Portfolio Task l&S
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Transcript of Portfolio Task l&S
Handout 1- Unit Map
SJK (Unit 4 : A Farm Experience)
Skill: Listening and Speaking
Name of taskKSSR Learning
Standards
Task-Text-Based Model©
Time Duration
School- Based
Assessment
DescriptorsTd, Pw Td, Ph Pd, Th Pd, Tw
1. Knowing farm animals
and their homes
1.1.4 Able to talk about a stimulus with guidance.
√
60 minutes
2.Guess my home
1.1.4 Able to talk about a stimulus with guidance.
√ Band 5
3. Find my home
1.2.2 Able to listen to and follow: (
a) simple instructions.
√ Band 2
4. Knowing activities in
the farm
1.1.4 Able to talk about a stimulus with guidance.
√
60 minutes5. What can I do?
1.3.1 Able to listen to and demonstrate understanding of oral texts by:
(b) answering simple Wh-Questions
√ Band 5
6. Lend a hand
1.2.1 Able to participate in daily conversations:
(d) offer help
√ Band 3
Handout 2– Task Descriptions
SJK (Unit 4 : A Farm Experience)
Name of task Descriptions (What is this task about? How to carry it
out? What are the lexical sets?)
Rationale (Why is this task important in
developing pupils’ specific skills?)
1. Knowing farm animals
and their homes.
What is this task about?
Introduce farm animals and their homes.
How to carry it out?
1. As a set induction, teacher plays a video clip
entitled “Old Mac Donald”. Pupils sing along (refer
to Appendix 1).
2. Show power point presentation with environmental
sound on farm animals and introduce the places
they are kept (refer to Appendix 2).
3. Ask pupils to identify the animal sound before they
name the home.
e.g.: What farm animal home is this?
4. Pupils read aloud the name of the farm animals’
homes after the teacher.
What are the lexical sets?
main lexical set: coop, shed, pen, pond, hutch
supporting lexical set:
farm animals :chicken, cow, goat, duck, rabbit
‘Wh” question - what
Pupils are exposed to the homes of farm
animals to enable them to learn the new
vocabulary pertaining to farm animals’
home.
2. Guess my home What is this task about?
Pupils guess the home of the animals showed.
How to carry it out?
1. Show the picture cards of the male, female and
their offsprings of farm animals (e.g. billy goat,
rooster, nanny goat - refer to the Appendix 3)
2. Introduce the names of the animals.
3. Pupils say the names of the animals after the
teacher.
4. Ask pupils to guess the homes of the animals.
e.g.: Where does it live?
5. Explain that animals also have family like human.
6. Assess the pupils based on the respond given by
them.
What are the lexical sets?
supporting lexical set:
1. farm animals - rooster, chick, hen, bull, cow, calf, duck,
drake, duckling, sheep, goat, billy, nanny
2. ‘Wh” question - what
Pupils need to know the family of the farm
animals to enable them to have better
understanding about farm animals.
3. Find my home What is this task about?
Pupils paste the animals’ pictures on the correct home.
How to carry it out?
1. Paste the pictures of the farm animals’ home on
the board (refer to Appendix 4).
Pupils apply the vocabularies learnt
pertaining to farm animals and their
homes and also enable the teacher to
assess the level of pupils’ understanding.
2. Divide the pupils into groups and distribute the
pictures of the animals.
3. Ask pupils to match the pictures of animals (refer
to Appendix 5) with the correct homes.
4. Once the teacher whistles, the group
representative will carry out the activity as in no 3.
5. Assess the pupils based on their task. Pupils
should able to listen and follow the instruction and
match the pictures correctly.
6. Award the first group answer correctly with goody
bags.
What are the lexical sets?
Main lexical set:
farm animals home - coop, shed, pen, pond, hutch
Supporting lexical set:
farm animals - rooster, chick, hen, bull, cow, calf, duck,
drake, duckling, sheep, goat, billy, nanny
4. Knowing activities in the
farm
What is this task about?
Explain to the pupils about activities that are carried out in
farm.
How to carry it out?
1. Show the picture cards on activities that are
carried out in the farm, e.g. milk the cows or goats,
collect the eggs, clean the farm home, feed the
animals (refer to Appendix 6).
Pupils need to be exposed to the activities
in the farm so that they can use the
knowledge in their daily conversations.
2. Explain to the pupils that the farm is also used for
growing crops and vegetables.
