Garfield: What?! Garfield: Oh, come on! I can't be that fat!

Scale: Sorry, it's true Garfield: You must be lying! Scale: Impossible Scale: We computers are incapable of lying or any human emotion. You really are that fat Garfield: Sigh Scale: Hee hee hee Scale: Me and my big voice chip

Garfield comic strip is an interesting authentic material because it can easily attract students attention. This type of authentic material can be used as reading aloud in the classroom. The target group for this authentic material is advanced level of Year 4. However, the language used is not too difficult to be understood. This Garfield comic strip is very suitable for post reading activity. In year 4 textbook, there is a topic in Unit 3 which is Health Living. In this topic, students will be taught about several simple ways on how to live well in term of their health. Therefore, during pre-reading activity, teacher can show them a food pyramid and asks students simple questions on the foods that have a balanced nutrient in their diet. During while-reading activity, teacher can asks them to read the text from the textbook about health eating habits and answer several questions. Lastly, during postreading, Garfield comic strip can be used and students can perform a simple role play based on the dialogue by the cartoon. Teacher can demonstrate the role play in front of the class. Each of the students must have their own copy of this comic strip.

Hush Little Baby Lyrics

Hush little baby don't say a word. Papa's gonna buy you a mockingbird

And if that mockingbird won't sing, Papa's gonna buy you a diamond ring

And if that diamond ring turns brass, Papa's gonna buy you a looking glass

And if that looking glass gets broke, Papa's gonna buy you a billy goat

And if that billy goat won't pull, Papa's gonna buy you a cart and bull

And if that cart and bull fall down, You'll still be the sweetest little baby in town

This authentic material is a song lyric. The type of song chooses is a lullaby. Lullaby is a soothing song, usually sung to young children before they go to sleep, with the intention of speeding that process. As a result they are often simple and repetitive. The type of reading lesson that can be taught is reading aloud. The target group is advanced Year 1 students.

This type of authentic material can be used during while-reading activities. The theme chooses is World of Self under Topic 4, Listen to Me. Teacher can do a simple activity in a classroom based on this song. During pre-reading activity, teacher can asks students to sing aloud the song together. This activity can be repeated twice to make sure students familiar with the lyrics. During while-reading activity, teacher can asks students to recall the /b/ sound that they remember from the song. Teacher can help students by showing the picture of the word. This activity can also increase the vocabulary of the students. Lastly, teacher can ask students to match the word with the picture of the remaining words from the lyrics during post-reading activity.

The authentic material chooses is a poster. The type of reading lesson is reading aloud. The target group for this authentic material is intermediate Year 2 students. This poster can be used during pre-reading lesson.

The topic chooses is Precious Drop under World of Knowledge in Year 2 textbook. The activity involve during pre- reading lesson is show the poster to the students. In this activity, teacher can ask students several questions. For example, what did you drink every day? Then, teacher can start to link about save the water and save the world. During while-reading activity, teacher can ask students to read aloud a simple text in a textbook about the water cycle. Lastly, in a post-reading activity, teacher can ask students to draw a simple poster about save the water.

The type of authentic material chooses is a website promotion about Cuti-Cuti Malaysia. The type of reading lesson chooses is reading aloud. The target group for this material is intermediate Year 4 students. The stage of the reading lesson is prereading lesson. The topic is Malaysia, my country in Unit 10 under World of Knowledge.

The activities that can be done during pre-reading activity is, the teacher can show the website strip to the students and asks students what they can see from the website. Teacher can ask simple questions such as what can you see from this picture? Then, teacher can explain about certain words that they cant understand. During the while reading activity, teacher can asks students to read a simple text in a textbook and answer a simple question. Lastly, during post reading activity, teacher can asks students to tell the whole class about their dreaming vacation holiday.

I Have a Little Turtle

I have a little turtle, He lives in a box. He swims in the water And he climbs on the rocks. He snapped at a minnow He snapped at a flea He snapped at a mosquito And he snapped at me.

He caught the minnow, He caught the flea, He caught the mosquito, But he didn't catch me!

