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INSTITUT PENDIDIKAN GURU KAMPUS PULAU PINANG

CHILDRENS LITERATURE LGA3101


NAME: NISRIN BINTI ZAINAL ABIDIN IC NUMBER: 910106-07-5020 NAME: NURUL AUNI NAJWA BINTI MUKTAR IC NUMBER: 910414-10-5236 GROUP/CLASS: T1 TESL 1 LECTURERS NAME: MS CHOONG CHING CHING

TASK 1: PORTFOLIO Activity 1 Grade Level: Year 3 Target group: Average learners Level of proficiency: Intermediate Theme/Topic: Folktale Unit; The True Story of the Three Little Pigs Focused Language Skills: Listening, Speaking, Reading, Writing and Language Art Aim: To help students create their own versions of stories and learn to write an informal letter. Teaching aids: The True Story of the Three Little Pigs articles, papers, pencils, envelopes, laptop, LCD screen, projector. Students previous knowledge: The Three Little Pigs Steps and Procedures: 1. First, the teacher will read the story from the LCD screen. 2. After that, discuss the differences in this story with the original version that the students remember.

Discuss from whose perspective the original story is and whose perspective The True Story of the Three Little Pigs is told. Are they different or the same?

What are the lessons learned in these stories? Who learn some valuable lessons?

What will happen to the wolf if you are one of the panel jury? Do you want to convict him as guilty or innocent? If he is guilty, what is the punishment for the wolf?
1. When the discussion is over, the teacher will show the sample of an informal

letter. The teacher will teach how the informal letter is written such as the format, the suitable sentences and key words that are required in it.
2. Ask the students to write a friendly letter to the wolf.

3. Explain to the students that they can be themselves or the other characters

from any of the folk tales stories such as Little Red Riding Hood, Ms Bo Peep, Cinderella and The Ugly Step sisters in the letter. 4. The letter can be about how this character feels about what the wolf did and what they think should be his punishment if he is guilty. If the character thinks that the wolf is innocent, write a compassionate or sympathy letter to him. 5. When the students have done their task, ask them to read to the whole class about their letter.

Activity 2 Grade Level: Year 3 Target group: Advanced learners Level of proficiency: Advanced Theme/Topic: Folktale Unit; The True Story of the Three Little Pigs Focused Language Skills: Listening, Speaking,

Aim: To help students develop their speaking skills by discussion and debating. Teaching aids: The True Story of the Three Little Pigs articles, papers, pencils, laptop, LCD screen, projector. Students previous knowledge: The Three Little Pigs and A Wolf Steps and Procedures: 1. First, the teacher will read the story from the LCD screen. 2. After that, discuss the differences in this story with the original version that the students remember.

Discuss from whose perspective the original story is and whose perspective The True Story of the Three Little Pigs is told. Are they different or the same?

What are the lessons learned in these stories? Who learn some valuable lessons? What will happen to the wolf if you are one of the panel jury? Do you want to convict him as guilty or innocent? If he is guilty, what is the punishment for the wolf?
1. When the discussion is over, the teacher will teach how to do proper debate.

The debate does not have to be very formal. The teacher will teach how the simple debate is required such as the format, the suitable sentences and key words.
2. Ask the students to divide into 2 groups. They will act as the panel juries. One

group will represent the wolf and another group will represent the pigs. Each student will have only 2 minutes to debate and rebate.
3. Explain to the students that they can be themselves or the other characters

from any of the folk tales stories such as Little Red Riding Hood, Ms Bo Peep, Cinderella and The Ugly Step sisters in the debate.
4. The debate can be about how this character feels about what the wolf did and

what they think should be his punishment if he is guilty. If the character thinks that the wolf is innocent, defend him.

5. When the students have done their task, ask them to draw a conclusion. Each

group will have 3 minutes to discuss. 2 minutes will be given to deliver the conclusions.
6. The teacher will determine which group is the winner by their performance,

interactions, language proficiency, and evidence. 7. After the debate, ask the students to do reflective thinking.