3. Relate the activities to the farm by asking ‘wh’
question (what). e.g .;-
a) shed milk the cow
What can you do in the shed?
- milk the cow.
b) coop collect the eggs
What can you do in the coop?
-collect the eggs
c) coop feed the chickens with grains
What else can you do in the coop?
- feed the chickens with grains
d) shed / pen clean the farm animal’s home
What can you do in the shed / pen?
- clean the shed / pen
e) hutch feed the rabbits with carrots
What can you do in the hutch?
- feed the rabbits with carrots
f) vegetable farm water the vegetables
What can you do in the vegetable farm?
- water the vegetables
g) pen milk the goat
What can you do in the pen?
- milk the goat
h) pond feed the ducks
What can you do in the pond?
- feed the ducks with grains
What are the lexical sets?
Main lexical set:
Activities in the farm – collect the eggs, clean the farm
animal’s home, milk the cow or goat , feed the animals,
water the vegetables.
Supporting lexical set :
farm animals home : pen, pond, hutch, shed, coop
5. What can I do? What is this task about?
Answering simple Wh-questions.(where, who, why, what)
How to carry it out?
1. Play an audio recording of a conversation among
family members on how they are going to help
their grandmother. Their grandmother is not feeling
well and they plan to help her in the farm.
2. Pupils listen to a dialogue (refer to the audio
recording of a conversation- Appendix 7).
3. Teacher asks Wh-questions based on the
dialogue.
Where are they going?
Who is not feeling well?
Why are they going to the farm?
What can they do in the farm?
4. Pupils to answer accordingly and correctly based
on the conversation they heard.
What are the lexical sets?
supporting lexical set: why, where, who and what
Pupils able to listen and understand the
conversation in order to answer simple
Wh-questions (where, who, why, what).
6. Lend a hand What is this task about?
Participate in daily conversation – offering help.
How to carry it out?
1. Prepare the stations on farm animals’ home ( refer to
Appendix 8).
2. Pair the pupils and ask them to pick up a picture of a
farm animal from the box.
3. The pupils need to identify the home.
4. Pupils need to role play by stating the home and the
activity that they can do there in order to help their
sick grandmother..
5. Pupils go to the correct station (home).
What are the lexical sets?
Main lexical set:
Farm animals - rooster, chick, hen, bull, cow, calf, duck,
drake, duckling, sheep, goat, billy, nanny
Supporting lexical set:-
i. Farm animals’ homes: coop, shed, pen, pond,
hutch
ii. Activities in the farm: collect the eggs, clean the
farm animal’s home, milk the cow or goat , feed
the animals, water the vegetables, grow
vegetables.
.
To enable the pupils to participate in daily
conversations pertaining to farm animals’
homes and activities involved in the farm.
Handout 3 -Trainers Feedback
Unit Planning Written Feedback
Group / Class: Group 4
Names: Chitradavi d/o Silatori @ DoraiIndira d/o GanasanThum Li SenLee An MayPunitha d/o Subramaniam
Aspects Checklist. Have CPs…?
Unit Map
Planning
Created developmental activities from simple to complex?
Identified the Learning Standards for each task?
Identified the stages in the TTB Model©?
Identified the tasks that are suitable for assessment?
Matched the assessment to its descriptor(s)?
Additional
Comments:
The tasks for assessment was not clearly stated. It was not mentioned
anywhere in the activities stated.
Aspects Checklist. Have CPs…?
Scaffolding stages
in the unit planning
Sequenced the activities based on the difficulty of task?
Provided enough support for pupils to complete the tasks?
Ensured that the tasks are challenging while incorporating the
elements of fun and play?
Created activities from word to phrase to sentence to whole-
text level?
Additional
Comments: CPs have to decide the criteria for assessment.
Suggestions for
improvement:
CPs need to number the appendix.
Lecturer’s name: Mr. Fadzillah Bin Fadzil
Date of Assessment: 24-06-2015
Handout 4 - Task Procedures
UNIT 4: A FARM EXPERIENCE
Listening and Speaking
Stage Learning Standards:
1.1.4 Able to talk about a
stimulus with guidance.
1.3.1 able to listen to and
demonstrate understanding
of oral texts by:
(b) answering simple Wh-
Questions (What)
Main Lexical Sets:
Places of animal kept: coop,
shed, pen, pond, hutch
Supporting Lexical Sets:
i. Farm animals: chicken, cow,
duck, goat, rabbit
iii. Wh-questions: What
Learning Objectives:
By the end of this lesson,
pupils should be able to :
1. talk about five homes of
farm animals guided by
pictures.
