TASK 1 MATERIALS SELECTION AND ADAPTATION FOR TEACHING

READING SKILLS
1A (i) Poem
( before adaptation )

I have a dog
I have a dog.
His name is Fred.
He won't play fetch.
He won't play dead.

He won't shake hands
or sit or stay
or bark or beg
or run and play.

He won't roll over,
shake or crawl.
In fact, he won't
do tricks at all.

When folks ask why
I tell them that's
because my dog
was raised by cats.
--Kenn Nesbitt










(After Adaptation)
I have a cat.
I have a cat.
His name is Pat.
He likes play fetch.
He likes play dead.

He likes shake hands
or sit or stay
or meow or beg
or run and play.

He likes roll over,
shake or crawl.
In fact, he likes to
do tricks at all.

When folks ask why
I tell them that's
because my cat
was raised by dogs.













Target group : Year 3
Level of proficiency : Low and average pupils
Topic : Pets World
Skills :
1) 2.2.4 Able to read and understand a paragraph with simple and compound sentences.
2) 5.1.3 Able to use verbs correctly and appropriately:
(a) regular verbs
Learning outcomes : Pupils could be able:
1) to use read, enjoy and understand the poem.
2) to use regular verbs appropriately.
















1B(i)
Material: Poem ( I have a cat )
I chose a poem entitled I have a dog for my reading class in year 3. All my pupils are
muslims. Therefore, I adapted the poem to I have a cat because the pupils were closer to cats
than dogs. I also changed a few words in the poems so that the poems became more
comprehensible. I put pictures to allow the pupils to imagine the animal and verbs in the poem
too.

As I am teaching Pets World topic, I also chose the poem because it appealed to the
interests and needs of the pupils. I planned to encourage the pupils to do the action while reading
the poems so that, the lesson has an entertaining presentation. The pupils also could remember
the meaning of the verbs easier when they do the actions. The words in the poem were simple,
be taught and practised in the context of real situations. This way, meaning will be clarified and
reinforced.

The poems can be used in the presentation and practice steps. In the presentation step,
the pupils read the poems with actions. Teacher stresses the verbs so that the pupils understand
them clearly. Repetition will reinforce them to say the words with correct pronunciation and
increases. As additional, in the practice step, teacher encourages the pupils to read the poem in
pairs or group to increase their confident and build a better self-esteem.











1A (ii) Article
( before adaptation )
Boy Raises Money For Sick Best Friend
February 28, 2014 Seven-year-old Dylan Siegel has raised over half a million dollars to fund
research in the hopes of curing his best friend Jonah Pournazarian's rare liver disease.
Pournazarian has to be fed a very precise mixture of water and cornstarch every three hours
through a tube in his stomach because he suffers from Glycogen Storage Disease Type 1b. It's a
very rare liver disorder that causes his blood sugar to always be dangerously low. If his parents
or teacher miss a dose, he could die.
One scientist was researching for a cure for the disease, but he was running low on funding and
almost had to stop his research.
That's where Siegel stepped up.
Siegel describes his friendship with Pournazarian as "awesome as a chocolate bar," so he wrote
a book called "Chocolate Bar" about things that are awesome to him to raise money for finding a
cure for his best friend.
"I like to go to the beach. That is so chocolate bar," says one page in the book. "I like to help my
best friend. That is the biggest chocolate bar," says another.
Siegel has been selling the book for $20 for more than a year and has raised $600,000, every
cent of which is going towards research. And thanks to Siegel, Dr. David Weinstein of the
University of Florida research team says its no longer a matter of if but when children with this
disease will be cured.








( After Adaptation )
Boy Raises Money For Sick Best Friend
February 28, 2014 Seven-year-old
Dylan Siegel has raised over half a
million dollars to fund research in the
hopes of curing his best friend Jonah
Pournazarian. He suffered a rare liver
disease.
Pournazarian has to be fed a little
mixture of water and cornstarch every
three hours through a tube in his
stomach. This is because he suffers from Glycogen Storage Disease Type 1b. It's a very rare
liver disorder that causes his blood sugar to always be dangerously low. If his parents or teacher
miss a dose, he could die.
One scientist was researching for a cure for the disease, but he was running low on funding and
almost had to stop his research.
That's where Siegel stepped up.
Siegel describes his friendship with Pournazarian as "awesome as a chocolate bar," so he wrote
a book called "Chocolate Bar" about things that are awesome to him to raise money for finding a
cure for his best friend.
"I like to go to the beach. That is so chocolate bar," says one page in the book. "I like to help my
best friend. That is the biggest chocolate bar," says another.
Siegel has been selling the book for $20 for more than a year. He has raised $600,000 and every
cent of which is going towards research. And thanks to Siegel, Dr. David Weinstein of the
University of Florida research team. He says its no longer a matter of if but when children with
this disease will be cured.