Activity 3 Grade Level: Year 1 Target group: Average learners Level of proficiency: Intermediate Theme/Topic: Folktale Unit; The Very Hungry Caterpillar Focused Language Skills: Listening, Speaking and Language Art Aim: To help the students arrange a series of picture cards into the logical order to create the story from beginning to end. They will learn days and type of fruits. Teaching aids: The Very Hungry Caterpillar article, flash cards of the days, flash cards of the fruits, laptop, LCD screen, projector.

Students previous knowledge: Knowing Numbers Steps and Procedures:


1. Introduce the story to the students. There will be some pre-reading questions:

What do you think the story is about? What do caterpillars do?


2. Discussion of pictures: There will be some questions: Have you ever seen a

caterpillar with so many colours? How big is a caterpillar? Is it as big as big as this picture? 3. Start reading the story to the students. The students will listen and watch the pictures illustrate on the screen. 4. After reading, give the students the flash cards containing the pictures of fruits. 5. Ask them to arrange the cards according to the story line.
6. After that, ask them to tell the story again based on their arrangement of

cards. The key words are the name of the fruits that be emphasized. Pronunciations are important. 7. Next, give them another set of cards containing the names of the days. 8. Ask them to arrange the cards according to the story line.
9. After that, ask the students to name the days according to the correct

sequence. Ask them to pronounce correctly. The sequence of the days should be working on more. 10. Teacher will go through the answers with them. Activity 4 Grade Level: Year 1 Target group: Slow learners Level of proficiency: Weak Theme/Topic: Folktale Unit; The Very Hungry Caterpillar Focused Language Skills: Listening, Speaking and Language Art Aim: To help the students arrange a series of picture cards into the logical order to create the story from beginning to end. They will learn numbers

Teaching aids: The Very Hungry Caterpillar article, flash cards of the numbers, laptop, LCD screen, projector. Students previous knowledge: Steps and Procedures:
1. Introduce the story to the students. There will be some pre-reading questions:

What do you think the story is about? What do caterpillars do?


2. Discussion of pictures: There will be some questions: Have you ever seen a

caterpillar with so many colours? How big is a caterpillar? Is it as big as big as this picture? 3. Start reading the story to the students. The students will listen and watch the pictures illustrate on the screen.
4. After reading, give the students the flash cards containing the numbers in a

word form. Ask them to arrange the cards according to the story line.
5. After that, ask them to tell the story again based on their arrangement of

cards. The key words are the name of the numbers. Pronunciations are important.
6. Next, give them another set of cards containing the numbers in a symbol

form. 7. Ask them to arrange the cards according to the story line.
8. After that, ask the students to name the numbers according to the correct

sequence. Ask them to pronounce correctly. The sequence of the numbers should be working on more. 9. Teacher will go through the answers with them.

Activity 5 Grade Level: Year 1 Target group: Average learners Level of proficiency: Intermediate Theme/Topic: Folktale Unit; The Gingerbread Man Focused Language Skills: Listening and Language Art

Aim: To help the students to know the type of colours and able to communicate well with their classmates Teaching aids: The Gingerbread Man slide shows, worksheets with instructions, copies of GBM pictures, scissors, colour pencils, stapler, laptop, LCD screen, projector. Students previous knowledge: Myself Steps and Procedures:
1. Introduce the story to the students. There will be some pre-reading questions:

What do you think the story is about? What is gingerbread?


2. Discussion of pictures: There will be some questions: Have you ever eaten

gingerbread? What is the flavour of the gingerbread? Can the real gingerbread talk and walk? 3. Start reading the story to the students. The students will listen and watch the pictures illustrate on the screen. 4. After that, the teacher will deliver the copies of gingerbread pictures and worksheet with instructions to the students. 5. The teacher asks the students whether they remember what the gingerbread is wearing and what changes they want to make to his appearance. 6. The students need to follow the instruction sheets to colour the gingerbread picture. 7. The instruction sheet is as follow: Nose:

If you havent got any pets, colour his nose red.

If you have a cat, colour his nose green. If you have a dog, colour his nose yellow. If you have fish, colour his nose orange.

If you have some other pets colour his nose purple.

Mouth:

If your favourite dessert is ice-cream, colour his mouth red.

If your favourite dessert is cake, colour his mouth pink.

