Portfolio Task l&S

Handout 1- Unit Map

SJK (Unit 4 : A Farm Experience)

Skill: Listening and Speaking

Name of taskKSSR Learning

Standards

Task-Text-Based Model©

Time Duration

School- Based

Assessment

DescriptorsTd, Pw Td, Ph Pd, Th Pd, Tw

1. Knowing farm animals

and their homes

1.1.4 Able to talk about a stimulus with guidance.

√

60 minutes

2.Guess my home


√ Band 5

3. Find my home

1.2.2 Able to listen to and follow: (

a) simple instructions.

√ Band 2

4. Knowing activities in

the farm


√

60 minutes5. What can I do?

1.3.1 Able to listen to and demonstrate understanding of oral texts by:

(b) answering simple Wh-Questions

√ Band 5

6. Lend a hand

1.2.1 Able to participate in daily conversations:

(d) offer help

√ Band 3

Handout 2– Task Descriptions

SJK (Unit 4 : A Farm Experience)

Name of task Descriptions (What is this task about? How to carry it

out? What are the lexical sets?)

Rationale (Why is this task important in

developing pupils’ specific skills?)

1. Knowing farm animals

and their homes.

What is this task about?

Introduce farm animals and their homes.

How to carry it out?

1. As a set induction, teacher plays a video clip

entitled “Old Mac Donald”. Pupils sing along (refer

to Appendix 1).

2. Show power point presentation with environmental

sound on farm animals and introduce the places

they are kept (refer to Appendix 2).

3. Ask pupils to identify the animal sound before they

name the home.

e.g.: What farm animal home is this?

4. Pupils read aloud the name of the farm animals’

homes after the teacher.

What are the lexical sets?

main lexical set: coop, shed, pen, pond, hutch

supporting lexical set:

farm animals :chicken, cow, goat, duck, rabbit

‘Wh” question - what

Pupils are exposed to the homes of farm

animals to enable them to learn the new

vocabulary pertaining to farm animals’

home.

2. Guess my home What is this task about?

Pupils guess the home of the animals showed.


1. Show the picture cards of the male, female and

their offsprings of farm animals (e.g. billy goat,

rooster, nanny goat - refer to the Appendix 3)

2. Introduce the names of the animals.

3. Pupils say the names of the animals after the

teacher.

4. Ask pupils to guess the homes of the animals.

e.g.: Where does it live?

5. Explain that animals also have family like human.

6. Assess the pupils based on the respond given by

them.


supporting lexical set:

1. farm animals - rooster, chick, hen, bull, cow, calf, duck,

drake, duckling, sheep, goat, billy, nanny

2. ‘Wh” question - what

Pupils need to know the family of the farm

animals to enable them to have better

understanding about farm animals.

3. Find my home What is this task about?

Pupils paste the animals’ pictures on the correct home.


1. Paste the pictures of the farm animals’ home on

the board (refer to Appendix 4).

Pupils apply the vocabularies learnt

pertaining to farm animals and their

homes and also enable the teacher to

assess the level of pupils’ understanding.

2. Divide the pupils into groups and distribute the

pictures of the animals.

3. Ask pupils to match the pictures of animals (refer

to Appendix 5) with the correct homes.

4. Once the teacher whistles, the group

representative will carry out the activity as in no 3.

5. Assess the pupils based on their task. Pupils

should able to listen and follow the instruction and

match the pictures correctly.

6. Award the first group answer correctly with goody

bags.


Main lexical set:

farm animals home - coop, shed, pen, pond, hutch

Supporting lexical set:

farm animals - rooster, chick, hen, bull, cow, calf, duck,


4. Knowing activities in the

farm

What is this task about?

Explain to the pupils about activities that are carried out in

farm.


1. Show the picture cards on activities that are

carried out in the farm, e.g. milk the cows or goats,

collect the eggs, clean the farm home, feed the

animals (refer to Appendix 6).