The authentic material chooses is a poem. The type of reading lesson that can be used is reading aloud. The target group for this activity is advanced Year 2 students. The stage of the reading lesson to be focus is post-reading activity. The topic chooses is save the sea creatures in Unit 15 under World of Knowledge theme.

The activities that can be used during pre-reading activity is, teacher can put up some pictures of animals and asks students to choose which animal that live in the sea. Then, teacher can do a while-reading activity using this authentic material to read aloud the poem. Lastly, for the post-reading activity, students can match the picture with the word in the poem. For example, when the teacher reads aloud the word rocks, student that hold the flash card contains picture rock will come forward and paste the picture on the word rock. Therefore, in this way, students will increase their vocabulary and know the meaning of the words.

REFERENCE
Turtles. (2009, April 4). Retrieved April 10, 2012, from CanTeach: http://www.canteach.ca/elementary/songspoems60.html Hush little baby: Lullaby lyrics. (2011, July 14). Retrieved March 24, 2012, from IVillage: http://www.ivillage.com/hush-little-baby-lullaby-lyrics/6-a-127604 Choo, L. P. (2004). English Year 3 Sekolah Kebangsaan Textbook. Kuala Lumpur: Utusan Publications and Distributors Sdn Bhd. Jazzles.com. (n.d.). Retrieved March 12, 2012, from Letter B-Blue Bus Blues: http://www.jazzles.com/html/bsong.html Jim Davis. (1997, April 13). Garfield comic strip. Retrieved April 10, 2012, from http://garfield.nfshost.com/1997/04/13/ Lim Peck Choo, G. K. (2005). English Sekolah Kebangsaan Year 4 Textbook. Kuala Lumpur: Dewan Bahasa dan Pustaka. Rose. (2010, May 5). Why Shouls I Save Water. Retrieved March 24, 2012, from Mas Casanovas English Blog: http://mascasanovasenglishblog.blogspot.com/2010/05/why-should-i-save-water.html Sarah a/p M. Ganasegeram. (2010). English Year 1 Sekolah Kebangsaan Textbook. Kuala Lumpur: Dewan Bahasa dan Pustaka. Selangor, T. M. (2012). Welcome to CCM 2012. Retrieved April 3, 2012, from Cuti-Cuti Malaysia: http://www.cuticuti-malaysia.com/ Suria Mohd Yassin. (2011). Textbook English Sekolah Kebangsaan Year 2. Kuala Lumpur: Dewan Bahasa dan Pustaka.

TASK 1
(Compilation of authentic materials for teaching reading)

AUTHENTIC MATERIAL 1

TASK 2 (LESSON PLANNING)

TASK 3 (MACROTEACHING)

TASK 4 (WRITTEN REFLECTION)

REFLECTION I feel relieved and great because my group is able to plan and implement a macroteaching lesson in a class. I was worried before the lesson because my group was the only group that has two people in the group. Therefore, Muhammad Hakimi bin Amer and I did a discussion on how to improve my lesson plan and try to put ourselves in the students place. I did some changes in my lesson plan. After a further discussion with Miss Quah and my partner, I can see that my lesson plan is pretty advanced compared to others because my target group is Year 1. Therefore, I tried to change the lesson. For example, at first, I want them to recall the word that have /b/ sound and write down the word on a whiteboard. However, after a discussion, I change to something simple. Year 1 students might have some difficulties in remember the words but they can remember well of the teacher provide a flash card that contain the word with the help of the pictures. II also did some changes in post-reading activity when they first idea is I want to do a language game which is a musical chair. However, when I discussed with my partner, we came out with another language game which is a poison box. We decided to do these changes because there was no enough space and it takes some time to arrange the chairs. This situation can be applied in the real classroom where the teacher needs to have a strategy to manage the classroom. The classroom will become noisy if the students cannot follow the instruction while playing the musical chair. The strengths that I found in this lesson are, we are able to use more than one senses to teach. I believe that the song Blue bus Blues really attract the students attention. This is because when the students see the videos and sing together they are able to remember the lyrics and this can also increase their vocabulary skills. Small children are easily attracted to the cartoon. In this video, students will practice the /b/ sound without they realize. The more senses they use to learn, the more they will remember. In this lesson, students use sense of sight to see the video and the flash cards and use sense of hearing to listen to the song. Therefore, they can improve their language skills. Besides, some of the words in this video are not use to the students level. Therefore, we provided some pictures as examples to teach the meaning.