If your favourite dessert is something else, colour his mouth purple. Eyelids: If your favourite season is spring, colour his eyelids pink. If your favourite season is summer, colour his eyelids green. If your favourite season is autumn, colour his eyelids orange. If your favourite season is winter, colour his eyelids blue. Eyebrows: If you have made GBM, colour his eyebrows brown. If you have never made GBM, colour his eyebrows yellow. Buttons: If you are a boy, colour the GBMs buttons blue. If you are a girl, colour the GBMs buttons pink. Retrieved from Kidzone Fun facts for kids. 1. When the task complete, ask them to cut the gingerbread pictures. 2. The teacher will help to stapler their gingerbread pictures to make a chain. 3. The students will decorate their classroom with their gingerbread chains.

Activity 6 Grade Level: Year 2 Target group: Average learners Level of proficiency: Intermediate Theme/Topic: Folktale Unit; The Gingerbread Man Focused Language Skills: Listening, Writing and Language Art Aim: To help the students to get use of the dictionary and improve their spelling and writing. To improve their art skills. Teaching aids: The Gingerbread Man slide shows, papers, pencils or pens, colour pencils, laptop, LCD screen, projector.

Students previous knowledge:Steps and Procedures:


1. Introduce the story to the students. There will be some pre-reading questions:

What do you think the story is about? What is gingerbread?


2. Discussion of pictures: There will be some questions: Have you ever eaten

gingerbread? What is the flavour of the gingerbread? Can the real gingerbread talk and walk? 3. Start reading the story to the students. The students will listen and watch the pictures illustrate on the screen. 4. Ask the students to create their own dictionary based on the story. The can write and draw any object from the story. At least 20 object they need to write. 5. Then, they need to describe the words in short and simple sentence. 6. If possible, give their examples too.
7. They can submit it when they have finished. It may take some days to

complete it.

Activity 7 Grade Level: Year 3 Target group: Advanced learners Level of proficiency: Advanced Theme/Topic: Play: Sasha and the Pearl Focused Language Skills: Speaking and Language Art Aim: To help the students in their language proficiencies and boost their confident levels. Help to increase their acting skills. Teaching aids: Sasha and the Pearl scripts, stage, props, backdrops Students previous knowledge: Types of sea creatures Steps and Procedures:

1. Introduce the play Sasha and the Pearl to the students. There will be some

pre-reading questions: Have you ever seen a pearl before? What is the colour of the pearl? 2. Ask the students some questions like Can we breathe in the water? Why cant we breathe in the water? 3. Read to the students about the play first. 4. After reading, divide the students into several groups. Each groups need to create props from the setting of the play such as pearl, kings crown, spears and even simple costumes of the sea creatures.
5. Ask for volunteers to act the part out. All the students need to be involved with

the play. Not all the students will need to do the talking but they need to act.
6. Ask the students to at least memorize the plot if they cannot memorize the

whole script. They can change the sentences to their own words in the script but not the story line. 7. When they are ready, teacher will help them set up the stage. 8. The students will perform the play. 9. After the play, the teacher will ask them to do reflective thinking.

2. Justify your choice of material and teaching-learning activity based on pedagogical principles. Activity 1. The True Story of The Three Little Pigs They are many ways to teach English for young learners. One of the ways is by using stories. This method was mainly developed in1976 by a team of teacher at Jordonhill College of Education, Scotland. This method not only can be used to teach English but also the other subjects such as history, science, maths, and geography. It depends on the teacher how would they use the story to create an interesting activity for their students. According to Bell, the founder of the method, being a teacher can be very creative, enjoyable and rewarding if teachers know exactly what is expected of them. By empowering the educators they can be helpful as designers of education

