BI1-0620 Iman Najwa binti Ahmad - Task 1a_Name_Unit

Topic : Module 8: Amazing Animals
Teacher’s Name : Iman Najwa bt Ahmad
Year : 4
Subject : English Language
Duration : 8:00 a.m. - 9:00 a.m.

Skills :
1. Main Skill: Reading
2. Complementary Skill: Writing

Content Standard :
1. Main Skill: 3.2 Understand a variety of linear and non-linear print and digital texts by using
appropriate reading strategies
2. Complementary Skill: 4.2 Communicate basic information intelligibly for a range of
purposes in print and digital media

Learning Standard :
1. Main Skill: 3.2.2 Understand specific information and details of simple texts of one or two
paragraphs
2. Complementary Skill: 4.2.1 Explain and give reasons for simple opinions

Analyze Learners

Number of Students : 20

Age: 10 years old

Level: The pupils mostly have similar intelligence level - 12 pupils are in the range of medium to high
intellectual ability while 8 pupils are categorised as slow learners with lower intelligence ability.

Socioeconomic Background: As the school is located in an urban area, most of the pupils come from
a middle class to upper class family with parents working in a private sector or under government.
Hence, pupils are exposed to the usage of technologies in their daily life including in educational
aspects.

Core Competency: Pupils are familiar with different species of animals when they watch them on the
television or see the animals in real life. However, when they read a short paragraph of that particular
animal, they have trouble guessing what kind of animals the text is referring to due to their inability to

recognize specific information of the paragraph. Another weakness includes their lack of knowledge in
understanding English terms for 3 groups of animal diet - carnivore, herbivore and omnivore.
Learning Styles: 10 pupils are visual learners, 7 pupils are auditory learners and 3 pupils are
kinaesthetic learners.

State Objectives

By the end of the lesson:
1. Pupils will be able to identify at least 4 main ideas of a paragraph about animals correctly
through the video shown by the teacher.
2. Pupils will be able to write at least 2 opinions and reasoning about animals with suitable
statements and relevant details accurately.

Select Media, Materials and Methods

INDUCTION SET
Media : Pictures
Method : Question and answer (Q&A) session
Material : Flashcards
Rationality of the Selection : Colourful flashcards of animals can attract pupils’ attention and focus to
begin the lesson. It also helps in engaging the pupils to actively recall their prior knowledge about the
animals displayed such as their species, habitats and sizes. This material will develop their learning
readiness to cope with the lesson of the day.

STEP 1
Media : Multimedia
Method : Explanation
Material : Video
Rationality of the Selection : The visual and auditory nature of video suits the needs of pupils with
visual and auditory learning styles. It allows them to process information effectively. Videos can also
increase knowledge retention since teachers can replay or pause the video to review the content again
or to point out important information about the animals.

STEP 2
Feedback: Pupils submit their worksheet in the Google Classroom.
Media : Live Worksheet
Method : Group discussion and assessment
Material : Google Docs

Rationality of the Selection : Live worksheet allows peer collaboration in discussing and completing
the tasks together. It also keeps the students occupied so that they are not distracted throughout the
lesson.

STEP 3
Feedback: Pupils send the audio of them reading the book in the Google Classroom.
Media : Digital Book
Method : Explanation and assessment
Material : Flip ebook
Rationality of the Selection :.Flip ebook supports pupils to read independently. Pupils can listen to
the narration while following along to it. The narration can act as a guidance for pupils, especially the
beginners, to pronounce each word correctly.
CLOSURE
Feedback: Pupils screenshot their final score and submit the picture in the Google Classroom.
Media : Educational Game
Method : Assessment
Material : Gamilab
Rationality of the Selection :Educational game allows teachers to assess pupils’ understanding
towards the topic based on their final score. It also develops pupils’ fast strategic thinking and problem
solving skills.

Utilize Media, Materials and Methods

INDUCTION SET

Material ー Flashcards : Colourful and attractive flashcards are used to captivate students’ attention
towards the topic they are going to learn. It can also engage their brain to recall their prior knowledge
about the animals that are shown on the flashcards.

