The Thematic approach ( Integration of curricula) allows pupils to expand and extend knowledge related to the  --‘I Love Animals'. The adoption of Big Book provide, meaningful contexts for pupils to learn the basic knowledge and helps them to develop correct attitudes towards little animals. ‘ Collaborative lesson preparation ‘ provides an opportunity for teachers to tailor the curriculum so as to cater for to the needs of the pupils.  

With the completion of this unit, pupils are able to:

1. express their feelings freely in English;.

2. make inference by adopting past experiences and knowledge;

3. predict the development of the story;

4. use the learnt vocabularies to rewrite the ending of the story

5. Use the simple present tense to express interests, e.g.

6. Eddie likes apples. A monkey likes bananas. etc

7. Use adjectives to describe the features of animals, e.g.

8. Monkey has a small head. Panda has a short tail.

Teaching & Learning Process :

In the shared reading sessions, pupils listen to the story in a big book read by teacher. Pupils will guess the meaning of new words and predict the development of the story. They are also encouraged to create their own stories, by providing a new ending to the story or acting out the story.

Impacts on Learning:

This Big Book was chosen for its relevance to the theme with appropriate level of difficulty. Quite as expected, pupils quickly learnt the sentences and joined in the reading with the teacher. Even the weaker ones soon had confidence to read along.

The active class participation and high pupils’ motivation reaffirmed the teacher of the shared book approach. She was also pleased by the ease of pupils learning the new words. Big book reading provides pupils with authentical opportunities to learn and to use the language.

During the pre-reading stage, the teacher introduces animals to motivate pupils’ interest in reading. Also, by creating a real life situation to let students understand the reasons for caring for the little animals.

During the First and Second reading stage, the pupils are asked to predict the development of the story so as to nurture their creativity and imagination.

The stories created by pupils’ endings were very interesting and creative. In the writing stage, the pupils were allowed to prepare a draft for a peer-editing. In the post –reading, the teacher encouraged the students to present their own story to the class. They were also encouraged to act out the story.

Evaluation:

Strategies for evaluating learning and teaching effectiveness include:

1. The adoption of Scoring Rubric for Creative Story Prediction, to evaluate the pupils’ creativity and ability to communicate with the target language:

2. Teachers and students complete the programme evaluation questionnaires which can help to evaluate learning and teaching the effectiveness through self reflection.

• Teaching Plan

• Worksheet

  • Worksheet 1

  • Worksheet 2

  • Worksheet 3

• Appendix
  • Appendix 1
  • Appendix 2
  • Appendix 3
  • Appendix 4