NAMA JABATAN / UNIT: ILMU PENDIDIKAN INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA LEMBAH PANTAI, 59200 KUALA LUMPUR TUGASAN KERJA KURSUS (INDIVIDU / KUMPULAN) SESI AKADEMIK 2024/2025 SEMESTER 2/ YEAR 1 Nama : NOR FARHANIM BINTI MOHD NOR Angka Giliran : 2024212420036 Nombor Kad Pengenalan : 941022-03-5840 Kumpulan/Unit : TESL MENENGAH A / PDPP KDC (AMBILAN OKTOBER) Kod dan Nama Kursus : TSLB2102M YOUNG ADULT LITERATURE IN PRACTICE Nama Pensyarah : PN. ANNE JAYASELVI A/P DEVASAGAYAM Tarikh Hantar : 7 MAC 2025 Tarikh Diterima : (Diisi Oleh Pensyarah) Pengakuan Pelajar / Saya mengaku bahawa kerja kursus ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang setiap satunya saya jelaskan sumbernya. Pengesahan Pelajar / Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya fahami. Tandatangan Pelajar : FARHANIM Jumlah Markah: Tarikh : 7 MAC 2025 Catatan : Pastikan pensyarah telah memberi maklum balas di dalam tugasan kerja kursus pelajar.
Activity 1: Reading Skill Subject: English Year: 1 Bakti Date/Day: 10.3.2025/ Monday Literary Genre: Short story Title: Goldilocks and the three bears Author: Robert Southey Proficiency level: Low and Intermediate Previous Knowledge: Students have been introduced to simple short stories in English. Content Standards Learning Standards 5.1 Engage with, respond to and interpret a variety of literary text types 5.1.1 Describe in simple language a character’s actions or feelings and explain the reasons for them. 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning. 3.1.2 Understand specific details and information in simple longer texts. Learning Objectives: By the end of the lesson, students should be able to: 1. Identify and sequence key events from the short story Goldilocks and the Three Bears. 2. List out story events in the correct order. Digital Version: Digital story and Wordwall “Drag-and-Drop” activity Materials: Digital story. Wordwall Drag-and-Drop activity. LCD projector/smartboard. Laptops. Internet connection. Lesson Procedure: Introduction 1. Begin with a brief discussion: “What do you think happens when we enter someone’s house without permission?” 2. Tell the students about today’s topic. Lesson Delivery 1. Display the digital story (Goldilocks and the three bears) on the smartboard. Link (https://godinton.kent.sch.uk/media/2601/goldilocks-story.pdf)
2. Read aloud the story together, stopping to ask questions about key events. 3. Teacher instructs students to sit in pair. 4. In pairs, students need to discuss the order of events. 5. Teacher instruct students to open the link for Wordwall drag-and-drop activity in their computer. Link (https://wordwall.net/resource/2981894/goldilocks-and-the-three-bears-easy) 6. Each pair need to drag and drop story events into the correct order. 7. Pair compare their sequences with another pairs]s before finalizing their order. 8. Teacher reviews the correct order on the projector, asking students to justify their choices. Conclusion Each pair presents their sequence and explains their reasoning. Class discusses why event sequencing matters in understanding a story. Exit Ticket: Students write one takeaway from the story’s moral lesson using a digital platform, Google Docs. Link (https://docs.google.com/document/d/1eGT3F904MQWijV1OciUfZnv9awY0e5URGGKxo6CnUE/edit?usp=sharing)
Justification for Activity 1, digital version: Using a digital story alongside a drag-and-drop sequencing activity on Wordwall makes learning more engaging and interactive, especially for low-intermediate ESL learners who may struggle with traditional reading tasks. Digital stories incorporate visual element that make narratives more immersive, catering to students who benefit from a more visually supported learning experience (Hwang et al., 2020). This approach helps learners who find reading alone overwhelming by providing a structured and engaging format. The Wordwall activity further enhances comprehension by allowing students to actively sequence events, reinforcing their understanding in a hands-on way. Unlike static worksheets, digital tools offer immediate feedback, which reduces anxiety about mistakes and encourages self-correction (Mayer, 2021). Additionally, working in pairs fosters collaboration and discussion, making learning more social and enjoyable. To make the activity even more accessible, Goldilocks and the Three Bears is chosen due to its simplicity and familiarity. Since low-intermediate learners often struggle with long or complex texts, a well-known short story keeps them engaged without feeling overwhelmed. Familiarity with the plot reduces cognitive load, allowing students to focus on language and structure rather than deciphering new content. By using an interactive and visually engaging approach, students gain confidence in reading while developing essential literacy skills in a fun, supportive environment. Non-Digital Version: Story Strips & Envelope Activity Materials: A physical book of Goldilocks and the Three Bears Printed copies of Goldilocks and the Three Bears for students Story event strips (each strip contains one key event from the story) Envelopes (one per group, each containing a shuffled set of story strips) Manila card and glue Whiteboard and markers Lesson Procedure: Introduction: 1. Hold up a physical copy of Goldilocks and the Three Bears and show the cover to the class. Ask: "Have you seen or read this story before?" 2. Relate their responses to real-life situations by asking: "How would you feel if someone entered your home without permission?" 3. Inform students that they will read the story together and then work in groups to arrange its key events in the correct order.