How to evaluate/present : Before introducing the topic ‘Amazing Animals’ to the pupils, the teacher
shows a number of flashcards that contain pictures of different animals. Then, the teacher asks several
basic questions about the animals such as their species, colours and sizes.

Environmental readiness : Teacher ensures that all pupils have joined the Google Meet before
starting the lesson. To confirm that all pupils are at home and in a comfortable position to learn, they
are required to open their web camera so that the teacher can monitor each one of them.

Learning experience readiness : It is a student-centered learning where the teacher uses discussion
and inquiry-based methods to introduce the topic to the students. Teacher asks questions about the
pictures while the pupils answer them and contribute their ideas and knowledge. Then, the teacher will
make a relation between the materials to the topic they are going to learn.

STEP 1

Pupils watch a video that is shown by the teacher.

Material ー Video : The video explains about three types of animal diets which are carnivore, herbivore
and omnivore. In order to ensure pupils can grasp the main idea and specific information of the videos,
the teacher will pause and replay the video when it shows important information.

How to evaluate/present : Before starting the lesson, the teacher conducts a test run of the video to
ensure that the audio and quality are in a good condition. During the lesson, the teacher presents the
video in full screen so that pupils can see it clearly.

Environmental readiness : Pupils are asked to turn off their microphone so that there will be no
echoes that can disrupt the video presentation.

Learning experience readiness : It is a content-focused method where a lot of emphasis and
information about animals are included in the video. Pupils need to focus and identify the main ideas of

the topic while watching the video. The video is also lecture-focused as it contains factual information,
concepts and descriptions pertaining to the topic.

STEP 2

In a group of 4, pupils are required to complete a live worksheet that is prepared based on the video in
the Google Docs within the duration of 12 minutes.

Material ー Google Docs : Google Docs is used as a medium for live worksheets because it can be
edited online by the group members. They can discuss the answers through the chat box and work in a
team to complete the task together. Since it is a live worksheet, teacher can also monitor the students.

How to evaluate/present: Teacher divides the pupils into groups of 4 and posts the name list in the
Google Meet chat box so that everyone can read the message. Teacher puts advanced pupils with
weaker pupils in a group so that the collaboration is balanced thus motivating them to help each other.
To make sure all students work in a team, the teacher monitors the pupils while they complete the task
so that the teacher can identify which students are slacking off.

Environmental readiness : Teacher ensures that all pupils read the message and know which group
they belong to. Pupils are asked to recognize their group members and report to the teacher if the
member is not present in the Google Docs.

Learning experience readiness : The learning is student-centered and interactive as the students
need to interact with the group members in order to complete the live worksheet with correct answers
within the time given.

Pupils’ Feedback: Pupils submit the worksheet through Google Classroom.

STEP 3

Pupils read a digital storybook that is designed by the teacher.

Material ー Flip ebook : The content of the flip ebook is an animal tale. The purpose of the ebook is to
teach pupils about animals in an enjoyable way. The flip ebook is designed with audio (narrations),
colourful visual representation of the animals and lively fonts that are easy to read.

How to evaluate/present : Teacher presents the flip ebook in full screen so that it is accessible for all
students. Students listen to the narration and follow along to it. Teacher will call out random names and
ask them to read the sentences after listening to the narration. Then, alternately, the teacher asks
open-ended and follow-up questions to the students regarding the story to test their understanding.

Environmental readiness : Teacher gives students 3 minutes bathroom break for the pupils to drink
water or go to the toilet before beginning the reading session. After making sure pupils are already
energized and ready to continue the lesson, the teacher will proceed with the reading session using the
flip ebook.

Learning experience readiness : The learning focuses on content-based and student-centered
learning. The flip ebook allows pupils to read independently about the topic. The two way
communication between teacher and pupils aids to enhance pupils' understanding and develop their
logical reasoning skills.

Pupils’ Feedback: Teacher will distribute pupils’ parts in reading the book. Pupils record the audio of
them reading their part and submit the audio in the Google Classroom.