2. answer simple Wh-
question (What)
pertaining to farm
animals’ home.
Materials:
‘Old Mac Donald’ video clip
(Appendix 1)
Farm animals ppt (Appendix
2)
Assessment:
Task Procedures:
a. Name of task : Knowing Farm Animals And Their Homes.
Task-Text-Based Model : ‘ Teacher do, Pupils watch’
1. As a set induction, teacher plays a video clip entitled “Old Mac Donald”. Pupils sing
along (refer to Appendix 1).
2. Ask the pupils to relate the topic to the song.
3. Show power point presentation (refer to Appendix 2) with environmental sound on
Word
farm animals and introduce the places they are kept.
4. Ask pupils to name the homes by listening to the animals’ sound.
e.g. What farm animal’s home is this?
coop shed pond
pen hutch
Stage Learning Standards:
1.1.4 Able to talk about a
stimulus with guidance.
Main Lexical Sets:
Places of animal kept: coop, shed,
pen, pond, hutchWord
1.3.1 able to listen to and
demonstrate
understanding of oral
texts by:
(b) answering simple Wh-
Questions (Where)
Supporting Lexical Sets:
i. Farm animals: calf, ducklings ,
drake, billy goat, nanny, bull
iii. Wh-questions: Where
Learning Objectives:
By the end of this lesson,
pupils should be able to :
1. talk about the family of
farm animals and the
homes guided by
pictures
2. answer simple Wh-
question (Where)
Materials:
Picture cards with name on
animals by gender or
offspring (refer to the
Appendix 3)
Assessment:
Checklist for L & S
- Band 5
b) Name of task : Guess My Home
Task-Text-Based Model : ‘ Teacher do, Pupils help’
1. Show the word cards of the male, female and their offsprings of farm animals (e.g.
Billy goat, rooster, nanny goat, ducklings, rooster- refer to the Appendix 3)
2. Introduce the names of the animals.
3. Pupils say the names of the animals.
4. Ask pupils to name the animal’s home.
e.g. Where does the animal live?
5. Assess the pupils based on the respond given by them.
Stage Learning Standards:
1.2.2 able to listen to and
Main Lexical Sets:
Places of animal kept: coop, Word
follow :
(a) simple instructions
shed, pen, pond, hutch
Supporting Lexical Sets:
i. Farm animals: calf, ducklings ,
drake, billy goat, nanny, bull.
iii. Wh-questions: Where
Learning Objectives:
By the end of this lesson,
pupils should be able to :
1. Listen to instruction
given by the teacher and
match the pictures of
farm animals with the
correct home.
Materials:
Picture of farm animals by
gender and offspring
(Appendix 3)
Pictures of farm animals’
home (Appendix 4)
Assessment:
Checklist for L & S
- Band 2
c) Name of task : Find My Home
Task-Text-Based Model : ‘Pupils do, Teacher help’
1. Paste the pictures of the farm animals’ home on the board (refer to Appendix 4)
2. Divide the pupils into groups and distribute the pictures of the farm animals (refer to
Appendix 5).
3. Pupils to listen simple instruction given by the teacher and follow accordingly.
4. Pupils to discuss with their group members and match the pictures of farm animals
with the correct home.
5. Once the teacher whistles, the group representative carry out the activity as in no.4.
6. Assess the pupils based on their task. Pupils should able to listen and follow the
instruction and match the pictures correctly.
7. Award the first group answer correctly with goody bags.
Stage Learning Standards:
1.1.4 able to talk about a
stimulus with guidance.
1.3.1 able to listen to and
demonstrate
understanding of oral
texts by:
(b) answering simple Wh-
Questions
Main Lexical Sets:
Places of animal kept: coop,
shed, pen, pond, hutch
Supporting Lexical Sets:
i. Activities on the farm: collect
the eggs, feed with carrot, clean the
farm animals’ homes, feed with
grains, milk, grow vegetables,
water vegetables.
iii. Wh-questions: What
Learning Objectives:
By the end of this lesson,
pupils should be able to :
1. talk about five homes of
farm animals and the
activities involved guided
by pictures.
2. answer simple Wh-
question (what) in daily
conversation.