Lesson Delivery: 1. Distribute printed copies of Goldilocks and the Three Bears to students. 2. Read the story aloud while students follow along in their copies. 3. Divide students into small groups and provide each group with an envelope containing mixed-up story strips. 4. Each group opens their envelope and see the story strips carefully. 5. The groups work together to arrange the story strips in the correct order on a manila card. 6. Once they have finalized their sequence, they glue the strips onto the card. 7. Each group presents their completed sequence to the class, explaining their reasoning. 8. The teacher reviews the correct sequence on the whiteboard and discusses any discrepancies. Conclusion: 1. Groups reflect on the importance of sequencing in understanding a story. 2. To wrap up, students individually write a short reflection on their favorite part of the story and explain how it connects to the overall lesson learned.
Justification for Activity 1, Non-Digital Version: This activity is a great way to help low-intermediate ESL learners improve their reading comprehension in a fun and interactive way without any technology. Since students at this level often struggle with understanding story structure and sequencing, physically arranging story events gives them a clearer picture of how a story flows. This hands-on approach is especially helpful for kinesthetic learners, as it reinforces comprehension and makes it easier to remember key details. By organizing the events themselves, students also develop critical thinking skills and a better grasp of cause-and-effect relationships. Working in groups allows them to discuss their choices and justify their reasoning, which builds confidence in using the language. While digital tools can support reading and vocabulary development (Abdelshaheed, 2024), non-digital activities like this are more accessible, especially in classrooms with limited technology. Unlike passive reading, physically handling the story strips helps students understand the plot better and makes storytelling more engaging. Using a well-known story like Goldilocks and the Three Bears reduces cognitive load, so students can focus on understanding the language rather than struggling with unfamiliar content. This activity not only improves their reading skills but also encourages teamwork, making it an effective and enjoyable learning experience.
Activity 2: Writing Skill Subject: English Year: 1 Bakti Date/Day: 11.3.2025/ Tuesday Literary Genre: Short story Title: The Ugly Duckling Author: Hans Christian Andersen Proficiency level: Low and Intermediate Previous Knowledge: Students have been introduced to simple short stories in English. Content Standards Learning Standards 5.1 Engage with, respond to and interpret a variety of literary text types 5.1.2 Identify and describe in simple language the key characters in a text. 4.2 Communicate with appropriate language, form, and style. 4.2.1 Use capitals, full stops, commas in lists, question marks, and speech marks appropriately at discourse level. Learning Objectives: By the end of the lesson, students should be able to: 1. Identify and describe at least two key characters from The Ugly Duckling using simple language. 2. Write at least three sentences on Padlet explaining the moral lessons from the story while applying proper punctuation (capital letters, full stops, commas, question marks, and speech marks). Digital Version: YouTube Video, Quizziz Comprehension Quiz & Padlet Writing Activity Materials: YouTube video of The Ugly Duckling LCD projector/smartboard Laptop/ computer Quizziz Padlet Lesson Procedure Introduction 1. Introduce The Ugly Duckling and explain that the story explores themes of acceptance and transformation. 2. Inform students that they will watch a short animated version of the story before completing a quiz and a writing task.
Lesson Delivery 1. Play the YouTube video of The Ugly Duckling on the smartboard. Link (https://www.youtube.com/watch?v=kPfoSZFHNs4) 2. Ask students questions like: "How do you think the Ugly Duckling feels right now?" 3. Ask students to summarize the story in pairs. 4. Ask students open Quizziz on their devices and complete a multiple-choice quiz about the story. Link (https://quizizz.com/join?gc=41733944) 5. Teacher reviews the answers and discusses any misunderstandings. 6. Teacher introduces the Padlet question: "what lessons can we learn from how others treated the Ugly Duckling?" and students need to write at least three sentences explaining the lessons they learned. Link (https://padlet.com/g40561573/what-lessons-can-we-learn-from-how-others-treated-the-ugly-dpubwmb1p14enpx3a) Conclusion 1. Class discussion: "How do positive words make people feel? How do negative words affect them?" 2. Each student verbally shares one key lesson they learned from the story.