Target group : Year 3
Level of proficiency : Mixed ability pupils
Topic : Four Friends
Skills :
2.2.5 Able to apply dictionary skill to locate words:
(a) entry points.
2.3.1 Able to read for information and enjoyment with guidance:
(b) non- fiction

Learning outcomes : Pupils could be able:
1) to read for information from a non -fiction article enjoyment with
guidance.
(b) non- fiction
2) to find meaning of words from the dictionary.













1B(ii)
Material: Article (Boy Raises Money For Sick Best Friend)
I chose an article entitled Boy Raises Money For Sick Best Friend for my reading class in
year 3. I have changed a few words in the article so that the pupils could understand it. There
were a few sentences that I make it simpler. I have cut the sentences and make them into shorter
sentences. Therefore, the pupils know the meaning of the sentences easier. I also put a picture
of two boys smile and show their true friendship to stimulate the pupils. Pupils also could relate
the picture with the article they will read.

I chose the article because it appealed to the interests and needs of the pupils. The pupils
love the topic of friendship. The article has the aesthetic value for the pupils to gain. The moral
values such as loving and caring in friendship could encourage them to appreciate others too.
The vocabularies in the article were simple and easy to understand. There were many core
vocabularies that were high frequency used in reading text. Besides that, it was an authentic text
and where the content was fully exploited. Although there might be across a new word in a text, it
was in an appropriate context and there were other clues in the text that are provided by the
author to help the pupils work out the meaning of the word.

The article can be used in the presentation and practice steps. In the presentation step,
the pupils read the article. Teacher stresses them to understand the sentences in context.
Teacher asks Wh-questions to encourage them understanding the content of the article. In the
practice step, teacher asks them to give True/False statement to the sentences.








1A (iii) Article
( before adaptation )
The Wheels On the Bus
The wheels on the bus go
round and round
round and round
round and round
the wheels on the bus go
round and round
all through the town

The people on the bus go
up and down
up and down
up and down
the people on the bus go
up and down
all through the town

The driver on the bus says
move on back
move on back
move on back
the driver on the bus says
move on back
all through the town

The babies on the bus go
whaa whaa whaa
whaa whaa whaa
whaa whaa whaa
the babies on the bus go
whaa whaa whaa
all through the town

The mommies on the bus go
shhh shhh shhh
shhh shhh shhh
shhh shhh shhh
the mommies on the bus go
shhh shhh shhh
all through the town



1A (iii) Song
( after adaptation )
The fish in the sea
The fish in the sea goes swim, swim, swim,
swim, swim, swim,
swim, swim, swim.
The fish in the sea goes swim, swim, swim,
all day long.

The lobster in the sea goes pinch, pinch, pinch,
pinch, pinch, pinch,
pinch, pinch, pinch.
The lobster in the sea goes pinch, pinch, pinch,
all day long.

The crab in the sea goes click, click, click,
click, click, click,
click, click, click.
The crab in the sea goes click, click, click,
all day long.

The octopus in the sea goes wiggle, wiggle, wiggle,
wiggle, wiggle, wiggle,
wiggle, wiggle, wiggle.
The octopus in the sea goes wiggle, wiggle, wiggle,
all day long.

Target group : Year 2
Level of proficiency : Mixed ability pupils
Topic : Save the sea creatures
Skills :
2.2.3 Able to read and understand simple sentences in linear and non-linear texts
2.2.5 Able to apply basic dictionary skills using picture dictionaries
Learning outcomes : Pupils could be able:
1) to sing and enjoy the song
2) to find meaning of words from the dictionary.
















1B(iii)
Material: Song ( The fish in the sea )
I chose an article entitled The fish in the sea for my reading class in year 2. I used this
song to teach them topic Sea Creature. I still used the tune of this song because it was
catchy and easy to sing. I changed the lyric so that the song suitable with the topic. I also
chose the sea creatures movement as the lyric so that the pupils will enjoy singing with
actions.

