RIS

SEMESTER 1 SESI 2010/20

KAB 3023 : TEACHING ENGLISH FOR YOUNG LEARNERS

ASSIGNMENT TITLE

ASSSIGNMENT 1
KUMPULAN
UPSI01 (A132PJJ)
PREPARED BY
NAME

NO. ID

NO. TELEFON

MUHAMMAD KHUSAIRI BIN MOHD YUSOF

D20121061563

0174340785

NAME TUTOR E-LEARNING: MRS. LEELA CHAKRABARTY

DEADLINE

: 28 APRIL 2014

TABLE OF CONTENT

CONTENT

PAGES

INTRODUCTION

LESSON PLAN

CONCLUSION

APPENDICES

8 14

REFLECTIONS

3-7

15

ASSIGNMENT 1 (LESSON-PLAN) (40%)

Prepare a lesson plan based on a story that you have chosen; for exampleGoldilocks and the Three Bears. The lesson should focus on reading skills such as
addressing comprehension and vocabulary. The lesson plan should be completed
based on the format given including your appendices(handouts, materials).

INTRODUCTION
As teachers, we need to know the basic skills of automatic recognition of the linguistic cues
used in the text. Bearing this in mind, this assignment had been devised to expose the
teachers to the process of analyzing the linguistic cues used in a text, and thus can be
implemented in classroom teaching of reading.
All the skills and strategies required in learning to read cannot be acquired all at once.
Learning to read is a developmental process. At different stages, different things are given
special focus and it should be borne in mind that reading is a rule-governed activity. As an
independent reader in L2, comprehension depends very much on the amount of automatic
recognition of linguistic cues used in the text by the reader.
It has long been realized that there are many pervasive problems in the teaching and learning
of reading comprehension in the ESL context. Bearing this in mind, it was therefore
imperative to find some solutions to overcome these problems.

LESSON PLAN FOR THE TEACHING OF READING

Class

: Melati

Date

: 18th March 2014

Day

Tuesday

Week

Time

60 minutes

No. of Pupils

: 25

Topic

: Goldilocks and the Three Bears

Skills

: (BI 1.10.2) Ask simple questions pertaining to:

-

Stories heard or read

situations

Language Aspect

Grammar

Learning Outcome

: At the end of the lesson, students should be able to answer

6 out of 8 grammar questions using the answers given.

Previous Knowledge : Students have background knowledge of answering

grammar questions.
Moral Values

Respecting others

Teaching Aids

: Realia, puppets, picture cards, worksheets, template

Reference

Nuttal, C. (1996). Reading skills in a foreign language.

London : Heinemann.

STAGE / TIME

TEACHING/LEARNING ACTIVITIES

Set Induction

Whole Class Activity

(7 minutes)

1. Teacher shows the house and questions

TEACHING AIDS

Realia of house
(Appendix 1)

the students.

Rationale
To

stimulate

students interest in
the story.

Puppets
(Appendix 2)

Questions
a. What is this?
b. Can we enter peoples house without
permission?
c. Who do you think lives here?
d. Why not?
2. Students answer the questions.
3. Teacher introduces the puppets and asks
questions that lead to the story.
Questions
a. Where do you think they live?
b. Who is this?
c. Who is the girl?
_____________________________________
Whole Class Activity

Stage 1

1. Teacher tells the story.

(15 minutes)
Rationale
To

ensure

the

students understand

2. Students listen to the story.

(Appendix 3)

3. Teacher shows picture cards as she tells

Picture cards
(Appendix 4)

the story.

the story better and

assist

them

achieve
objective

to
the

of

Story

the
5

lesson.

Stage 2

Whole Class Activity

(10 minutes)

1. Teacher asks questions on the story.

Rationale

Questions

To

assist

the a. What did she see in the forest?

students to achieve
the objective of the
lesson.

b. Where did Goldilocks go?

c. Was the soup cold?
d. What were on the table?
2. Students answer the questions.

Stage 3

Individual Activity
Worksheets

(15 minutes)

1. Teacher distributes worksheets on

(Appendix 5)

Rationale

comprehension questions pertaining to

To develop students

story and handout on the story.

ability in answering
comprehension
questions.

2. Teacher gives instructions on how to

answer the questions.
3. Students answer the questions.
4. Teacher corrects the students work as they
complete it.
5. Teacher puts some examples on the soft

Story handouts
(Appendix 3)

board.

Closure

Whole Class Activity

(5 minutes)

1. Teacher reinforces the story by going

through the comprehension questions

Rationale
To

provide

students

the
the

opportunity to tap

inculcate

2. Students answer the questions.

3. Teacher brings in the moral value of the

their schemata.
To

orally.

the

story.

moral value of
respecting others.
_____________________________________
Whole Class Activity
Extended Activity

Template
1. Teacher distributes worksheet on colouring
(Appendix 6)
2. Students colour the template.

