Tuesday, March 23, 2010


Task 3 (10% + 5%)


LEVEL : Form 2 (Intermediate Level)

TIME : Two periods (One hour and 20 minutes)

TOPIC : How to Shop Wisely

SKILLS : Reading and Writing skills


1. Search information in the related websites and transfer into a mind map.

2. Practice reading and locating information into the mind map and tables.

3. Skimming and scanning information from the websites.

LEARNING OUTCOMES: Students should be able to:

1. Read the article of “How to Shop Wisely” individually.

2. Fill in the six blanks spaces in the mind map individually.

3. In groups, fill in the tables referring to the supermarket’s promotion catalogue for the items and their prices.

TECHNICAL REQUIREMENTS: Internet connection, computers and speaker, LCD projector, websites:

1. http://ezinearticles.com/?How-to-Shop-Wisely&id=417893

2. http://www.youtube.com/watch?v=cNpBYtcILv0&feature=related

3. http://www.giant.com.my/promotion/view/257

4. http://www.tesco.com.my/html/promotions.aspx?ID=41&PID=45&LID=1

5. http://www.carrefour.com.my/newc4w/en/print_aden190310.php

6. http://www.mydin.com.my/mydin/catalog/exchange/c450.html


1. Teacher finds the “Supermarket Song” on what to buy at the supermarket and groceries.

2. Then teacher needs to search an article on How to Shop Wisely.

3. Teacher also searches information on the promotion catalogues that available in Malaysia’s supermarkets. Thus, there are four supermarkets which are Giant, Tesco, Carrefour and Mydin.

4. Teacher prepare for the handouts that are six handouts altogether. The first handout is meant for the mind map named Handout 1 which students need to fill in the tips on “How to Shop Wisely” individually. Secondly, the Handout 2a, 2b, 2c, and 2d that are to be done in groups according to the supermarkets. Handout 2 is on tables for the items and the prices in different supermarkets. Thirdly, Handout 3 for the budget for the Birthday party. (refer Appendices)


Stage/ Time

Instructional Activity

Set induction

(10 minutes)

1. Teacher stimulates students’ interest through previewing a video clip containing a song entitled “Supermarket Song” from website: http://www.youtube.com/watch?v=cNpBYtcILv0&feature=related

2. Teacher asks students about the topic that they are going to learn.

3. Students are expected to say ‘go shopping’, “buy necessary things at supermarket’, or any relevant answers.

4. Teacher introduces the topic “How to Shop Wisely”.


Stage 1

(30 minutes)

Transfer of information to non-graphic item

1. Teacher instructs students to log on to the website: http://ezinearticles.com/?How-to-Shop-Wisely&id=417893 and they need to read the article from the website given.

2. Teacher distributes Handout 1 for students to individually fill in the blanks in the form of mind map.

3. After students have completed the mind map, teacher asks one student to read the article on “How to Shop Wisely”.

4. After that, one student will be selected to tell his or her answer for the first blank. Then, the next blanks will be answered by other students until all the blanks are answered.

5. Then, the teacher concludes on how to be a wise shopper.

Stage 2

(40 minutes)

Skimming and Scanning

1. Teacher asks students to be in a group of four.

2. Students are in their respective group.

3. Teacher asks for the representative of the group to pick the name for their shopping complexes.

4. Teacher gives out the related handouts for the respective group according to their supermarkets.

5. Then the teacher tells that each group will need to log on to the supermarket’s website that already stated in the handouts.

6. There are 8 groups in the class so two groups will get the same shopping complex. For example, two groups get Handout 2a (GIANT) which students need to log on to the website: http://www.giant.com.my/promotion/view/257, two groups get handout 2b (TESCO) which students need to log on to the website: http://www.tesco.com.my/html/promotions.aspx?ID=41&PID=45&LID=1, two groups get Handout 2c (CARREFOUR) which in the website: http://www.carrefour.com.my/newc4w/en/print_aden190310.php and the last two groups get Handout 2d (Mydin) which in the website: http://www.mydin.com.my/mydin/catalog/exchange/c450.html .