However, there are some weaknesses that we discovered through the lesson. First, the instruction use must be simple. In this lesson, we teach the lesson to the same age- students. Therefore, the language used to deliver the lesson is not standardizing to the primary school students. I realize that, when we are in a real class, we need to use simple language and teacher needs to demonstrate before they ask students to do the activity. This is because, teacher will not only teach the lesson but they also have to be a manager in the class in managing the students behavior. Apart from that, I also want to make some changes in the closure. During our microteaching, we ask students about other words that sound with /b/. I think, it is interesting if we play the blue bus blues song again to the class. This is because; they have practice to sound /b/ sound during while-reading activity. Therefore, I should take the opportunity during closure to make them practice the /b/ sound with the song. However, I feel relieved because we are able to complete the task and achieve our objectives for the lesson. I really hope that, we can improve our weakness in future to be a good English teacher. Practice make perfect.

Date: 16 April 2012 Time: 30 minutes Class: Year 1 No. of students: 30 Level: Intermediate Theme: World of stories Topic: Listen to Me Content Standard: 2.1 by the end of the 6-year primary schooling, pupils will be able to apply knowledge of sounds of letters to recognize words in linear and non-linear texts. Learning Standard: 2.1.2 Able to recognize and articulate initial, medial and final sounds in single syllable words within given context: e) /b/ b Objectives: By the end of the lesson, students should be able to: i. ii. Students should be able to pronounce the /b/ sound. Students are able to read aloud the word with the /b/ sound.

Prior Knowledge: Students have learnt the letter/b/ in alphabet. Teaching-Learning resources: video, flash card Moral values: Cooperation

Stage/Time Set Induction/ (2min)

Content Guess the word

Teacher Activity -Tr. puts up some pictures on the board. -Tr. asks ss to guess which picture that contain/b/ sound and put the pictures under /b/ sound on board.

Student Activity -Ss guess the picture. -Ss read the word after paste under /b/ sound.

Resources -Flash card of pictures: -boy -blue -duck -bus -bed

PreReading (3min)

Sing a song.

-Teacher Blues.

plays

a -Ss sing after the -Video Blue Blues. -Lyric: to:

of Bus

video of Blue Bus teacher.

-Tr. asks ss to sing together and

refer

pronounce the /b/ sound. Whilereading (10min) Practice sound /b/ -Ts. asks ss

(Appendix 1)

to -Ss. Choose the -Flash card

recall the word from word from the list the video with the of words on the /b/ sound and whiteboard.

choose the words -Ss. Read aloud from whiteboard. -Students need to match the word with the picture. -Tr. word cards. repeats using the flash the the word and

sounds the word.

PostReading(12min)

Language Game-Poison box

-Teacher distributes -Students

pass -Song of Blue Bus Blues

the flash card to around the box. every student. -Students that

-Teacher plays the have the box when music and passes the music stops, the poison box will come in front of the class and to

around.

-When the teacher sound stops teacher the will

read

music, aloud the word. ask

students who have the box, to come in front of the class and read aloud the word and sound the word. Closure (3min) Discussion on -Tr. asks ss the -Ss responds to tr. other words. words that they

know that have /b/ sound.

Teaching and Learning Strategy Assessment:

Notes

1. Read aloud the word Tr. asks ss the word in a flash Refer to Appendix 1 for with /b/ sound. 2. Read aloud simple sentence in the Ss sings the song after the tr. card that have/b/ sound. Blue Bus Blues lyric

songs with correct pronunciation intonation. Remedial: Focus on problem who cannot pronounce the /b/ sound. Enrichment: Ss practice to sing the song again. and

APPENDIX 1

I've got the blue-bus, blue-bus, blue-bus, blue-bus blues. So bring back, bring back, bring back the old blue bus. I left a big banana, in my old black bag, And my big brown bear's in the back of the bus. So bring back, bring back, bring back the old blue bus.