column, that is what they have learned (L column) based on the excerpt. Students 7. The teacher gives 2 minutes clarify the for them to read silently and words which teacher asks them for difficult they are not words. If there is any, the sure about teacher tries to teach the the meaning word from the context. Other students are encouraged to help as well.
  • 4. Students discuss in their group 8. Then, 5 minutes given for the and answer students to conduct the questions discussion among the members in the group to answer the questions Students present and fill in the ‘L’ column and 9. Immediately after that, the give students need to present the feedbacks answers to the class which indirectly explains about the excerpt that they have. Other groups need to listen and write down the given information in the ‘L’ column. The presentation should focus on the second question which asks the students to come out with the most effective method to preserve the environment. 10. At the end of this task, the ‘L’ column of the each group consists of information given by the other groups.
  • 5. Students raise up the questions in the ‘W’ column 11. After all the groups have presented, teacher asks whether they have acquired the information that they want to know in the ‘W’ column. If there are still some students who have not get the information, firstly, the teacher allows the other students to help these students. If the students could not provide the information, the teacher will ask the students to find the information and this task is given as homework. Post- Reading 1. Teacher picks one of the excerpts and uses it to teach the students on how to use concords (Refer to Figure 4) 2. 2 .Teacher gives a working Students sheet which consists of a complete the passage where the students task need to fill in with the correct concords(Refer to Figure 5) Teacher recaps the lesson by asking Students Consolidation: how we can save water and answer the highlights the usage of concords questions Teacher gives questionnaire which
  • 6. Closure mostly related to the personal experiences of the students, the questions do not involve facts and as stated above, the answers are related to the personal response of the students to the topic.(Refer to Figure Students should find information for Follow up the unanswered questions in ‘W’ activities column Teacher’s comments: Supervisor’s comments:
  • 7. Appendix Figure 1
  • 8. Figure 2 K-W-L Sheet K (Know) W (Want to know) L ( Learned)
  • 9. Figure 3 The excerpts for While- Reading Part 1 The main cause of global warming is air pollution. Air pollution is the release of particles into the air from any burning activities such as burning fuel for energy. Burning fuels such as coal and oil produces a large amount of green house gases. Example of green house gases is Carbon Dioxide. These green house gases rise into the atmosphere and trap the heat, keeping heat from releasing. Thus the temperature increases. Questions:  What is this part about?  Think of the most effective way to preserve the environment and explain why you think this method will be effective. Part 2 We can prevent global warming by reducing the use of cars. This can be done by using public transportation as it reduces one's individual greenhouse gas emissions to the atmosphere. Besides that, we can use bicycle to travel in a short distance. If the emission of the green house gases is reduced, we can ensure that clean air and water will remain for future generations. Questions:
  • 10.  What is this part about?  Think of the most effective way to preserve the environment and explain why you think this method will be effective. Part 3 Each person can play an important role in helping to reduce global warming. Thus, a person should educate himself about global warming. He should learn about the techniques that can be used to prevent global warming. He can get the information from the campaigns organized by the government, mass media such as internet and television and etc. With the knowledge that he has, he will be able to persuade others to make simple but effective changes in daily behavior. Questions:  What is this part about?  Think of the most effective way to preserve the environment and explain why you think this method will be effective. Part 4 One of the effects of global warming is rising of the sea level. With increasing average global temperature, the water in the oceans expands in volume. Besides that, due to the high temperature, the icebergs will melt and this also increases the volume of the water. As the volume increases, phenomenon as ‘flash flood’ will occur. ‘Flash flood’ is a rapid flooding of river or streams which is caused by heavy rainfall. Questions:  What is this part about?
  • 11.  Think of the most effective way to preserve the environment and explain why you think this method will be effective. Part 5 Population growth contributes to global warming. There is a clear link between the problems of global warming and overpopulation, as increases in CO2 levels follows growth in population. Thus, more green house gases are released to the atmosphere. Besides that, we have too many people on Earth, who are using technologies that are destructive for the Earth. Questions:  What is this part about?  Think of the most effective way to preserve the environment and explain why you think this method will be effective. Figure 4 The main cause of global warming is air pollution. Air pollution is the release of particles into the air from any burning activities. Examples of burning activities are burning fuel for energy. Burning fuels such as coal and oil produces a large amount of green house gases. Example of green house gases is Carbon Dioxide. These green house gases rise into the atmosphere and trap the heat, keeping heat from releasing. Thus the temperature increases.
  • 12. Figure 5 (Rational Cloze) Scientists have found that a mother's exposure to certain chemicals which are widely found in urban air can adversely affect a child's intelligence level. Polluted air is bad for kids' developing brains and could also be contributing to the dumbing down of Americans. These chemicals are released into the air from burning activities. The new study, funded by the National Institute of Environmental Health Sciences (NIEHS), the U.S. Environmental Protection Agency and several private foundations, found that youngsters exposed to high levels in New York City had full scale and verbal IQ scores that were 4.31 and 4.67 points lower than children with less exposure to these chemicals. In addition to avoiding living in polluted cities if at all possible, there are other strategies parents can turn to in order to protect and even boost the brain power of their children. For example, as reported in NaturalNews, breastfeeding babies raises IQ levels and fish oil has been shown to improve intelligence levels of teens. Another smart idea is avoid exposing your offspring to neurotoxic chemicals such as fluoride . Figure 6 (Questionnaires) 1. You were walking at your neighborhood and saw your neighbor was burning garbage in an open place. What you will do? 2. Your school is situated only 1km from your house. How you will travel? Give reasons for your answer.