CLOSURE

Material ー Gamilab : Gamilab is a website that allows the teacher to create their own quizzes. It is
used as an assessment as the teachers can assess pupils’ understanding of the topic by looking at
their final score after playing the game. All of the questions prepared are created based on the
materials that are presented throughout the lesson.

How to evaluate/present : Teacher gives the link of the game in the chat box. As it is an individual
game, teachers can assess students’ understanding by the amount of correct answers they manage to
score.

Environmental readiness : Teacher makes sure all students have entered the code before starting
the game.

Learning experience readiness : This is an application process where pupils apply what they have
learned in playing the game. It allows teacher to evaluate pupils’ individual cognitive skills, memory
recall and understanding during the 1 hour lesson.

Pupils’ Feedback: Pupils screenshot their final score of the game and submit the picture in the
Google Classroom as a proof.

Require Learner Participation

INDUCTION SET (5 Minutes)

1.Pupils are shown with multiple flashcards that contain pictures of animal:

a. Carnivore ー alligator, lion, cat
b. Herbivore ー panda, monkey
c. Omnivore ー mouse, squirrel
d. Spot the similarities ー zebra and tiger

2. Pupils answer the basic questions that are asked by the teacher regarding the animals.

STEP 1

1. Pupils watch a video about animal diets that is presented by the teacher.
2. Pupils listen to the narrations of the video.
3. Pupils read the subtitles provided in the video by following the correct pronunciation modelled

by the narrator.
4. Pupils ask teachers to pause or replay the videos by raising their hand.

STEP 2

1. Pupils work in a group discussion of four.
2. Pupils complete the live worksheet that is provided in Google Docs.
3. Pupils are monitored by the teacher while they discuss the answers for the comprehension

questions in the worksheet.
4. Pupils submit the worksheet in the Google Classroom.

STEP 3

1. Pupils read a flip ebook that is presented by the teacher.
2. Pupils observe the visual representations in the ebook such as the pictures and colours.
3. Pupils listen to the narration of the story.
4. Pupils repeat after the narrator when reading the text and dialogue.
5. Pupils that are chosen by the teacher turn on their microphone and read aloud the paragraph

without any mistakes.

6. Pupils that make pronunciation mistakes are corrected by the teacher and they need to repeat
after the actual pronunciations.

7. Pupils record the audio of them reading their part and submit the audio in the Google
Classroom.

CLOSURE

1. Pupils play a game through the website Gamilab.
2. Pupils apply the knowledge they have learnt throughout the lesson while playing the game.
3. Pupils screenshot their final score and submit the picture in the Google Classroom.
4. Pupils are evaluated by their final score.
5. Teacher concludes the lesson of the day before ending the class.

Evaluate and Revise

LEARNER ACHIEVEMENT:

1. Pupils know the definition of herbivore, carnivore and omnivore.
2. Pupils can differentiate the characteristics of carnivore, herbivore and omnivore.
3. Pupils who are still confused with the topic will be given extra guidance by the teacher through

extra class or exercises.

TEACHER TEACHING AND LEARNING EFFECTIVENESS:

1. The use of flashcards help teacher to attract pupils’ attention and focus for the lesson.
2. Video helps the teacher to test pupils’ reading skills and effectively deliver information to visual

and auditory learners.
3. Live worksheet allows teacher to assess pupils’ understanding of the topic learned.
4. Flip ebook helps teacher to assess pupils’ reading skills by examining their pronunciation and

fluency while reading the book.
5. Gamilab allows teacher to assess students’ overall understanding and attentiveness of the

lesson.

IMPACT/EFFECTIVENESS:

1. Flashcards help students to recall their prior knowledge about the animals that are shown in
the cards.

2. Video aid students with visual and auditory learners to learn effectively.
3. Live worksheet applies the 21 st Century skill which is peer collaboration and helps students to

write opinions and give logical reasonings in completing the questions.
4. Flip ebook support learners to read independently with correct pronunciations.
5. Gamilab allows pupils to be assessed individually by the teacher apart from creating an

enjoyable learning experience for the pupils.