Pupils need to be exposed to the activities

in the farm so that they can use the

knowledge in their daily conversations.

2. Explain to the pupils that the farm is also used for

growing crops and vegetables.

3. Relate the activities to the farm by asking ‘wh’

question (what). e.g .;-

a) shed milk the cow

What can you do in the shed?

- milk the cow.

b) coop collect the eggs

What can you do in the coop?

-collect the eggs

c) coop feed the chickens with grains

What else can you do in the coop?

- feed the chickens with grains

d) shed / pen clean the farm animal’s home

What can you do in the shed / pen?

- clean the shed / pen

e) hutch feed the rabbits with carrots

What can you do in the hutch?

- feed the rabbits with carrots

f) vegetable farm water the vegetables

What can you do in the vegetable farm?

- water the vegetables

g) pen milk the goat

What can you do in the pen?

- milk the goat

h) pond feed the ducks

What can you do in the pond?

- feed the ducks with grains


Main lexical set:

Activities in the farm – collect the eggs, clean the farm

animal’s home, milk the cow or goat , feed the animals,

water the vegetables.

Supporting lexical set :

farm animals home : pen, pond, hutch, shed, coop

5. What can I do? What is this task about?

Answering simple Wh-questions.(where, who, why, what)


1. Play an audio recording of a conversation among

family members on how they are going to help

their grandmother. Their grandmother is not feeling

well and they plan to help her in the farm.

2. Pupils listen to a dialogue (refer to the audio

recording of a conversation- Appendix 7).

3. Teacher asks Wh-questions based on the

dialogue.

Where are they going?

Who is not feeling well?

Why are they going to the farm?

What can they do in the farm?

4. Pupils to answer accordingly and correctly based

on the conversation they heard.


supporting lexical set: why, where, who and what

Pupils able to listen and understand the

conversation in order to answer simple

Wh-questions (where, who, why, what).

6. Lend a hand What is this task about?

Participate in daily conversation – offering help.


1. Prepare the stations on farm animals’ home ( refer to

Appendix 8).

2. Pair the pupils and ask them to pick up a picture of a

farm animal from the box.

3. The pupils need to identify the home.

4. Pupils need to role play by stating the home and the

activity that they can do there in order to help their

sick grandmother..

5. Pupils go to the correct station (home).


Main lexical set:

Farm animals - rooster, chick, hen, bull, cow, calf, duck,


Supporting lexical set:-

i. Farm animals’ homes: coop, shed, pen, pond,

hutch

ii. Activities in the farm: collect the eggs, clean the

farm animal’s home, milk the cow or goat , feed

the animals, water the vegetables, grow

vegetables.

.

To enable the pupils to participate in daily

conversations pertaining to farm animals’

homes and activities involved in the farm.

Handout 3 -Trainers Feedback

Unit Planning Written Feedback

Group / Class: Group 4

Names: Chitradavi d/o Silatori @ DoraiIndira d/o GanasanThum Li SenLee An MayPunitha d/o Subramaniam

Aspects Checklist. Have CPs…?

Unit Map

Planning

Created developmental activities from simple to complex?

Identified the Learning Standards for each task?

Identified the stages in the TTB Model©?

Identified the tasks that are suitable for assessment?

Matched the assessment to its descriptor(s)?

Additional

Comments:

The tasks for assessment was not clearly stated. It was not mentioned

anywhere in the activities stated.

Aspects Checklist. Have CPs…?

Scaffolding stages

in the unit planning

Sequenced the activities based on the difficulty of task?

Provided enough support for pupils to complete the tasks?

Ensured that the tasks are challenging while incorporating the

elements of fun and play?

Created activities from word to phrase to sentence to whole-

text level?

Additional

Comments: CPs have to decide the criteria for assessment.

Suggestions for

improvement:

CPs need to number the appendix.