hence their strategies encourages their students to be independent learners (Bell, 2006). I am using a story, which is a folk that is suitable for the age of the year 3 average students. The story is not too long or complicated and also not too short and easy for them. My activity is to teach the students to write a simple informal letter. Writing can be bored for the students. I am trying to make this writing activity as interactive as possible. Hence, I am using a story, which is entitled The True Story of the Three Little Pigs for this activity. Here, I would guide them what are their objective to write an informal letter. I am using a scaffolding method. When they already learn the format, I would give them freedom to write what they want that is related to the story. Therefore, children are in touch with the story all the time. They actively discover how things work and start learning in a self-reliant way by creating different models and other meaningful representations of reality (Bell, 2006). Besides the age and target group, I also look into the content of the story. The story that I chose has meaningful contents like what can they learn through the story. The story teaches the students that we must not be lazy and take things easy, for if we do, we may perish. We need intelligent preparation and foresight combined with hard labour will make us victorious over even our most fierce enemy-the wolf. Furthermore, this story gives a natural context for repetition of language such as he sneezed a great sneeze. Students also can be aware of sounds, rhythms and structures such as chinny chin chin. These content are very important for the students because they will find it interesting and easy to remember as the sentences or words keep repeating or rhyming. When the students write a letter, they can imagine who are they want to be. They can pretend themselves as the other character in another story or just be themselves. This will broaden and improve their imagination. In addition, I can provide opportunity for involvement and participation in the classroom such as thinking and interacting, predicting, and guessing. This story has no ending like what happen to the wolf at the end? They need to think or conclude their own stories. This process alone makes for true maturing and developing their creativity.

Lastly, they will do reflective thinking by reading it loud from what have they written. The students can learn and open their mind by another form of stories that they will share from each other. Activity 2. The True Story of The Three Little Pigs Mastering the basic communication is very important. The students should already know how to communicate with other people before they enter the school. In the school, students will be exposed to the more formal communication. They will learn variety of ways to communicate and how to communicate. I am using a story, which is a folk that is suitable for the age of the year 3 advanced students. The story is not too long or complicated and also not too short and easy for them. My activity is to teach the students to be able to speak well by debating. Speaking can be in various forms. I am trying to make this speaking activity as interactive as possible. Hence, I am using a story, which is entitled The True Story of the Three Little Pigs for this activity. Here, I would guide them what are their objective to debate. I am using a scaffolding method. When they already learn the format, I would give them freedom to speak what they want that is related to the story. When the students debate, they can imagine who are they want to be. They can pretend themselves as the other character in another story or just be themselves. This will broaden and improve their imagination. In addition, I can provide opportunity for involvement and participation in the classroom such as thinking and interacting, predicting, and guessing. This story has no ending like what happen to the wolf at the end? They need to think or conclude their own stories. This process alone makes for true maturing and developing their creativity. Besides that, this activity will reduce their shyness to speak. They have to be trained to be outspoken and be able to speak well in their future. This will prepare them when they in the society. Lastly, they will do reflective thinking from what have they gain in this debate activity.

Activity 3. The Very Hungry Caterpillar I am using a story, which is a folk that is suitable for the age of the year 1 intermediate students. The story is short and easy for them to understand. My activity is to teach the students to recognize some fruits and all the days in a week. Teaching directly about it can be bored for them. I am trying to make this learning activity as fun as possible. Hence, I am using a story, which is entitled The Very Hungry Caterpillar. In the teaching process, there are some principles that teachers need to keep in mind. It is necessary to demonstrate that pedagogical principles are not fulfilled only by using a course book, but also by using the storyline methodology (imonk, 2003). I am using a story rather than a textbook to create a fun and unstressed atmosphere for the students. Students will enjoy the simple short story and at the same time, they will learn the names of the days and fruits. They would not feel like learning is a burden to them as they are going through some fun activity. They will not also think that this is actually a learning process and treat it as a playtime activity. This activity is to ensure the students remember what is the name of the fruits and how does it looks like. Besides that, the students must know the days in a week in a right order. Memory is important here. There are students who have good memory for pictures, but poor memory for numbers and dates. A simple short story and colourful pictures will help students to boost the memory from what there are leaning. The teacher will test the students memory on what they have learnt by given them a set of flash cards. They need to arrange them in order. Lastly, the teacher will read again the story and check the answers with the students. Activity 4. The Very Hungry Caterpillar I am using a story, which is a folk that is suitable for the age of the year 1 weak students. The story is short and easy for them to understand. My activity is to teach the students to recognize numbers from one to five. Teaching directly about it can be bored for them. I am trying to make this learning activity

