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Subject

English Language

Class / Year

4 Cerdas

Date / Day

16.03.2016 / Monday

Time

8.10 9.10 a.m.

Theme

World of Knowledge

Topic

Unity in Diversity

Focused Skill

Listening and Speaking

Content Standard(s)

By the end of the 6-year primary schooling, pupils will be


able to pronounce words and speak confidently with

correct stress, rhythm and intonation.


By the end of the 6-year primary schooling, pupils will be
able to listen and respond appropriately in formal and
informal situations for a variety of purposes.
1.1.4
Able to talk about related topics with guidance
1.2.4
Able to participate in guided conversations with

Learning Standard(s)

Behavioural Objectives

peers.
By the end of the lesson, pupils should be able to:
Listen and read the poem with correct pronunciation
answer the teachers questions orally regarding the clothes in

the poem
iii discuss about the design of the pupils chosen traditional

Vocabulary

clothes in groups
iv produce a design for the traditional costume
talk about their designed traditional costume to the class
Cheongsam, Baju Melayu, Baju Kurung, kebaya, culture,

Moral Value(s)

veshti, jippa
Love our country

Teaching Aids

Realias of traditional costumes (Baju Melayu, Baju Kurung,


cheongsam, etc.), video of Upin and Ipin, audio of the What
Do We Wear poem, PowerPoint presentations of the list of
traditional costumes, manila cards that contain bubble map,
marker pens, songs, newspaper, scissors, glues, fake

Thinking Skill(s)

microphone
Creativity, cooperating, applying

Multiple Intelligences

Interpersonal, kinaesthetic, aesthetic

Stage/Time
Set Induction

Content

Activities

To arouse the

Upin Ipin Celebrating

pupils interests.
To ask oral
the costumes

the clothes wear by the

shown.

characters in Upin Ipin

(5 minutes)

1. Teacher shows the video of

Eid Fitr to the pupils.


questions about 2. Teacher asks questions about

Resources
Video of Upin
Ipin
Realias of the
traditional
costumes

Examples:
video.
What is this? 3. Teacher shows the realias of
Which race
the costumes wear by the
wears these
charaters like baju
clothes?
kurung, baju melayu,
iii.
Who has this
kebaya and cheongsam
at home?
4. Teacher asks questions about
i.
ii.

the costumes shown.

Presentation
(15 minutes)

1. To introduce the 1. Teacher plays the audio of the What Do We


poem to the
pupils
2. To introduce the
Malaysians

poem of What Do We

Wear poem,

Wear, then, pupils listen

PowerPoint

to the pronunciation and

presentation of

follow the teacher.

traditional

traditional
costumes in the 2. Teacher shows the
PowerPoint presentation
form of
of the Malaysians

PowerPoint

traditional costumes. For


examples:
i.

Baju Melayu

ii.

Baju Kurung

iii.

Cheongsam

iv.

Samfoo

v.

Veshi

costumes

REFLECTION
Todays lesson was really challenging, yet enjoyable and meaningful. I managed to
complete all the objectives for the lesson today. Even though I feel a little bit tired, I was still
very satisfied with everything about my lesson. From my teaching and learning session, there
were strengths and weaknesses that I have found out. For the weaknesses, I had thought of
improvement, in order to do better in the future.
The first strength from todays lesson was on the activity which I found that it was
challenging, yet interesting. the activity of designing a traditional costume was really fun and
meaningful. I could see that the pupils really enjoyed using their creativity to produce a
costume using the newspapers. I could say that the activity was challenging because the pupils
had to use the CCTS to produce the design based on the criteria they had planned. It was good
to encourage the pupils to think creatively and critically as this could make them to be
interested with innovation. Innovation is very important nowadays, in order to fulfil the
Vision of 2020. Therefore, this is one of the teachers responsibilities to make them interested
and consequently, involve in this kind of innovation field.
Apart from that, I found that the use of realias really helped the pupils a lot. The
realias were used to make the pupils understood certain vocabulary which involved in this
lesson. For example, some of the pupils were not familiar with the word jippa, so I showed
them the realia of the cloth. Then, they could see the real thing in front of their eyes. This is
how I could provide them with new vocabulary. Not only that, I also wanted to explain the

word silk, so I used the baju kurung that I brought to the class to show to them the material
of the baju kurnug. Therefore, they could experience the real thing by touching the clothes.
Then, they could guess the meaning really fast. Moreover, it is better to teach when the pupils
could use their senses by touch and smelling the realias. It is the common thing for them to
have high curiousity towards ne things. Therefore, instead of showing pictures, it is much
better to have realias.
The third strength is I found that the focus of using Talk as Transaction had been
achieved, especially during production. Since Talk as Transaction was meant to make the
pupils give information and talk about their product, I could see that they had done a great
job. That was why my objective were achieved. As I had provided the space for them to talk,
in an interesting way, by having a fake fashion show, they seemed to be enjoying the session
very much. I could see they talk a lot about their designed costumes with less pressure. It was
quite difficult to make them speak in English, but by having this kind of activity, they could
have fun and at the same time, giving the information about their products. Therefore, this
activity could be a medium for them to practise speaking in second language.
However, there were still lacking in my teaching and learning session. I found that
groupings might be slightly a problem for the pupils. Even though they were in the same
class, there were pupils who had been the sleeping partners. The sleeping partners did not do
their tasks, instead letting the other members to finish the task given. During production stage,
as each group have to cooperate with each other to produce the costumes made by
newspapers. Therefore, in order to complete the task in the specific time given, the pupils
have to work together. Since there were pupils who avoided doing their responsibilities, they
had given hard time to others. I heard that they were not comfortable with the group members
that I had made for them. However, as classmates, I believed that this should not be a big
problem. Their behaviours were the issue which I concerned the most. Because of some of
these pupils, the others were also being affected.
Even though I had encountered the problem, I realised that I had to search for solution,
so that I could improve in the future lesson. In order to solve this weakness, I thought of
interesting methods of grouping the pupils. The first method is by having groups based on the
chosen icon. I will ask each of them to take an icon from a box and then ask them to be in
groups based on their chosen icon. Therefore, this will be fair for everyone as they have to be
in the respective groups. Furthermore, I realised that having five to six members in a group is
too many. I think I should ask the pupils to sit in a group of three or four only, so that
everyone will involve in completing the task.

TEACHING AIDS
Set Induction (In the CD) Video of Upin and Ipin
Presentation:
What Do We Wear poem In the Audio recording
Pictures of traditional costumes In the PowerPoint Presentation
Practice:
Bubble Map on manila cards

Material:

Criteria/s:

Type of traditional
costume:

Colour/s:

Speciality/ies:

Production:
Pupils designed costumes using newspapers