Lecturer’s name: Mr. Fadzillah Bin Fadzil

Date of Assessment: 24-06-2015

Handout 4 - Task Procedures

UNIT 4: A FARM EXPERIENCE

Listening and Speaking

Stage Learning Standards:

1.1.4 Able to talk about a

stimulus with guidance.

1.3.1 able to listen to and

demonstrate understanding

of oral texts by:

(b) answering simple Wh-

Questions (What)

Main Lexical Sets:

Places of animal kept: coop,

shed, pen, pond, hutch

Supporting Lexical Sets:

i. Farm animals: chicken, cow,

duck, goat, rabbit

iii. Wh-questions: What

Learning Objectives:

By the end of this lesson,

pupils should be able to :

1. talk about five homes of

farm animals guided by

pictures.

2. answer simple Wh-

question (What)

pertaining to farm

animals’ home.

Materials:

‘Old Mac Donald’ video clip

(Appendix 1)

Farm animals ppt (Appendix

2)

Assessment:

Task Procedures:

a. Name of task : Knowing Farm Animals And Their Homes.

Task-Text-Based Model : ‘ Teacher do, Pupils watch’

1. As a set induction, teacher plays a video clip entitled “Old Mac Donald”. Pupils sing

along (refer to Appendix 1).

2. Ask the pupils to relate the topic to the song.

3. Show power point presentation (refer to Appendix 2) with environmental sound on

Word

farm animals and introduce the places they are kept.

4. Ask pupils to name the homes by listening to the animals’ sound.

e.g. What farm animal’s home is this?

coop shed pond

pen hutch


1.1.4 Able to talk about a


Main Lexical Sets:

Places of animal kept: coop, shed,

pen, pond, hutchWord


demonstrate

understanding of oral

texts by:


Questions (Where)


i. Farm animals: calf, ducklings ,

drake, billy goat, nanny, bull

iii. Wh-questions: Where




1. talk about the family of

farm animals and the

homes guided by

pictures


question (Where)

Materials:

Picture cards with name on

animals by gender or

offspring (refer to the

Appendix 3)

Assessment:

Checklist for L & S

- Band 5

b) Name of task : Guess My Home

Task-Text-Based Model : ‘ Teacher do, Pupils help’

1. Show the word cards of the male, female and their offsprings of farm animals (e.g.

Billy goat, rooster, nanny goat, ducklings, rooster- refer to the Appendix 3)

2. Introduce the names of the animals.

3. Pupils say the names of the animals.

4. Ask pupils to name the animal’s home.

e.g. Where does the animal live?

5. Assess the pupils based on the respond given by them.



Main Lexical Sets:

Places of animal kept: coop, Word

follow :

(a) simple instructions



i. Farm animals: calf, ducklings ,

drake, billy goat, nanny, bull.

iii. Wh-questions: Where




1. Listen to instruction

given by the teacher and

match the pictures of

farm animals with the

correct home.

Materials:

Picture of farm animals by

gender and offspring

(Appendix 3)

Pictures of farm animals’

home (Appendix 4)

Assessment:

Checklist for L & S

- Band 2

c) Name of task : Find My Home

Task-Text-Based Model : ‘Pupils do, Teacher help’

1. Paste the pictures of the farm animals’ home on the board (refer to Appendix 4)

2. Divide the pupils into groups and distribute the pictures of the farm animals (refer to

Appendix 5).

3. Pupils to listen simple instruction given by the teacher and follow accordingly.

4. Pupils to discuss with their group members and match the pictures of farm animals

with the correct home.

5. Once the teacher whistles, the group representative carry out the activity as in no.4.

6. Assess the pupils based on their task. Pupils should able to listen and follow the

instruction and match the pictures correctly.

7. Award the first group answer correctly with goody bags.


1.1.4 able to talk about a



demonstrate


texts by:


Questions

Main Lexical Sets:




i. Activities on the farm: collect

the eggs, feed with carrot, clean the

farm animals’ homes, feed with

grains, milk, grow vegetables,

water vegetables.

iii. Wh-questions: What




1. talk about five homes of

farm animals and the

activities involved guided

by pictures.


question (what) in daily

conversation.

