Unit16 Reuse And Recycle W.doc

Subject

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Bahasa Inggeris

Class

:

1 Lily

Focus

:

Writing

Theme

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World of Knowledge

Topic

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Unit 16: Reuse, Recycle

Learning standard:

2.2.1, 3.2.2,3.2.3(a)(b),3.1.2(f)

Learning objective:

By the end of the lesson, pupils are able to: 1. Able to read and apply word recognition and word attack skills by: a) Matching words with spoken words. 2. Able to write simple sentences with guidance. 3. Able to punctuate correctly: a) capital letters b) full stop 4. Able to copy and write in neat legible print: f) simple sentences

Educational Emphases: Multiple intelligences, learning how to learn skills, mastery learning Teaching Aids

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See and write tasksheet(from Reading lesson), Jumbled sentenmces tasksheets, Running Dictation paper strips, Running Dictation tasksheet, A4 lined paper for each pair.

Lexical Set

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Reuse, Recycle keywords Rinses, put, collect, send, turn

Assessment Reflection

:

B1DT1E1, B2DT1E1,B3DB2E1, B4DT1E1

:

Teaching and Learning Activities:

See and Write 1. Teacher calls out pupils to the front of the class. 2. Teacher holds up the See and Write tasksheet (refer to 16.8 See and Write) 3. Teacher points to first picture (eg: picture of the rinses process) and asks pupils what the process (e.g.:rinses) 4. Teacher asks pupils to spell ‘rinses’. Teacher asks pupils to write the word on the tasksheet. Teacher model to pupils. 5. Teacher distributes the tasksheet to each pupil.

Jumbled sentences 1.

Teacher writes on the board:

me. .

Agus

Agus _______, _______.

2.

Teacher cross off the words that have been used, i.e. ‘Agus’

me. .

Agus

Agus _______, _______.

3.

Teacher gets pupils to guess what is the next word. Teacher cross off the word and add it to the sentence.

me. .

Agus

Agus rinses _______. 4.

Teacher repeats step 3 until all the words have been crossed off.

Running Dictation CLASSROOM SET UP: Before starting the activity, ask pupils to keep all their things under the table or in the bags. Clear the floor of bags. Push all chairs under the table. Clear a space in front of the coloured paper strips on the walls. Make sure all pupils can run to the walls (they are not blocked). 1. Blue-tack the 5 strips of sentences on a wall. (3 strips in yellow, 2 strips in red) (Refer to 16.10 W Running Dictation Strips)

Agus rinses me. A lorry collects me and sends me to the aluminium factory.

Print on yellow paper

The machine turns me and my friends into new cans again. He puts me into an orange recycling bin. The workers put me into a machine.

Print on red paper

2. Teacher gets pupils in pairs. One is sitting (the ‘Writer’). One is standing next to them (the ‘Runner’). The writer needs a pencil, lined paper (Refer to 16.10 Running Dictation Writing Lines) and eraser. 3. Teacher asks two pupils (from a pair to stand up). Teacher tells the runner to run to any of the yellow paper strips.

4. To model, teacher runs with the pupil to the sentence. Teacher asks the pupil to read the first word in the sentence by pointing to the word, “What’s this? (e.g.: “I” [Agus rinses me.]) 5. Then, together, the teacher and the pupil run back to the writer. Teacher asks the runner, “what was the word? Tell the word to your friend.” 6. When the runner says ‘I,’ ask the writer to write the word. 7. If the writer cannot spell the word, the runner spells the word out. If the runner could not spell the word, ask he/she to refer back to the word on the wall. 8. Teacher repeats the process for the other yellow sentences. (The runner can memorize more than one word at a time, if he/she has the ability to do so.) 9. Teacher monitors the pupils to ensure that the runners do not grab the pencil or eraser or shout the word to the writers from the wall. Only the writers may touch the pencil and eraser. Only the runners are allowed to run to the sentence. 10. When each pair finishes copying down the yellow sentences, the writers swaps places and become runners and vice versa, and to repeat the process with the red sentences. 11. When all 5 sentences have been copied down, teacher asks pupils to rearrange the sentences into a correct order by numbering the sentences. 12. After they have finished rearranging their sentences, pupils must raise their hands. Teacher then checks the spelling, punctuation and the sequence of the dialogue. 13.

The first pair to finish with correct sentences wins the game.