I chose the song because it appealed to the interests and needs of the pupils. The
pupils love to sing along with their friends. The song has the aesthetic value for the pupils to
gain. The pupils could use their creativity to move like the sea creatures. The vocabularies in
the song were simple and easy to understand. There were many core vocabularies that were
high frequency used in reading text. Besides that, the pupils feel motivated, relaxed, positive
and engaged with the song.

The song can be used in the practice steps. In the practice step, the pupils sing the
song. Teacher and pupils sing along with actions. It helps the pupils to achieve deep and
multi-dimensional processing of the language. Then, the pupils will present the song in groups
to encourage them to cooperate with their friends and also build their self-confidence.











TASK 3 : REFLECTION
In the second task, I need to present a storytelling session for to a class of level 1
pupils. So, I chose to make a Big Book entitled Were going for a bear hunt.
Why I chose a Big Book? Among children's books, there are many advantages in using
Big Book for language learning. Firstly, the advantage of using Big Book is that the pictures
offer the pupils a way to understand what the teacher is reading, even if they do not know the
word in the story context. Furthermore, pictures and sentences in the Big Book were big
enough and can elicit students' interest, excitement and discussion. The reason I chose this
story because I want to encourage the pupils to read together with actions and at the same
time share their feeling while reading the story. The first step, I prepared a big book and read it
in front of the pupils at the reading corner in the library. In my opinion, the pupils can share the
story while theyre sitting close to the teacher. The weakness of preparing a Big Book was
time limitation. I need to spend a few days to make the Big Book. So, I think a Power Point
slide shows of the story could replace the Big Book. This is one of the options if the teacher
faced a limited time to prepare the Big Book. Besides that, the weakness of the Big Book was
the laminating film for the pages sometimes shining and the words were hard to read. The
other way to overcome the problem was by using a mounting board rather than laminating the
pages. The other way was the teacher need to be alert with the lighting and make sure the
teacher sat at the suitable positions so that the pages couldnt reflect the light exposure.
Then, I models reading the story. The pupils supposed to repeat after me and do the
actions together. The use of teacher's gestures in the learning of English can have an effect
on memorization; but to make the most of this effect, teachers should make sure that the
pupils reproduce the gestures while repeating the words. Thus, they will be more active in
their repetition and reinforce its trace in memory. Also, the three ways of learning will be
solicited: auditory modality will be provided by the teacher's voice and the repetition. Then,
visual modality will be exposed through the visualization of gestures, and kinesthetic modality
will appear thanks to the reproduction of gestures. All this will enable every pupil to make the
most of the three modalities proposed to reinforce their memorization. But I might face a
problem when probably some of the pupils over reacting the action and get bored of the
repetition in the story. So, I need to stop for a while and advise them to behave properly. Other
way to let them stick to the story was the teacher can use soft and low tone voice. Next, I need
to play my part to encourage them by praising and motivating them to read happily. Maybe at
the next step, I could allow them to read the story in group in front of their friend. This activity
will increase their interest in English and improve their self-esteem as well.

Reading aloud is one of a way to increase pupils to improve the pronunciations.
Reading and understand the story need other ways or steps to achieve it. So, the suggestion
was maybe I could bring the realia materials such as grass and mud to let the pupils touch
and feel the texture. For river and snow, maybe I could bring cool water and ice to let the
pupils touch the materials and as the result, pupils will understand the meaning of the
adjectives in the story.
A picture speaks a thousand words. After reading session, I asked the pupils to get
into groups. Each group get a jigsaw puzzle and letter cards. They need to solve the jigsaw
puzzle and rearrange the word card to form a suitable phrase for the picture. Then, they need
to paste the jigsaw puzzle and the phrase on a piece of paper. Lastly, a pupil from each group
come to the front and all the representative rearrange the picture cards in sequence based on
the story they read. The pupils say aloud the phrase that suitable for the picture cards. Then,
they also need to make the sound that suitable for the picture cards. For example ; Long wavy
grass..swishy..swashy..swishy..swashy.. But then, there were disadvantages of picture cards.
I have to make sure those picture cards must be seen by everyone in the class. Therefore,
pupils will not lose focus on it. I also need to avoid 'confusing' or 'cluttered' pictures with the
vital detail somewhere in the middle.
For the last step, I ask them to get into groups. I gave the pupils worksheet to
complete. The pupils recall what they read in the story. They need to rearrange the pictures in
sequence and write the suitable phrase independently.
Nevertheless, this storytelling session hopefully achieved the target. The pupils read
and enjoy doing the actions in the story. They also should complete the worksheet
independently. The best part was I also could be able to make a big book and put it into my
collection box of teaching materials.