IPG KAMPUS PEREMPUAN MELAYU,
SEMESTER 3 YEAR 2
NAME: NURUL SYAHIRAH BINTI ABD MASRI
INDEX NUMBER: 2020142340359
I/C NUMBER: 010116140654
PROGRAM/UNIT: PISMP AMB. JUN 2020 TESL 2
COURSE CODE AND NAME: EDUP3053
TECHNOLOGY FOR TEACHING AND LEARNING
LECTURER’S NAME: PUAN ZURAIDAH BINTI BAHARIN
SUBMISSION DATE: 28TH JULY 2021
Student Confession Receiving Medium:-
Feedback From Lecturer
Lecture Signature Date
Task For Examiner’s Use Only
Marks After Marks
2 Examiner 1 Examiner 2
Marks (100%) 3
Topic: WILD ANIMALS
Teacher’s Name: NURUL SYAHIRAH BINTI ABD MASRI
Duration: 1 HOUR (8.00am-9.00am)
Main Skill: READING
Content Standard: 3.2 Understand a variety of linear and non-linear print and digital
texts by using appropriate reading strategies.
Learning Standard: 3.2.1 Understand the main idea of simple texts of two
paragraphs or more.
Complementary Skill: WRITING
Content Standard: 4.2 Communicate basic information intelligibly for a range of
purposes in print and digital media.
Learning Standard: 4.2.3 Narrate factual events and experiences of interest.
The number of students: 20 pupils with average level of intelligence.
Age: Year 5
1) Pupils can understand the main idea, specific information and details of simple
texts of two paragraphs or more by responding adequately to given tasks.
2) Pupils can guess the meaning of unfamiliar words from the clues provided by title,
topic and other known words as well as use dictionary skills adequately.
3) Pupils can read and understand a range of A2 fiction or nonfiction print and digital
texts of interest by responding adequately to given tasks.
Learning Style: Video, auditory and kinesthetic
Socioeconomic Background: Most pupils came from an urban area whereby their
parents are working in the sector of government and swasta. They are often being
exposed to interactive multimedia learning tools as their parents can afford to buy
gadgets for them and maximise the usage of it in order to let the pupils discover more
about English Language.
Specific Competency: Pupils already get used to interactive multimedia technology and
can adapt to online learning. They also can quickly respond to teacher instructions’ in all
tasks given even though they are required to access many kinds of technology.
By the end of the lesson, pupils (A) will be able to:
1. to state (B) at least 3 out of 10 special behaviours (C) of wild animals in two
short paragraphs provided precisely (D)
2. to answer (B) at least 6 of 10 comprehension questions (C) regarding wild
animals and their special behaviours correctly. (D)
3. to identify (B) at least 6 out of 10 adjectives of wild animals (C) from various
places in a table appropriately. (D)
SELECT MEDIA, METHODS AND MATERIALS
Method: Singing & giving simple explanation
Material: LCD Projector, Laptop, Speaker and A video of song about Wild Animals
Rationality of choice: Song is considered as the language of informal conversation
whereby pupils are exposed to lyrics and rhymes that helps them to be more focused in
gaining lots of knowledge.
STEP 1 (PRE-LESSON)
Method: Narration teaching
Rationality of choice: Flashcards can be bright and consist of a variety of colours which
can give real impact on visual learners. The simple words displayed on the flashcards
also can be very useful as it is a great way to help them to focus on the new vocabulary
that they are learning.
STEP 2 (DURING LESSON)
Method: Explanation & questionnaire
Materials: Pencil, colouring flipbook
Rationality of choice: A flipbook is a small book with a series of printed images which
create the illusion of motion when the pages of the book are rapidly flipped. This kind of
book helps to support the pupils’ sensory development as it encourages them to look for
the hidden image or message under the flaps. Predominantly, the pupils will develop the
habit of reading and learning new things.
STEP 3 (POST LESSON)
Media: Interactive Online Games
Method: Questionnaire (True/ False & Short Answer Questions)
Materials: Computer, speaker, Interactive Online Games
Rationality of choice: Online games are always fun as they attract the pupils’ interest
unlike the ordinary lessons. Most students also agree that online games help them to
reduce anxiety, increase positive feelings and improve self-confidence because there is
no fear of punishment and criticism for them when they are practicing the target
Media: Verbal Discussion
Method: Asking Close-ended Question (Agree/Disagree/ Don’t Know)
Materials: Red, Yellow & Green pencil colours
Rationality of choice: Close-ended questions are the fastest method of understanding
pupils’ true feelings, response and personal view about the topic that has been
discussed in the lesson. The choice of answers are also limited, so it will allow pupils to
answer them quickly without needing to think for too long.
SET INDUCTION: Pupils listen to a song entitled “What Do You See? Wild Animals” that
have been displayed on the Google Site.
Materials: The video shows various kinds of wild animals from the whole wide world and
the lyrics have a repetition question which is “What Did You See?”, so whenever pupils
see any animal appear on the video, they need to read the lyrics provided in order to
answer the repetition questions.
How to be reviewed/ previewed: Teacher ensure that the video is suitable to be watched
for pupils at the age of eleven. The quality of audio and video must be great and the
words can be seen clearly from far.