7. Teacher explains the groups need to fill in the blanks within the time given. The fastest will be rewarded.

Follow- up activity

(10 minutes)

1. Teacher then asks students about how to shop wisely and reminds students to refer to the tips given when they want to buy anything.

2. Then, in the same group, teacher tells each group has to imagine that they are going to organize a BIRTHDAY PARTY for 20 people in your class. Each group is provided with RM 150. Using that particular amount of money, make a list of the items that they want to buy in order to hold that party.

3. The teacher gives out Handout 3 that is the budget form for each group to fill in.

4. Each group then need to present their budget to the class for the next lesson using their own creativity and the use of Power Point presentation is compulsory.


(10 minutes)

1. Students are asked about what they have learned.

2. Teacher instills the importance of knowing to shop wisely.

3. Students respond.

4. Teacher recapitulates the whole lesson.

Wednesday, March 3, 2010

task 2-article review

TSL 641


DATE : 4 MARCH 2010

Honestly, as far as I can remember, I always start my review on an article by mentioning the name of the author or writer. However, for this time, I cannot do that. I don’t know why, but basically, the author of this article didn’t acknowledge himself. Despite that, based on my reading, I found that this article is very interesting as the issue that bring highlighted is very useful for as a future English teacher. Taken from http://www.languages-ict.org.uk which is an educational website, I have chosen the article entitled “Focus on Interactive Whiteboard Technology”.

According to the writer, an Interactive Whiteboard or IWB, is a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand. They are used in a variety of settings such as in classrooms at all levels of education, in corporate board rooms and work groups, in training rooms for professional sports coaching, broadcasting studios and the latest, the theory is even applied to mobile phones or precisely, touch-screen hand phones.
As I was reading and analyzing the article, I personally found that it offers several guides on how to use the IWB effectively in the classroom. The writer provides twelve ways or examples on conducting activities and planning the lesson using the IWB included in the article. They are using interactive resources, ‘labelling, matching and sorting’, ‘Spotlight’ feature, slow reveal, Gap-fill activities, re-ordering language, brainstorming exercises, using colours for grammatical or textual analysis, multiple choice voting, team competitions and lesson planning. To be honest, this is the first time I came across of this technology and I found out it is very useful and beneficial for language teachers like us. The article not only provides ways and examples but also explanation in detail on how to effectively implement them in classroom. For instance, for ‘labelling, matching and sorting activity’, the article specifies:

“Dragging text labels to match them to pictures is a good way of practising very new language, as it can give pupils a powerful visual image by which to remember. This activity can also be used for sorting vocabulary and phrases. For example, you could ask pupils to match a selection of nouns, adjectives and verbs to an image of the annual season they best reflect. Text can be typed or handwritten, which is useful for languages in non-Roman script not supported by software programs. For suitable images, use ClipArt pictures or digital photos you have taken yourself. Some whiteboard software offers a library of images and background settings of its own. It is often possible to take a ‘photo’ of a selected area of your screen. This could be a shot of a CD-ROM activity, a video still, a digital photo or a web page.”

Based on my reading and analyzing on this article, I understand that the dominant purpose of this article is also to enlighten language teachers on how they can use the resources available to them in making the lesson more interesting and effective. Of course, IWB is able to cater the students’ interest in term of wanting to participate in the activity and thus, creating an interactive teaching and learning session. Of course, when we are reviewing an article, we also should do some further research just to give ourselves a clearer picture. I did a further research on this new technology and I found out that it has been used in developed countries such as United Kingdom, United States of America, France and Japan for quite some time. Sadly, it is still not available in our country, maybe it is quite costly and yes, it is expensive.

Apart from that, in my personal opinion, I think it would be great if our government can manage to get this technology into the Malaysian classroom as the advantages of using it are far more valuable than the cost itself. Hopefully, the Ministry of Education would find a way to bring it in our education system. Last but not least, I really hope that we will be able to use IWB in our own classroom one day.