Reading Lesson Plan

Lesson Plan (Reading)
Name: Dinesweri PET 070021

School: : S.M.K Methodist

Class: Form 4 Bestari

Age: 23

Date: 13 January 2010

Time: 12.30pm till 1.50pm

Theme: Environment

Topic: Air Pollution

Syllabus Specification: 2.1 Obtain information for different
purposes by reading materials in print such as
reports and articles and using other electronic media such as the Internet.

Proficiency Level: Intermediate

Main Skill: Reading

Integrated skills: Listening, Writing, Speaking

Previous Knowledge: Students have done extensive reading on Preserving Water

Moral Values: We should preserve our environment for our future generation

Aim of the lesson: At the end of the lesson, students should be able to explain the most effective
way to preserve nature and also be able to use concord correctly.

Objectives of the lesson: At the end of the lesson, students should be able to;

1. Give at least 4 views about the video clip
2. Share at least 3 ideas during the brainstorming session
3. Present at least one effective method to preserve environment
4. Fill in the blanks with correct concord with at least 5 correct answers out of 6 blanks

5. Fill in the blanks with at least 8 correct answers out of 10

Lesson Stages Teacher’s activity Student’s Teaching Comment(s)
activity Aids
1. Teacher shows a video clip Students LCD,
Induction entitled ‘A letter Written in watch the Projector,
the year of 2070’ to the video clip Laptop
students.

Pre- Reading 1. Teacher asks students what Students LCD,
they understand from the share their Projector,
video clip. views Laptop,
Pictures
2. Teacher shows 3 pictures and Students
asks 5 questions(related to answer the
the pictures) to the students. questions
(Refer to Figure 1)

While- 1. The students then are divided Students KWL
Reading into groups of 7. There are 5 form their Sheet,
groups. group. Excerpts,

2. With all the information
available, the teacher gives a
table that contains three
columns, namely, ‘K’ stands
for know, ‘W’ stands for
want to know, and ‘L’ stands
for learned to each group.
(Refer to Figure 2)

Students fill
3. The teacher instructs the in ‘K’ and
students to discuss about ‘W’ column
what they know about the
topic and fills the ‘K’ column
and fills up what they want to
know in the ‘W’ column and
5 minutes are given for this
task.

4. Later on, the teacher
distributes an excerpt to each
of the group.(Refer to figure
3)
5. Each group gets a different
excerpt.

Students fill
6. The students need to read the in the ‘L’
excerpt, and with the column
guidance of the questions that
are given below the excerpt,
they need to discuss with the
group members and find out
the answers for the questions
and also complete the final
column, that is what they
have learned (L column)
based on the excerpt. Students
7. The teacher gives 2 minutes clarify the
for them to read silently and words which
teacher asks them for difficult they are not
words. If there is any, the sure about
teacher tries to teach the the meaning
word from the context. Other
students are encouraged to
help as well.

Students
discuss in
their group
8. Then, 5 minutes given for the and answer
students to conduct the questions
discussion among the
members in the group to
answer the questions

Students
present and
fill in the ‘L’
column and
9. Immediately after that, the give
students need to present the feedbacks
answers to the class which
indirectly explains about the
excerpt that they have. Other
groups need to listen and
write down the given
information in the ‘L’
column. The presentation
should focus on the second
question which asks the
students to come out with the
most effective method to
preserve the environment.

10. At the end of this task, the
‘L’ column of the each group
consists of information given
by the other groups.

Students
raise up the
questions in
the ‘W’
column

11. After all the groups have
presented, teacher asks
whether they have acquired
the information that they
want to know in the ‘W’
column. If there are still
some students who have not
get the information, firstly,
the teacher allows the other
students to help these
students. If the students could
not provide the information,
the teacher will ask the
students to find the
information and this task is
given as homework.