Justification for Activity 2: Digital version Using YouTube, Quizziz, and Padlet in this activity enhances engagement and comprehension for lowintermediate ESL learners by providing a multimodal learning experience. Watching the story on YouTube supports visual and auditory learners, making it easier to follow the storyline, recognize key characters, and understand the moral lesson. Digital storytelling improves engagement and memory retention, as students can process information more effectively through audiovisual input (Hwang et al., 2020). This method is particularly useful for low-intermediate learners who may struggle with reading fluency and comprehension. Following the video, students complete a Quizziz comprehension quiz, reinforcing their understanding through immediate feedback. Gamified learning increases motivation and active participation by allowing students to test their knowledge in an interactive format. According to Jones & Carter (2019), digital quizzes create a more engaging learning environment by reducing anxiety and promoting a sense of accomplishment. Lastly, Padlet provides an opportunity for students to reflect on the story’s message by answering the question, “What lessons can we learn from how others treated the Ugly Duckling?” This encourages critical thinking, collaboration, and written expression, helping students connect the story’s themes to real-life experiences. By combining digital media, interactive quizzes, and reflective writing, students develop both comprehension and language skills in a meaningful and engaging way. Non-Digital Version: Flashcard Sorting Activity Materials: • Flashcards with words describing the Ugly Duckling’s experience (positive and negative). • Large chart paper with two columns labeled "Positive" and "Negative." • Markers. Lesson Procedure: Introduction 1. Write two words on the board: Encouragement & Discouragement. 2. Introduce the idea that words carry positive or negative meanings. 3. Briefly discuss how "The Ugly Duckling" demonstrates both encouragement and discouragement through its characters. Lesson Delivery 1. Distribute the story of The Ugly Duckling to the students. 2. Ask students to sit in a small group (3-4 students) and give flashcards with words related to the story to the group.
3. In groups, students take turns reading their flashcards aloud and deciding whether the word belongs in the "Positive" or "Negative" category. 4. After all flashcards are placed, the teacher reviews the choices with the class, prompting discussions about why certain words fit into each category. 5. Students individually write short sentences using at least three words from the sorted flashcards to describe the Ugly Duckling’s experience. Conclusion 1. Class discusses: “What lessons can we learn from how others treated the Ugly Duckling?” 2. Students reflect on how words and actions affect others. 3. Each student writes one sentence in their exercise book explaining what they learned from the story. Justification for Activity 2: Non-digital version Using a Flashcard Sorting Activity enhances vocabulary development and comprehension for low-intermediate ESL learners by providing a hands-on and interactive approach to learning. Flashcards are effective for reinforcing key ideas from the short story The Ugly Duckling in a way that is simple yet engaging. Since lowintermediate learners may struggle with recognizing positive and negative words in context, this activity helps them categorize and internalize new vocabulary. Miller & Carter (2021) highlight that kinesthetic activities like sorting improve retention by allowing students to actively manipulate language structures rather than passively receiving information. In this activity, students work in group to sort flashcards with words describing how characters in The Ugly Duckling treated the main character. They categorize these words into “Positive” and “Negative” columns and discuss their choices. This method encourages peer learning, where students clarify meanings together, reinforcing understanding through discussion. Brown (2020) states that collaborative learning boosts confidence in language acquisition by making students feel supported in a low-pressure environment. Apart from that, this activity prepares students for writing tasks by helping them recognize how language conveys emotions and attitudes. By using tactile learning strategies, students build confidence in vocabulary usage, making comprehension and character analysis more accessible and engaging.
Activity 3: Speaking Skill Subject: English Year: 1 Bakti Date/Day: 13.3.2025/ Thursday Literary Genre: Short story Title: The Ugly Duckling Author: Hans Christian Andersen Proficiency level: Low and Intermediate Previous Knowledge: Students have been introduced to The Ugly Duckling story in the previous lesson Content Standards Learning Standards 5.3 Express an imaginative response to literary texts. 5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems. 2.3 Use appropriate communication strategies. 2.3.1 Keep interaction going in short exchanges by checking understanding of what a speaker is saying Learning Objectives: By the end of the lesson, students should be able to: 1. Retell the story of The Ugly Duckling using at least five complete sentences with correct vocabulary and sentence structure. 2. Express at least one opinion and personal response from the story through a Canva slide presentation and a short video, ensuring clear speech and organized ideas. Digital Version: Canva slide and video Materials: Canva (for slides & video) Laptops/tablets Internet connection LCD projector/smartboard Lesson Procedure: Introduction 1. Begin by introducing the theme of The Ugly Duckling and relate it to real-life experiences. 2. Discuss key events from the story to refresh students’ memory.