as fun as possible. Hence, I am using a story, which is entitled The Very Hungry Caterpillar. This activity is to ensure the students remember what are the name of the numbers and the symbols look like. Besides that, the students must know the number one to five in a right order. Having to teach the weak students is not easy. I have to take a baby steps to teach them. A sequence of number of only one to five will be enough for them to learn in a day. Memory is important here. A simple short story and colourful pictures will help students to boost the memory from what there are leaning. The teacher will test the students memory on what they have learnt by given them a set of flash cards. They need to arrange them in order. Lastly, the teacher will read again the story and check the answers with the students. Activity 5. The Gingerbread Man All of us have varying degrees of each intelligence. Remember that instructional practices should involve all intelligences, so that everyone has the opportunity to learn (Gardner, Encyclopedia of Educational Technology). I am using The Gingerbread Man story to teach colours for the year 1 students. Besides learning, I create a activity that emphasize on spatial intelligence. This activity will increase their art skills. This will give the opportunity for the students who can learn easily by using visual aid. They will remember easily through arts. Therefore, Illustrations are an inherent part of all storybooks. They synchronise with the text and help children to understand the story and develop their visual literacy. In addition, they may also help children to understand the unknown vocabulary. Students are able to predict the story just by looking at illustrations. Asking the students to colour their own pictures using instruction will help them to remember better because they are involve the learning process. It is learning through doing and they do not have to sit silently all the time. It was easy for them to follow the instructions, because it is related to themselves such as their favourite food, what gender are they and what kind of pet they have. From here, they will figure out what colour are they going to colour the

pictures. Stories offered the possibility of making an activity where children not only develop their art skills, but also used English at the same time. Part of this activity is based on the Internet page called Kidzone Fun Facts for Kids. Activity 6. The Gingerbread Man I am using a story, which is a folk that is suitable for the age of the year 2 average students. The story is not too long or complicated and also not too short and easy for them. My activity is to teach the students to write and draw at least 20 things that they can find in the story. Besides that, they will learn to describe or explain the things and give examples just like in the dictionary. Writing can be bored for the students. I am trying to make this writing activity as interactive as possible. Hence, I am using a story, which is entitled The Gingerbread Man for this activity. This task will be easy for them as they are familiar with the story because the teacher already told them. There are many things that they can include in their dictionary such as parts of a body, clothes, animals, seasons and colours. In addition, the students will upgrade their skills by art. They will need to draw and colour what they had written. This task will take times. Students do not have to rush to complete their handout. Their work qualities are important. After they had finished their dictionary, teacher will place their work at the reading corner in the classroom. Every student will have their chance to read their friends dictionary and compare and contrast their works.

Activity 7. Sasha and the Pearl


Human beings cannot live without stories quoted by Ann Douglas.

As the quote above shows, stories are a part of our life. Story is being read to the children since they were toddlers. The main characters are everything that they want to see or even be such as princes, princesses, kings and queens, dragons, devils, animals, good characters and bad ones too. Children learn about the outside world through these characters before they start going to school. Hence, it is a good way for the students to do a play as their learning activity. It is a good chance for the students to have the opportunity to be someone that they really wanted. Lets make their dream come true for at least a while. Play can form an effective learning for the students. They will remember better because they would have been through the process of it. This principle is based on sensual perception, experiences and imagination, which are incorporated into the storyline teaching process. Besides that, students can improve their self-assured by acting. They need to fight the stage fright. The students also will improve their level of proficiency in their pronunciations, intonations and rhythms by acting. They will

try to be real although they know that it is just acting. This is called the affective principle where the children are drawn into a story, they start to like the main characters, dislike the negative ones and by dramatizing a story they are able to demonstrate their attitudes towards the characters. (imonk, 2003) Furthermore, the students will learn to be creative in many forms. One of it is they can change a little bit of the script but still maintaining the story. They also can show their creativity by making the props and the backgrounds. There is a numerous benefits children gain through the uses of a play in the teaching process. The students will be attentive of cooperation or teamwork, which, they will need it in their future life. They will learn to communicate and tolerate with each other. Lastly, after the play, the teacher will do reflective thinking to their students about their roles REFERENCE Bell, S. Introduction to the Storyline Method. Articles on The Storyline Method. De Akelei, Assendelft, The Netherlands. 10 Sept 2011<http://www.acskive.dk/storyline/>. Gardner's Multiple Intelligences. Bundaberg Curriculum Exchange. 10 Sept 2011 <http://www.teachers.ash.org.au/bce/multint.htm>. Gingerbread Man. Central Falls School District. 9 Sept 2011 <http://cfschools.net/schools/ch/heazak/ginger/ginger.html>. Gingerbread Man. Kidzone Fun Facts for Kids. 15 Sept 2011 <http://www.kidzone.ws/thematic/gingerbread/index.htm>. Hoffman, Bob. Haward Gardners Multiple Intelligences.Encyclopedia of Education 10 Sept 2011 <http://coe.sdsu.edu/eet/Articles/multiintell/>. imonk, Oldich. Didaktick Principy. vod do koln Didaktiky. Brno: MSD Brno, 2003. 30-35