CONCLUSION
What reading enables a person to do must be perceived as interesting and worthwhile.
Otherwise, no reading will take place beyond school and beyond the stage of learning to read.
There is ample proof of this in the Malaysian statistics on reading. Although, the literacy rate
is high, the amount of reading actually engaged in is very little. The reading teachers job
does not end when the student can read. It also involves making him want to read. In this
sense it is not enough to bring the horse to the water. The teacher must also make him thirsty.
7

APPENDIX 1

APPENDIX 2

APPENDIX 3

The Story of Goldilocks and the Three Bears

Once upon a time, there was a little girl named Goldilocks. She went
for a walk in the forest. Pretty soon, she came upon a house. She
knocked and when no one answered, she walked right in.
At the table in the kitchen, there were three bowls of porridge.
Goldilocks was hungry. She tasted the porridge from the first bowl.
"This porridge is too hot!" she exclaimed.
So, she tasted the porridge from the second bowl.
"This porridge is too cold," she said
So, she tasted the last bowl of porridge.
"Ahhh, this porridge is just right," she said happily and she ate it all
up.
After she'd eaten the three bears' breakfast, she decided she was
feeling a little tired. So, she walked into the living room where she
saw three chairs. Goldilocks sat in the first chair to rest her feet.
"This chair is too big!" she exclaimed.
So, she sat in the second chair.
"This chair is too big, too!" she whined.
So, she tried the last and smallest chair.
"Ahhh, this chair is just right," she sighed. But just as she settled
down into the chair to rest, it broke into pieces!
Goldilocks was very tired by this time, so she went upstairs to the
bedroom. She lay down in the first bed, but it was too hard. Then she
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lay in the second bed, but it was too soft. Then she lay down in the
third bed and it was just right. Goldilocks fell asleep.
As she was sleeping, the three bears came home.
"Someone's been eating my porridge," growled the Papa bear.
"Someone's been eating my porridge," said the Mama bear.
"Someone's been eating my porridge and they ate it all up!" cried the
Baby bear.
"Someone's been sitting in my chair," growled the Papa bear.
"Someone's been sitting in my chair," said the Mama bear.
"Someone's been sitting in my chair and they've broken it all to
pieces," cried the Baby bear.
They decided to look around some more and when they got upstairs to
the bedroom, Papa bear growled, "Someone's been sleeping in my
bed,"
"Someone's been sleeping in my bed, too" said the Mama bear
"Someone's been sleeping in my bed and she's still there!" exclaimed
Baby bear.
Just then, Goldilocks woke up and saw the three bears. She screamed,
"Help!" And she jumped up and ran out of the room. Goldilocks ran
down the stairs, opened the door, and ran away into the forest. And
she never returned to the home of the three bears.

11

APPENDIX 4

12

APPENDIX 5

Choose the correct answers and fill in the blanks.

three bears

hot

forest

Baby

living room

porridge

house

big

Goldilocks went for a walk in the _______________.

She saw a _______________ in the forest.

There were three bowls of _______________ on the table.

The first bowl of porridge was too ______________.

Goldilocks saw three chairs in the _______________.

The second chair was too ______________.

Goldilocks slept on _______________ bears bed.

Goldilocks saw the _______________ when she woke up.

13

APPENDIX 6

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Part B: Reflections (20%)

Through the pages of the work I provide, found a number of students could
not pronounce and read words with care. Students may be asked permission for me
to write the answers on the board. They can not write the correct answer based on
the picture . Therefore I have to make spelling and writing activities with them .
However, teaching and learning activities run smoothly . The students also show
their active involvement in the activities . What I want to mention here is that as a
preschool teacher I have to approach learning through play and can be implemented
efficiently , effectively to produce human capital that dominates the knowledge , skills
and a high degree of competitiveness .
The role of pre-school teachers should be increased by a space or a stimulus
for children to be able to play , providing materials and materials for children to
develop knowledge through play and also be competent observer to a child while
playing . This is because the play is not only able to develop the skills and
knowledge of children, but it is a medium that is able to motivate children naturally.
Although most of the little ones play in the world will always bring good to him , there
were times when play activities can also have an impact that is inappropriate and not
positive. Therefore, as a parent and preschool teacher who is concerned we must
jointly take time and look for opportunities to create a positive playing environment
for the children in our care .
However, in my view, the teacher is free to choose any method deemed
appropriate and potential students by taking preferences and their maturity level. The
success of any learning depends not just on knowledge, and personality ketohohan
teacher like sincerity, honesty, trust, responsibility and so on, but it depends on the
teacher's wisdom teaching and learning sessions to know whether students are
closer in terms of personality, family background and community students
themselves with interviews and questionnaires. Privacy student may include physical
attributes and mental, mood, alertness and ambition. Teachers not only need to
know the names and physical attributes of students, but they need to recognize and
comprehend the feelings, achievements and aspirations of the students.

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