Materials:

Picture cards with words on

activities in the farm (refer to

Appendix 6 )

Assessment:

d. Name of task : Knowing Activities In The Farm

Task-Text-Based Model : ‘ Teacher do, Pupils watch’

1. Show the picture cards of activities that are carried out at the farm animals’ home,

e.g. milk the cow, collect the eggs, clean the , feed the animals, clean the farm home

(refer to Appendix 6).

2. Relate the activities to the farm. Explain to the pupils that the farm is also used for

growing crops and vegetables.

phrase

3. Relate the activities to the farm by asking ‘wh’ question (what). e.g .;-

a) shed milk the cow

What can you do in the shed? (teacher)

- milk the cow. (pupils)

b) coop collect the eggs

What can you do in the coop?

-collect the eggs

c) coop feed the chickens with grains

What else can you do in the coop?

- feed the chickens with grains

d) shed / pen clean the farm animal’s home

What can you do in the shed / pen?

- clean the shed / pen

e) hutch feed the rabbits with carrots

What can you do in the hutch?

- feed the rabbits with carrots

f) vegetable farm water the vegetables

What can you do in the vegetable farm?

- water the vegetables

g) pen milk the goat

What can you do in the pen?

- milk the goat

h) pond feed the ducks

What can you do in the pond?

- feed the ducks with grains


1.3.1 Able to listen to and

demonstrate


texts by:


Questions


Main Lexical Sets:



ii. Wh-questions: where, who,

what and what





question ( where, who,

what, what) in daily

conversation.

Materials:

Audio recording of a

conversation (refer to

Appendix 7 )

Assessment:

Checklist for L & S

- Band 5

e. Name of task : What Can I Do

Task-Text-Based Model : ‘Pupils do, Teacher help’

1. Play an audio recording of a conversation among family members on how they going

to help their grandmother. Their grandmother is not feeling well and they plan to help

their grandmother with her farm.

2. Pupils listen to the dialogue.

3. Play the audio recording again and ask pupils to listen.

4. Teacher asks Wh-questions based on the dialogue.

Where are they going?

Who is not feeling well?

Why are they going to the farm?

What can they do in the farm?

sentence

5. Assess the pupils’ respond based on listening skill and Wh-questions.

6. Pupils to answer correctly in complete sentence according to they conversation

heard.


1.2.1 Able to participate in

daily conversations:

(d) offer help

1.3.1 Able to listen to and

demonstrate


texts by:


Questions

Main Lexical Sets:




i. Wh-questions: Where

ii. Activities in the farm: collect

eggs, feed with carrot, clean the

farm animals’ homes, feed with

grains, milk the cow or goat, grow

vegetables and water the

vegetables




1. converse to help others

in daily life pertaining to

farm activities.


question (Where) in daily

conversation.

Materials:

Pictures for stations

(represent the homes of

farm animals –refer to

Appendix 8 )

Pictures of farm animals

(refer to Appendix 5 )

Assessment:

Checklist for L & S

- Band 3

f. Name of task : Lend A hand

Task-Text-Based Model : ‘Pupils do, Teacher watch’

1. Prepare the stations on farm animals’ home.

2. Pair the pupils and ask them to pick up a picture of a farm animal from the box (refer

sentence

to Appendix 5).

3. Pupils to identify the home of the farm animal in the picture.

4. Pupils to role play by stating the home of the farm animal and the activity that they

can carry out based on the conversation they have heard.

Sample dialogue for picture ‘hen’

5. Pupils go to the correct station (home- refer Appendix 8).

(Sample of farm animal station)

6. Assess the pupils based on their participating in the conversation.

7. Pupils should be able to converse in order to help others and use Wh-question

(where) correctly .

Pupil A: Where are we going?

Pupil B: Let’s go to the coop.

Pupil A : We can help grandmother to collect the eggs.

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Portfolio Task l&S