adaptation of text

8/3/2019 Adaptation of Text

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ORAL PRESENTATION

PREPARED BY:

JORDAN JEROME A/K ASSAN

NORDIANA BINTI MAT YAACOB

SITI SURIANI BINTI AWANG

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INTRODUCTION

Pupils Background

School area: Urban Target group: Year 3

Number of pupils per class: 30

Pupils language proficiency: Good

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The Lesson

Duration: 20 minutes Theme: World of Knowledge

Skill: Reading

Teaching materials: Video, reading passage

and Word Web exercise.

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What is reading?

Reading is making meaning from print. Itrequires that we:

- identify the words in print- word

recognition process.- construct an understanding from them-

comprehension process

- coordinate identifying words and makingmeanings so that reading is automatic and

accurate- fluency achievement.

- Leipzig (2001)4


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Objectives of the lesson:

At the end of the lesson, pupils will be able to- read and understand simple factual text by

identifying the main ideas (C.S 3.3.3)

- read and group words according tocategories (C.S 3.7.3)

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ORIGINAL TEXT A passage entitled Did You Know? Why are zebras

striped? adopted from The Borneo Post: YourGuide to Good English (2nd Sept 2009).

This passage is about a conversation between threefictional characters on the benefit of zebras stripes.

Rationale: To expose the pupils to animals otherthan what they have learnt in Unit 10-Razin at thePark (English Year 3 Textbook, 2004, p. 111-122)

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WHY ARE ZEBRAS

STRIPED?

Hey guys, why do zebras have stripes? Buzzy asked

one day. I dont know. Thats how God made them? Belle

guessed. I think it is because the stripes act as a camouflage,like a military fatigue, it helps them to blend in with their

surrounding making it hard for others to spot them, Bijak

answered.

Oh yeah, zebras live in Africa with tall grassy plains so

they can hide very well in the grass! But the grasses are greenand there are black and white. Wont the predators like the

lion spot them? Belle said. Well, guess what? Lions are

colour blind! So, it doesnt really matter what colour the zebra

types are, Bijak answered. 8


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Ok, so the lion cannot see clearly if there is one zebra

but surely it can see them if a herd was right in front? Buzzy

asked. When the zebra is in a group, their herd is quite large.They also like to stick very close to each other. That makes it

even more difficult to see because the stripes on their bodies

blend in to make a wall of stripes! All the lion will see is a

large, moving, striped mass instead of many individual zebras.

The lion has trouble picking out the individual zebras and torecognise which way each zebra is moving. It becomes

confusing for the poor lion! Bijak said.

Isnt it confusing too for the zebras themselves?Everyone looks the same! Belle wondered. Actually, no.

Just like fingerprints on humans, each zebra has a unique

pattern stripe. That is how a mother zebra can instantly spot

her colt in a herd, Bijak answered.9


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ADAPTED TEXT: WHY ARE ZEBRAS

STRIPED?

Buzzy: Hey guys, why do

zebras have stripes?

Belle: I dont know. Thats

how God made them?

Bijak: I think it is because

the stripes act as a

camouflage like a military

fatigue. It helps them to

blend in with their

surrounding so that others

cannot easily spot them.

Answer the following

questions.

1. Name the three characters

in the dialogue. ________________

________________

________________

2. Why do zebras have

stripes?

_____________________

_____________________8


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Belle: Oh yeah, zebras

live in Africa with tall

grassy flat land. They canhide very well in the grass.

But, the grasses are green

and they are black and

white. Wont the predators

like the lion spot them?

3. Where do zebra live?

____________________

4. What are the colours of the

zebras stripes?

____________________

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Bijak: Well, guesswhat? Lions are colour

blind! So, it doesntreally matter whatcolour the zebra types

are.

Buzzy: Ok, so the lioncannot see clearly ifthere is one zebra. It can

surely see them in frontif they are in groups,right?

5. Which animal is colourblind?

__________________

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Bijak: The zebras are in

groups to make a largeherd. The stripes on their

bodies blend in to make a

wall of stripes. That

makes them more difficult

to be seen by the lion. Thelion will only see a large

moving stripe. The lion

has trouble to choose the

individual zebras and toknow which way each

zebra is moving. So, the

poor lion will get

confused.

6. What do you call a groupof zebra?

_____________________

7. Zebras gather in herd

to________________________________________

_____________________

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Belle: Doesnt the zebrafind it confusing too?Everyone looks thesame!

Bijak: Actually, no. Justlike fingerprints onhumans, each zebra hasa unique pattern stripe.

That is how a motherzebra can instantly spother colt in a herd.

8. What is the similaritybetween fingerprints andzebras pattern stripe?

___________________

_________________________________________________________

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CRITERIA USED FOR

TEXT ADAPTATION

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VOCABULARY

Rationale:

The original text was written in a higher

level and it is unsuitable for pupils who are

in Primary 3.

Some of the words are not included in the

KBSR specification on Language Content3.0 Word List.

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UNSIMPLIFIED SIMPLIFIED

Plains Flat land

Picking out Choose

to recognise to know

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However, there are some vocabularies that

are new to the pupils have been retain in

order to convey the fact precisely and to

widen the pupils vocabulary repertoire.

