Scribd
Upload
681 views

SET INDUCTION (2 - 3 Minutes) Task 1: Oral Q & A!

The document outlines a teaching-learning procedure that involves: 1) Engaging students through oral questions, sequencing pictures, and questioning about picture series to activate prior knowledge and stimulate thinking. 2) Introducing vocabulary through noting expansion by explaining words through pictures, modeling sentence construction, and having students write sentences in groups. 3) Having students apply their learning through individual worksheets that include note expansion exercises and blank filling according to ability levels, and completing a word maze for closure.

Uploaded by

Preesha Bashkaran
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
681 views

SET INDUCTION (2 - 3 Minutes) Task 1: Oral Q & A!

The document outlines a teaching-learning procedure that involves: 1) Engaging students through oral questions, sequencing pictures, and questioning about picture series to activate prior knowledge and stimulate thinking. 2) Introducing vocabulary through noting expansion by explaining words through pictures, modeling sentence construction, and having students write sentences in groups. 3) Having students apply their learning through individual worksheets that include note expansion exercises and blank filling according to ability levels, and completing a word maze for closure.

Uploaded by

Preesha Bashkaran
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Teaching-learning Procedure

Content SET INDUCTION (2 - 3 minutes)

Remarks

Task 1: Oral Q & A! 1. Teacher asks some questions to the pupils.

Possible questions: - Do you drink water every day? - Who always brings tumbler of water to school? - Do animals also need water? To activate pupils prior knowledge.

PRE - WRITING (5 - 7 minutes) Task 1: Sequencing pictures 1. Teacher calls out six pupils randomly. 2. The six pupils will be given a picture to hold. 3. Pupils sequence themselves correctly based on the pictures given. 4. Teacher asks the whole class to check whether they are standing in the right order or not. 5. If it is wrong, teacher corrects it together with the whole class. To involve the whole class in thinking and correcting To stimulate the pupils thinking skills: making connections and predicting Picture series entitled: The Crow and The Pitcher To engage students in an active learning

Task 2: Oral Q & A 1. Teacher displays picture series one at a time. 2. Students are asked questions based on the Possible questions: - Is it a very hot day? To not overwhelm the pupils by showing all the pictures at once

picture. 3. Teacher jots down pupils responses below the picture. 4. The steps above are repeated with the rest of the pictures.

- Whats wrong with the crow? To let them pay their attention - What do you think will at one picture at a time happen next? To elicit responses from the ( Questions vary according to pupils about the picture the pictures.) To stimulate their thinking skill: generating ideas and predicting WHILE-STAGE (8-10 minutes)

Task 1: Note Expansion 1. The note are displayed and teacher goes through the words. 2. Words are explained through picture clues. 3. Teacher models how to construct the first sentence by writing it on the board. 4. Pupils read the sentence together. 5. The procedures above are repeated with the rest of the words. 6. Feedback is given as the sentences are being written down. 7. Once completed, pupils read the whole paragraph once again. Task 2: Group Writing 1. Pupils are divided into six groups. To avoid any errors or fossilization by the pupils Possible difficult words: - pitcher - crow - pebbles - rose - flew Note expansion: Appendix 1 To introduce vocabulary associated to the pictures To ensure that the words are understandable by the pupils

To show the pupils how the words are strung together to form sentences To internalise the sentence structure

2. Each group is given a picture and a set of words. 3. Pupils construct sentences based on the picture and words given. 4. Each group presents their sentences. 5. Feedback is given from the aspect of structure, grammar, spelling and punctuation.

To get them to use the words that were used before in the whole class writing To develop writing confidence To promote collaboration so that more ideas are generated To stimulate their thinking skills of connecting the words to the picture

POST-STAGE (6-7 minutes) Task 1: Individual Worksheet 1. Worksheet is distributed to each pupil. 2. Higher proficiency pupils receive the note expansion exercise done previously. 3. Lower proficiency pupils receive blank-filling exercise. 4. Teacher monitors the pupils. CLOSURE (2-3 minutes) Task 1: Word Maze 1. Teacher distributes worksheets to each pupil. 2. Pupils complete it individually. Appendix 4 To identify the words they have used in writing L.E.P. : Appendix 3 H.E.P. : Appendix 2 To apply what they had just learned and practiced in groups. Different level of tasks: to cater to pupils ability and needs

You might also like