Activity 1 : Read a recipe and answer the comprehension questionClass:5 TamaraiTime:09.40a.m. 10.10a.m.Theme: World of selfTopic:Unit 4 : Lend a handFocused skills:ReadingIntegrated skills:WritingCurriculum specifications : 3.8.3 Read and understand simple factual texts by answering comprehension questions in relation to main ideas and sequence.4.4.2 Complete simple instructions, recipes, descriptions, rhymes with the missing word(s)(with guidance given in the form of words and pictures).Learning objectives:By the end of the lesson, pupils should be able to:1. Read and understand a simple recipe by making cookies according to the steps given.2. Answer at least 3 out of 5 comprehension questions correctly.Language content:Word list (ingredients, remove, mix, dough, slightly) CCTS:Predicting. Moral value:Cleanliness, brave, healthyTeaching aids:Chart on making cookies.Previous knowledge:Pupils already have information about food in their previous lesson.

I had have chose a recipe on making cookies, whereby the pupils need to read and rearrange the steps before answer the MCQ questions. This kind of activity will confuse the pupils. Furthermore, the weaker group cant even rearrange the sentences in correct order. So, I need to some adaptations to make the pupils feel comfortable to read and answer the questions that follows. I modify the task because I want to give the pupils an additional focus. I rearrange the sentences in correct order in my adaptation; so that it will give a good understanding on the method of making cookies to my pupils. Once , they can read the sentences and understand them , the pupils will be able to answer the comprehension questions on time. If I give the activity without making any adaptations , for sure my pupils will face problems in answering the questions or rearranging the sentences. Developing reading activities involves more than identifying a text that is "at the right level," writing a set of comprehension questions for students to answer after reading. A fully-developed reading activity supports students as readers through pre-reading, while-reading, and post-reading activities.

Activity 3 :Read the poem I lost my head and fill in the gaps with the opposite of the word in brackets. Class:5 TamaraiTime:09.40a.m. 10.10a.m.Theme: World of selfTopic:Unit 7 Joyous momentsFocused skills:ReadingIntegrated skills:WritingCurriculum specifications : 3.2.2 Read and learn the meaning of key words for each topic taught.4.4.3 Complete simple instructions, directions, descriptions, poems, notices, stories and other texts with the missing word(s) (with a little guidance)Learning objectives:By the end of the lesson, pupils should be able to:1. Read and understand a poem.2. Fill in 8 out of 12 gaps with the opposite of the word in the bracket correctly.Language content:Word list (morning , before, first, down , backward, yesterday, started, up, sad, over, find) CCTS:Predicting, matching. Moral value:GratitudeTeaching aids:Poem written on a manila card.Previous knowledge:Pupils already did a similar activity in previous lesson.

I chose a poem by the title I Lost My Head by Kenn Nesbitt. In this activity pupils have to read and fill in the gaps with the opposite of word in brackets.In my adaptation , I prepare answers for my pupils. I reorganize the contentto make it more suitable for my pupils.Children learn to read and write when they have an active interest in what they are reading and writing about. This lesson supports exploration of language skills as they read and dissect poetry. through poem, students explore meaning, sentence structure, rhyming words, sight words, and vocabulary.

Activity 2 :Read the passage and underline the common nouns and the proper nouns. Class:6 TamaraiTime:09.40a.m. 10.10a.m.Theme: World of knowledgeTopic:Unit 5 : Unsung HeroesFocused skills:ReadingIntegrated skills:WritingCurriculum specifications : 3.8.1 Read and understand different texts such as instructions, directions, messages, letters passages, recounts, descriptions.3.8.2 Scan for specific information in texts.Learning objectives:By the end of the lesson, pupils should be able to:1. Read and understand a passage.2. Draw a mind map.Language content:Word list (prime minister,born,studied,appointed,stepped down) CCTS:identifying. Moral value:respectTeaching aids:Reading passagePrevious knowledge:Pupils already did a similar activity in previous lesson.

I chose an article on President Obama .It is a biography of the President of US. It is a reading activity which requires the pupils to draw a mind map after read and discuss the passage.The words used in this article are very difficult for my pupils and I felt difficulties in introducing the president to my class. It was because my pupils do not know who Obama is.So , I came to a conclusion to localize and modify the content of the article which I had have choose.I chose an article on Tun Dr.Mahathir Mohamad , the fourth prime minister of Malaysia.I even made the article short and simple. I have to do this because it does not suit the target learners, perhaps because the learners social background and cultural background.One of the major advantages of mind mapping is that its a system that favors information retention and usage. Mind-mapping is more than visually processing / representing information, its about finding ways to understand, store and use new information in an efficient, instant and productive manner. Another advantage of mind-mapping is that its an integrated approach to information processing. It forces the pupils to connect new to existing information , draw complex conclusions and become a critical thinker who actively engages with information in order to transform it into knowledge. In a nutshell, mind-mapping makes reading strategic and purposeful.