Environmental preparation: Pupils should be in a standby mood before the video is being
played. Therefore, teacher must ensure all pupils are in a comfortable position and ready
to pay full attention to their lesson.
Preparation for the learning experiences: Two ways of interaction should take place as it
is a pupils-centered learning and material-based learning. Therefore, teacher must be a
good role model by making efforts to sing the song using the right lyrics and keep on
asking for the pupils’ answers to ensure they are actively participating in the process of
STEP 1: Pupils discover plenty types of wild animals by looking at the flashcards
Materials: The flashcards are made up of a variety of wild animals together with their
specific names. Therefore the students are able to get a brief overview on the content of
the lesson and it inspires them to be active learners.
How to be reviewed/ previewed: Teacher use the original picture of wild animals, not the
cartoon version in order to attract pupils’ attention.
Environmental preparation : Teacher must ensure all pupils are comfortable sitting at
their respective places and ready to pay full attention to their lesson.
Preparation for learning experiences: Two ways of interaction should take place as it is a
pupils-centered learning and material-based learning. Therefore, teacher must ensure all
pupils are participating in the learning process by using the best technique to read the
sight word which is “See and Say”. The flashcards used must be in a big size so that it is
easier for the pupils to see the spelling of the animals and repeat their teacher's
STEP 2: Pupils are given a digital flipbook consisting of animal photos with a simple text
that explains about their special behaviours to protect themselves from their enemies.
How to be reviewed/ previewed: The digital flipbook is prepared using multimedia
technology and full of fascinating illustrations of wild animals from the whole wide world.
There are two short paragraphs displayed together with the illustration of wild animals as
the description about their characteristics and special behaviours. Therefore, pupils will
be amazed and delighted to learn about the wild animals in depth.
Environmental preparation: Teacher must ensure all pupils are comfortable sitting at
their respective places and ready to pay full attention to their lesson.
Preparation of learning experiences: Teacher must guide pupils the best way to access
the digital flipbook step by step since it is a material-based learning. Teacher must
ensure all pupils get the exact link that can bring them to the digital flipbook and they
know how to read through them.
STEP 3: Pupils are asked to play two types of interactive online games that consist of a
variety of questions (True-false & Short answer questions).
How to be reviewed/ previewed: Teacher ensure the setting of interactive online games
are suitable for the performance standards of pupils. The questions should be in an
appropriate way; instructions not too complex, the answers are straight-forward and
scores given are relevant.
Environmental preparation: Teacher must ensure all pupils are ready to play the games
peacefully, able to think and answer questions spontaneously using their prior
Preparation for learning experiences: It is a pupil-centred learning. Pupils should pay full
attention in getting the best scores of answering the questions displayed in the
interactive online games within a stipulated time frame.
CLOSURE: Pupils are given a worksheet and required to fill in the blanks of
comprehension questions in the Google Form.
How to be reviewed/ previewed: Teacher produce a user-friendly Google Form in order
to get pupils’ feedback about the overall topic that has been discussed.
Environmental preparation: Pupils are given ample time to complete all questions and
give their honest feedback.
Preparation for learning experiences: Teacher recap back main points of the topic in
order to give them clues how to answer the questions.
SET INDUCTION (5 Minit)
1. Pupils can recognise some wild animals’ names by listening to a song from the
video that has been played by their teacher.
2. Pupils can answer the “What Did You See?” questions by following the lyrics
provided in the video.
3. Pupils can quickly respond to the teacher's simple questions about the wild
animals by referring to the video.
STEP 1: Pre-lesson
1. Pupils discover plenty of types of wild animals by looking at the flashcards shown
by their teacher.
2. Pupils listen to their teacher’s pronunciation of the name of the animals and follow
after her reading.
3. Pupils use the “See & Say” technique of reading sight words to have a great
STEP 2:While lesson
1. Pupils acknowledge the special behaviours of wild animals from the digital
flipbook given to them.
2. Pupils identify the way of wild animals protecting themselves from their enemies.
3. Pupils are able to scan the main points of short paragraphs after reading them for
STEP 3: Post lesson
1. Pupils learn about the comparative and superlative adjectives of wild animals
using some words taken from the simple texts.
2. Pupils are given a worksheet and required to fill in the blanks of comprehension
questions in the Google Form.
3. Pupils share their answers and the reason for their answers to their teacher and
1. Pupils are required to answer the question by taking out the red, green and yellow
pencil colours. Note: Green for Agree, Red for Disagree and Yellow for Don’t
Know. Those pupils who manage to answer one question correctly can sit down.
2. Pupils listen to their teacher summarising the whole main point of their lesson.
EVALUATE AND REVISE
1. Pupils are able to answer at least 6 of 10 comprehension questions regarding wild
animals and their special behaviours correctly.
2. Pupils managed to feel the joy of learning from the activity conducted by their
3. Weak pupils who faced some difficulties in completing the tasks given get the
extra amount of guidance and support from teacher and friends.
TEACHER’S OBSERVATION: Based on the assessment completed by the pupils,
teacher has achieved the targeted objectives successfully.
1. The presentation of video has been a great mechanism to help pupils recognise
specific names of wild names together with their special behaviours.
2. The use of flip books comes out to be a tool that inspires pupils to instill their love
3. The interactive online games have encouraged pupils to enjoy learning English
Language and practising the knowledge without fear or pressure.