Procedure Year Target Group Level of proficiency Aim poems. Topic/Theme Students Previous Knowledge Teaching Materials Procedure :3 : Average students : Average : To learn the verb that can be found in the : Poems: Row, Row, Row Your Boat. : Nursery Rhymes is basically sing a song. : Manila paper, Marker, Radio :

1. The teacher pastes a manila paper which contain the song Row, Row, Row Your Boat on the board. 2. The teacher read the words to the students and pointing at the words she reads. 3. The teacher reads and the students follow what is read so that they get the correct pronunciation. 4. The teacher tells the students that this is actually a song.

5. Teacher plays the song from the radio and let the students catch the rhyme of the song.

6. The teacher sings along the song with the music and shows them the action to the students. 7. The teacher asks the students to stand up and sing along with the music. 8. Teacher asks the students to do the action and sing along with them.

9. Teacher asks the students to do the action and the teacher will point to the words where the students sing and do the action. 10. Students do the action while sing the song.

In this activity which I called the action song, the students learns the big ideas, key skills and processes, modes of discourse, ways of thinking and practising, attitudes and relationships, which are the most valued learning processes and outcomes in particular contexts. The students learns that in action songs there are verb that they can do some action on it. Some students if they are creative, they can do the action by themselves. Effective pedagogy needs assessment to be congruent with learning which means assessment is designed and implemented with the goal of achieving maximum validity both in terms of learning outcomes and learning processes. It should help to advance learning as well as determine whether learning has occurred. The activity also promotes the active engagement of the learners. It is to promotes the students independence. This is where the students build the action by themselves which also show that they can think creatively and independently.

Procedure Year Target Group Level of proficiency Aim Topic/Theme Students Previous Knowledge Teaching Materials Procedure :3 : Average students : Average : To learn the rhyme and pattern of a poem. : Poems: What Do You Suppose? : Nursery Rhymes is basically sing a song. : Manila paper, Marker, Colour Paper, Glue. :

1. The teacher paste a manila paper which contains a complete poems on the board. 2. The teacher reads the poems to the students and while reading, the teacher point each word that is said. 3. 4. 5. Teacher reads and the students follow. The teacher asks the students to read by themselves. Teacher takes out the manila paper from the board.

6. Teacher paste a pile of word on the board and tell the students that they have to arrange the words accordingly to make the poem complete again.

7. The pile of words was divided into lines and the students are also divided into 3 per groups. 8. Within their group, the students have to discuss among themselves the correct arrangement of the words. 9. After discuss, the teacher asks the group to come to the front and arrange the words accordingly and they have to read it out loud to their friends. 10. After all lines is completely arranged, the teacher ask all students to read the completed poem.

This activity will require the students to communicate with their friends in order to obtain the correct answer. This is where the activity foster both individual and social processes and outcomes. They discuss with each other and learn to make things together. Apart from that, it also equips learners for life in its broadest sense. They learn to combine the words in the poems through the sound of the words and they also develop the intellectual, personal and social resources that will enable them to participate as active citizens. Effective pedagogy needs assessment to be congruent with learning. This is where the activities is used to test if the students understand or remember what is being thought. If the students are able to answer the questions correctly, it means that the learning processed is done successfully by the teacher.