Post- Reading 1. Teacher picks one of the
excerpts and uses it to teach
the students on how to use
concords (Refer to Figure 4)
2. 2 .Teacher gives a working Students
sheet which consists of a complete the
passage where the students task
need to fill in with the correct
concords(Refer to Figure 5)

Teacher recaps the lesson by asking Students
Consolidation: how we can save water and answer the
highlights the usage of concords questions
Teacher gives questionnaire which

Closure mostly related to the personal
experiences of the students, the
questions do not involve facts and as
stated above, the answers are related
to the personal response of the
students to the topic.(Refer to Figure
Students should find information for
Follow up the unanswered questions in ‘W’
activities column

Teacher’s comments:

Supervisor’s comments:

Figure 2

K-W-L Sheet

K (Know) W (Want to know) L ( Learned)

Figure 3

The excerpts for While- Reading

Part 1

The main cause of global warming is air pollution. Air pollution is the release of particles into the air
from any burning activities such as burning fuel for energy. Burning fuels such as coal and oil produces a
large amount of green house gases. Example of green house gases is Carbon Dioxide. These green house
gases rise into the atmosphere and trap the heat, keeping heat from releasing. Thus the temperature
increases.

Questions:

 What is this part about?
 Think of the most effective way to preserve the environment and explain why you think this
method will be effective.

Part 2

We can prevent global warming by reducing the use of cars. This can be done by using public
transportation as it reduces one's individual greenhouse gas emissions to the atmosphere. Besides that,
we can use bicycle to travel in a short distance. If the emission of the green house gases is reduced, we
can ensure that clean air and water will remain for future generations.

Questions:


Part 3

Each person can play an important role in helping to reduce global warming. Thus, a person should
educate himself about global warming. He should learn about the techniques that can be used to
prevent global warming. He can get the information from the campaigns organized by the government,
mass media such as internet and television and etc. With the knowledge that he has, he will be able to
persuade others to make simple but effective changes in daily behavior.

Questions:


Part 4

One of the effects of global warming is rising of the sea level. With increasing average global
temperature, the water in the oceans expands in volume. Besides that, due to the high temperature, the
icebergs will melt and this also increases the volume of the water. As the volume increases,
phenomenon as ‘flash flood’ will occur. ‘Flash flood’ is a rapid flooding of river or streams which is
caused by heavy rainfall.

Questions:



Part 5

Population growth contributes to global warming. There is a clear link between the problems of global
warming and overpopulation, as increases in CO2 levels follows growth in population. Thus, more green
house gases are released to the atmosphere. Besides that, we have too many people on Earth, who are
using technologies that are destructive for the Earth.

Questions:


Figure 4

The main cause of global warming is air pollution. Air pollution is the release of particles into the air
from any burning activities. Examples of burning activities are burning fuel for energy. Burning fuels such
as coal and oil produces a large amount of green house gases. Example of green house gases is Carbon
Dioxide. These green house gases rise into the atmosphere and trap the heat, keeping heat from
releasing. Thus the temperature increases.

Figure 5 (Rational Cloze)

Scientists have found that a mother's exposure to certain chemicals which are widely found in urban air
can adversely affect a child's intelligence level. Polluted air is bad for kids' developing brains and could
also be contributing to the dumbing down of Americans. These chemicals are released into the air from
burning activities. The new study, funded by the National Institute of Environmental Health Sciences
(NIEHS), the U.S. Environmental Protection Agency and several private foundations, found that
youngsters exposed to high levels in New York City had full scale and verbal IQ scores that were 4.31 and
4.67 points lower than children with less exposure to these chemicals. In addition to avoiding living in
polluted cities if at all possible, there are other strategies parents can turn to in order to protect and
even boost the brain power of their children. For example, as reported in NaturalNews, breastfeeding
babies raises IQ levels and fish oil has been shown to improve intelligence levels of teens. Another smart
idea is avoid exposing your offspring to neurotoxic chemicals such as fluoride .

Figure 6 (Questionnaires)

1. You were walking at your neighborhood and saw your neighbor was burning garbage in an open
place. What you will do?

2. Your school is situated only 1km from your house. How you will travel? Give reasons for your
answer.

Reading Lesson Plan

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