Lesson Delivery 1. Divide students into groups (4-5 students in one group). 2. Each group is assigned to create slides and record a video in Canva. 3. Groups discuss what they want to include in the slide. 4. Groups work together to script and record a short video using Canva to creatively retell the story of The Ugly Duckling. 5. Once completed, groups present their video to the class. Conclusion 1. Each student shares one takeaway from the story’s message. 2. Teacher provides feedback and summarizes key points. Justification for Activity 3: Speaking Skills through Digital Engagement Since students have already been introduced to The Ugly Duckling, this activity builds on their prior knowledge, allowing them to engage more meaningfully in speaking tasks. Utilizing Canva slides and video presentations fosters creativity while making the lesson interactive. As students work in groups, they enhance communication skills and collaboration, which are crucial for language development. Digital storytelling tools like Canva support oral fluency and confidence, particularly for low and intermediate proficiency learners. This method allows students to organize their thoughts before speaking, reducing anxiety and encouraging clearer expression. Additionally, retelling a known story deepens comprehension and provides a structured way to practice speaking. Video creation offers students the flexibility to refine their speech, promoting self-correction and confidencebuilding. By integrating technology, the lesson aligns with 21st-century learning, equipping students with digital literacy and presentation skills essential for future academic and professional success. Furthermore, using digital tools makes learning more engaging, encouraging students to take ownership of their work while improving pronunciation, intonation, and overall oral proficiency. The collaborative nature of the task allows peer learning, where students can support each other in developing more effective communication strategies. Overall, this approach ensures an enriching learning experience, reinforcing both language skills and technological competence in a meaningful and student-centered way (Almusharraf, 2020). Non-Digital Version: Classroom Speech Circle Materials: Paper strips for students to write encouraging messages. A small podium or chair to stand while speaking. Sentence starter cards.
Lesson Procedure: Introduction 1. Teacher explains that today’s activity will involve speaking and sharing thoughts about The Ugly Duckling in a structured speech circle. 2. Teacher demonstrates by standing on the podium and using a sentence starter card (e.g., "I think the Ugly Duckling felt..." or "If I were the Ugly Duckling, I would..."). 3. Teacher shows how to use paper strips to write encouraging messages, explaining that students will later share these in their speech. Lesson Delivery 1. Students are divided into small groups and given their materials. 2. Each student picks a sentence starter card to help guide their speech. Reflecting on the Ugly Duckling’s Feelings: "I think the Ugly Duckling felt _____ because..." "If I were the Ugly Duckling, I would have felt..." "The saddest part of the story was when..." Lessons from the Story: "This story teaches us that..." "One important lesson I learned is..." "If I were in the story, I would have told the Ugly Duckling that..." Alternative Endings & Perspectives: "If the story had a different ending, I think..." "What if the other animals had been kinder? I think..." "If I could change one thing about the story, I would..." Encouraging Messages for Others: "If I met the Ugly Duckling, I would tell him/her..." "Everyone should remember that..." "Being different is not wrong because..." 3. One by one, students stand on the podium and share their thoughts about the story, using the sentence starter card as a prompt. 4. After speaking, each student writes an encouraging message on a paper strip and hands it to a classmate. 5. The next student takes the podium, continuing the activity until all students have had a turn. 6. The teacher facilitates by encouraging students to build on each other's responses and maintain engagement. Conclusion 1. Teacher leads a reflection session by asking: "How did it feel to speak in front of the class?" and "What did we learn from sharing our thoughts?" 1. Students discuss their experiences and share their favourite encouraging messages received from classmates. 2. Teacher summarizes the lesson, emphasizing the importance of expressing thoughts confidently and supporting each other with positive words.
Justification for Activity 3: Speaking Skills through a Classroom Speech Circle Since students already have prior knowledge of The Ugly Duckling, this activity reinforces their understanding while enhancing their speaking skills in an engaging way. A classroom speech circle allows students to practice storytelling in a structured yet interactive format, reducing speaking anxiety. By participating in a sequential retelling, students build confidence in expressing themselves clearly. The use of sentence starter cards provides guidance, ensuring students remain focused and organized in their speech. The podium or chair element creates a sense of importance, encouraging students to take ownership of their responses. Additionally, engaging in a speech circle foster listening skills, peer interaction, and the ability to ask and answer questions, promoting active participation. Writing encouraging messages beforehand helps set a positive tone, making the learning environment more inclusive and supportive. Encouraging students to use gestures and expressions further enhances their ability to communicate meaning effectively. This method aligns with communicative language teaching principles, emphasizing real-life speaking situations while keeping the learning process studentcentered and enjoyable. By removing digital tools, the activity ensures that all students, regardless of technological access, can fully participate in an inclusive and effective language-learning experience (Brown, 2019).