Procedure Year Target Group Level of proficiency Aim :3 : Advanced Learners : Advanced

: To learn listen to the song and catch the words that is said. : Poems: Row, Row, Row Your Boat. : Nursery Rhymes are basically sing a song. : Manila paper, Marker, Radio :

Topic/Theme Students Previous Knowledge Teaching Materials Procedure

1. Teacher play the music with the radio and ask students to listen to the song. 2. 3. The teacher gives each students a paper of fill in the blanks questions. Teacher asks students to listen to the song and fill in the blanks.

4. The question that is given is the nursery rhyme lyrics where it contains blanks where students have to listen to the song carefully to fill it with the correct answer. 5. Teacher play the song again and after that asks the students if they finished it or not. 6. The teacher check the answer with the students and ask them if they got it correctly.

7. Teacher play the song again and asks the students to sing the song with the lyrics. 8. Teacher ask the students to sing the song without the music.

In this activity, the students will be practicing their listening skills. The students is asked to fill in the blanks with the correct answer if they listen to the song carefully. Apart from that, effective pedagogy recognises the importance of prior experience and learning. It takes account of what the learner knows already in order for them, and those who support their learning, to plan their next steps. This includes building on prior learning but also taking account of the personal and cultural experiences of different groups of learners. In this activity, the students should know what they must do in order to get the correct answer. It also promotes the active engagement from the students where they have to fill in the blanks and listen to the song in order to obtain the correct answer.

Procedure Year Target Group Level of proficiency Aim Topic/Theme Students Previous Knowledge Teaching Materials Procedure 1. :3 : Average students : Average : To learn the rhyme and pattern of a poem. : Poems: What Do You Suppose? : Nursery Rhymes is basically sing a song. : Manila paper, Marker, Colour Paper, Glue. :

Teacher paste a manila paper which contains a poem at the board.

2. Teacher read the poems to the students and pointing at the part where the teacher reads. 3. Teacher reads the poem line by line and the students follow what the teacher read. 4. Teacher pointing the words and the students read what is being pointed. 5. The teacher takes away the Manila paper with the complete poem.

6. The teacher paste another manila paper which contain the same poem but with fill in the blanks question at the board. 7. Teacher paste coloured papers which contain the answers for the blanks on the fill in the blanks questions.

8. Teacher asks volunteer to come to the front and fill in the blank with the coloured paper that contain the answer. 9. out. If the student answers it wrongly, teacher asks other students to try it

10. After the students paste the correct answer, the teacher will ask the students to read it to the class. 11. 12. Then, the teacher will call another student to answer the question. If the students answer it correctly, teacher will praise them.

This activity is called fill in the blanks where I ask the students to fill in the blanks with the correct words. One of the pedagogical principles is that it requires learning to be scaffold. First, I guide the students by reading the poems with the correct pronunciation. Then, I read together with the students. Then the students read by themselves. Next, the students have to complete the poem by themselves. Apart from that, effective pedagogical principle also recognizes the importance of prior experience and learning. Maybe before this, they only know the nursery rhyme but after learning poems, maybe they can create their own poems. Apart from that, it also promotes the active engagement of the learners. The students have to answer the question at the front by paste the correct answer and read it out loud to their friends which show, they are active learner.

Procedure Year Target Group Level of proficiency Aim :3 : Advanced Learners : Advanced

: To learn to picture a poem. : Poems: Mice. : Nursery Rhymes are basically singing a

Topic/Theme Students Previous Knowledge song.

Teaching Materials : Drawing blocks, Colour Pencils, Crayons and Manila paper Procedure :

1. The teacher pastes a manila paper which contains a poem entitles Mice. 2. 3. The teacher will read to the students the poems. After reading the poem, the teacher will explain the poem, line by line.

4. Then the teacher will ask the students how they portray the poems in their mind. 5. The teacher asks the students to draw what they picture on their mind about the poem. 6. The teacher will guide the students if they did not know what to do.

7. The teacher will help the students to understand the meaning of the poem. 8. The teacher asks the students if they have finished the drawings.

9. The teacher will ask at least 3 volunteers to come to the front and asks the students to tell their friends about their drawing. 10. 11. The teacher will praise the students. Teacher paste students works at the notice board.