Levine and Reves (1990), have found out

that it is easier for the reader to cope withspecial terminology than with general

vocabulary (p.74)

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DIFFICULT WORDS THAT ARE

RETAINED Blend

Unique

Military fatigue

Camouflage

Predators

Grassy Colour blind

Colt

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COMPLEXITY OF SENTENCE

STRUCTURE

The sentences in the original text was

mostly written in complex sentences. We

changed the complex sentences to simple

and compound sentences.

Rationale:

In KBSR syllabus on Language Content2.1.5 the pupils only require to learn two

types of sentences, the simple and

compound sentences. 20


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I think it is because the stripes

act as a camouflage, like amilitary fatigue, it helps them

to blend in with their

surrounding making it hard for

others to spot them.

Bijak: I think it is because the

stripes act as a camouflage likea military fatigue. It helps them

to blend in with their

surrounding so that others

cannot easily spot them.

Ok, so the lion cannot see

clearly if there is one zebra butsurely it can see them if a

heard was right in front?

Buzzy: Ok, so the lion cannot

see clearly if there is one zebra.It can see them in front if they

are in groups, right?

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When the zebra is in a group,

their herd is quite large.

Bijak: The zebras are in groups

to make a large herd.

That makes it even more

difficult to see because thestrips on their bodies blend in

to make a wall of stripes!

Bijak: That makes them more

difficult to see by the lion. Thelion will only see a large

moving stripe.

It becomes confusing for the

poor lion

Bijak: So, the poor lion will get

confused.

Isnt it confusing too for the

zebras themselves?

Belle: Doesnt the zebra find it

confusing too?22


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TEACHINGSTRATEGIES

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ACTIVITY PROCEDURE RATIONALE/LO/REMARKS

Set

Induction:

What do

you know

about

zebra?

1. Pupils watch a

video showing

pictures of zebras.

2. Pupils are

guided to talk

about what they

already know

about the animal.

1. To enable pupils to get a better view

of zebra.

2. Set induction can stimulate interest

of the text so that pupils will not come

to the text cold (Nesamalar, Saratha

& Teh, 2005).

3. To exploit pupils prior knowledge

(what they already know) to make

them want to learn more (what they

do not know) about the animal.

4. Nesamalar, Saratha & Teh (2005),

mentioned that all new learning must

take into account and build upon old

learning. 24


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Pre reading:Word Hunt

1. Pupils are asked toscan for difficult

words in the passage

and guess their

meaning based on

the context in the

text.

2. Pupils are

introduced to thenew vocabularies in

the passage.

1. Scanning is important. Itenables the reader to select

texts or part of text that are

worth spending time on

(Nuttall, 2005).

2. Meeting words in context

provide opportunities for

developing knowledge of theform, meaning and use of

words. (Nation & Yongqi,

2007).

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While

reading:Why are

Zebras

Striped?

1. Pupils are

asked to readthe passage

silently and

answer the

signpostquestions

(placed on the

margin).

1. So that the pupils will be able to

comprehend the text while reading it.

2. A signpost question is not for testing

but to guide readers , directing their

attentions to the important point in the

text and preventing them from goingoff along a false track (Nuttall, 2005).

3. According to Nesamalar, Saratha &

Teh (2005), well constructed signpost

question will force the pupil to treat

comprehension as an on-going process

happening at the same time as the

decoding process.

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Post reading:My

Characteristics

1. Pupils are requiredto fill in the blanks

with zebras

distinctive

characteristics in theword web.

* They may use the

dictionary to checkfor the meaning of

words.

CurriculumSpecification for

English Year 3 SK:

3.6.2 Read and group

words according tocategories.

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Closure:

SaveMefrom

Extinction

1. Pupils are asked to

find information onextinction of zebra or

other animals to be

shared to the class in the

next lesson.

Objective of KBSR:

To acquire knowledgeand information as

well as to cultivate

keen interest towards

other pupils and theenvironment(Mok,

2005, p.86).

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REFERENCESAnonymous. (2009, September 2nd). Did You Know? Why

are zebras striped?. The Borneo Post- Your Guide to

Good English.Chia, S.C. & Rohimmi Noor. (2004).English Year 3

Textbook. Selangor: Attarbiah Sdn. Bhd.

Curriculum Development Centre. (2001). Curriculum

Specifications for English. Kuala Lumpur: Ministry ofEducation, Malaysia.

Liepzig, D.H. (2001). What is reading?. Retrieved on

October 1st, 2009 from

http://www.readingrockets.org/article/35229


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Mok, S.S. (2005).Education Studies for KPLI (Sekolah

Rendah) Teacher Professionalism Theme 3. Selangor:

Multimedia-ES Resources Sdn. Bhd.

Nation, P.& Yongqi, G.P. (2007).Focus on Vocabulary.Sydney: Southwood Press Pty Ltd.

Nesamalar, Saratha & Teh. (2005).ELT Methodology:

Principles and Practice (2nded). Malaysia: Oxford Fajar

Sdn. Bhd.

Nuttall, C.(2005). Teaching Reading Skills in a Foreign

Language. Thailand: Macmillan Publishers Limited.

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