Materials:
Picture cards with words on
activities in the farm (refer to
Appendix 6 )
Assessment:
d. Name of task : Knowing Activities In The Farm
Task-Text-Based Model : ‘ Teacher do, Pupils watch’
1. Show the picture cards of activities that are carried out at the farm animals’ home,
e.g. milk the cow, collect the eggs, clean the , feed the animals, clean the farm home
(refer to Appendix 6).
2. Relate the activities to the farm. Explain to the pupils that the farm is also used for
growing crops and vegetables.
phrase
3. Relate the activities to the farm by asking ‘wh’ question (what). e.g .;-
a) shed milk the cow
What can you do in the shed? (teacher)
- milk the cow. (pupils)
b) coop collect the eggs
What can you do in the coop?
-collect the eggs
c) coop feed the chickens with grains
What else can you do in the coop?
- feed the chickens with grains
d) shed / pen clean the farm animal’s home
What can you do in the shed / pen?
- clean the shed / pen
e) hutch feed the rabbits with carrots
What can you do in the hutch?
- feed the rabbits with carrots
f) vegetable farm water the vegetables
What can you do in the vegetable farm?
- water the vegetables
g) pen milk the goat
What can you do in the pen?
- milk the goat
h) pond feed the ducks
What can you do in the pond?
- feed the ducks with grains
Stage Learning Standards:
1.3.1 Able to listen to and
demonstrate
understanding of oral
texts by:
(b) answering simple Wh-
Questions
Supporting Lexical Sets:
Main Lexical Sets:
Places of animal kept: coop,
shed, pen, pond, hutch
ii. Wh-questions: where, who,
what and what
Learning Objectives:
By the end of this lesson,
pupils should be able to :
1. answer simple Wh-
question ( where, who,
what, what) in daily
conversation.
Materials:
Audio recording of a
conversation (refer to
Appendix 7 )
Assessment:
Checklist for L & S
- Band 5
e. Name of task : What Can I Do
Task-Text-Based Model : ‘Pupils do, Teacher help’
1. Play an audio recording of a conversation among family members on how they going
to help their grandmother. Their grandmother is not feeling well and they plan to help
their grandmother with her farm.
2. Pupils listen to the dialogue.
3. Play the audio recording again and ask pupils to listen.
4. Teacher asks Wh-questions based on the dialogue.
Where are they going?
Who is not feeling well?
Why are they going to the farm?
What can they do in the farm?
sentence
5. Assess the pupils’ respond based on listening skill and Wh-questions.
6. Pupils to answer correctly in complete sentence according to they conversation
heard.
Stage Learning Standards:
1.2.1 Able to participate in
daily conversations:
(d) offer help
1.3.1 Able to listen to and
demonstrate
understanding of oral
texts by:
(b) answering simple Wh-
Questions
Main Lexical Sets:
Places of animal kept: coop,
shed, pen, pond, hutch
Supporting Lexical Sets:
i. Wh-questions: Where
ii. Activities in the farm: collect
eggs, feed with carrot, clean the
farm animals’ homes, feed with
grains, milk the cow or goat, grow
vegetables and water the
vegetables
Learning Objectives:
By the end of this lesson,
pupils should be able to :
1. converse to help others
in daily life pertaining to
farm activities.
2. answer simple Wh-
question (Where) in daily
conversation.
Materials:
Pictures for stations
(represent the homes of
farm animals –refer to
Appendix 8 )
Pictures of farm animals
(refer to Appendix 5 )
Assessment:
Checklist for L & S
- Band 3
f. Name of task : Lend A hand
Task-Text-Based Model : ‘Pupils do, Teacher watch’
1. Prepare the stations on farm animals’ home.
2. Pair the pupils and ask them to pick up a picture of a farm animal from the box (refer
sentence
to Appendix 5).
3. Pupils to identify the home of the farm animal in the picture.
4. Pupils to role play by stating the home of the farm animal and the activity that they
can carry out based on the conversation they have heard.
Sample dialogue for picture ‘hen’
5. Pupils go to the correct station (home- refer Appendix 8).
(Sample of farm animal station)
6. Assess the pupils based on their participating in the conversation.
7. Pupils should be able to converse in order to help others and use Wh-question
(where) correctly .
Pupil A: Where are we going?
Pupil B: Let’s go to the coop.
Pupil A : We can help grandmother to collect the eggs.