This activity will encourage the students to think broadly or out of the box. This activity will encourage the student to be independent and think for themselves. Apart from that, if the student did not understand the meaning, they will ask the teacher. This is where the scaffold comes in where the teacher will help the students by giving example and clue and when the students understand what is being said, he or she will be able to answer the question by themselves. Apart from that, this activity can test how much a student understands a poem. If they can draw many things which is related to the poems and able to give explanation why they draw such way, then, it means they understand the answer. Apart from that, this activity also requires active engagement from the students. All students will be participating in this drawing which means all of them can brings out their idea about the poems.

Procedure Year Target Group Level of proficiency Aim :4 : Advanced Learners : Advanced

: To learn to do a drama by using puppets. : Sasha and the Pearl : Drama can be dramatized by human. : Puppets, Big box (as a TV) :

Topic/Theme Students Previous Knowledge Teaching Materials Procedure

1. Before the class started, the teacher has already prepared the materials which are going to be used in the puppet show. 2. The teacher has also selected some students to be the one who holds the puppets during the puppet show. 3. The teacher will have to explain first to the selected students what is the drama is all about and do some practice with them. The teacher will practice the pronunciation with the students, the intonation, and the puppet movement. 4. The teacher will help the selected students to memorize the script by using a simpler version. 5. On the day of presentation, the teacher asks the other students to sit on the floor facing a big box which was decorated to be the puppet stage. The box must be big enough. 6. The teacher will be watching and at the same time, will also help the selected students to do the puppet show. 7. After the presentation, the teacher will ask the students, which character they like the most.

8. Next, each of the selected students will explain about their character to the class. 9. If the students have some question about the story, the teacher will explain to them the story. 10. After the puppet show is over, the teacher will ask the students to draw a story line based on the puppet show to test whether their understanding of the story.

This activity is about retelling the story by using puppets. The students who were selected to hold and play the puppets will learn about intonation. In the future, they will be able to express their emotion in drama and they can also dramatize a drama well because they know how to say the word according to the correct intonation. Apart from that, this activity can make the student be independent. They learn how to memorize a script, and they learn how to play the puppet. However, those who sit and watch are not the one who cannot play the puppet well because children are known as a natural puppeteer. They play with dolls and puppet and that is their prior knowledge. Now, in the class, they have to play the puppet but according to the script. One of the pedagogical priciple is that it recognises the importance of prior experience and learning which means it should take account of what the learner knows already in order for them, and those who support their learning, to plan their next steps. This includes building on prior learning but also taking account of the personal and cultural experiences of different groups of learners. Apart from that, the students will be actively involved in the activity. Those who were selected will do their part of the storytelling and the other students will have to retell the story by draw the storyline based on what they saw and what they understand. It was said that pedagogy should engage learners with the big ideas, key skills and processes, modes of discourse, ways of thinking and practising, attitudes and relationships, which are the most valued learning processes and outcomes in particular contexts which means they will express their idea about the story, what they understand.

Procedure Year Target Group Level of proficiency Aim :2 : Advanced Learners : Advanced

: To learn to combine picture to make a poem. : Poems: Mice. : Nursery Rhymes are basically sing a song. : Jigsaw Puzzle :

Topic/Theme Students Previous Knowledge Teaching Materials Procedure 1.

The teacher divides the student into 3 per group.

2. The teacher gives the student a jigsaw puzzle where the students have to arrange it accordingly. 3. The jigsaw puzzle is made up of words and picture of a poem.

4. Before the students start, the teacher will read the poems and the students have to listen to it first. 5. Then, the teacher will read it again and the student have to start arrange it. 6. The teacher asks if the students get it or not.

7. If the students do it wrongly, the teacher will read the poem again with a slower pace. 8. 9. The teacher reads it again and the students will check their answer. Then, the teacher asks certain groups to read their answer.

10. If they do it wrongly, the teacher will correct them and if they pronounce the word wrongly, the teacher will correct them. 11. Lastly, all students will read the poem together.

In this activity, the teacher helps the students by read the poems first. the students finish the poems within their groups which means this activity will fosters both individual and social process and outcomes. In this activity, students will build a healthy relationship with other students by discussing the answer. They will help each other in order to obtain the correct answer. The activity is also practices the students listening skills. They have to listen to the poems carefully.