Masalah Penglihatan

Moving Around (Blind)

Jenis Ketidakupayaan:
Peringkat Pendidikan:
Domain:
Penulis: 
Jenny Law

Perancangan Sebelum Pengajaran

Sukatan Pelajaran: 
1.4 Listen to and follow simple instructions and directions accurately. 1.4.1 Listen to and understand simple instructions. 1.4.3 Listen to and follow simple directions to places in the neighbourhood. 4.4 Complete texts with the missing word, phrase or sentence. 4.4.2 Complete simple instructions, recipes, descriptions, rhymes with the missing word(s) (with guidance given in the form of words and pictures). 4.5 Construct simple and compound sentences with guidance and independently. 4.5.3 Construct simple sentences independently (3-5 words) by looking at a picture. 4.8 Give accurate information when writing messages, instructions, simple reports, and when filling out forms. 4.8.1 Write a message for a purpose.
Deskripsi Pelajaran Hari Ini: 
1. Student recognizes the position of several buildings in an area. 2. Student learns simple direction by: (a) Listening and following the instruction of teacher. (b) Asking and giving simple direction from the tactile graphic of an area in neighbourhood.
Objektif: 
At the end of this lesson, student is able to: 1. Use preposition of location to find a place or building in an area. 2. Use preposition of direction to show or give direction. 3. Use preposition of location and direction to find place on a raised map. 4. Construct simple sentences using preposition of location and direction. 5. Write a paragraph to describe the way to a place.
Kemahiran Sedia Ada: 
Student had learn simple preposition of location such as “above” and “below”.
Analisis Tugasan/Konsep Pembelajaran: 
1. Preposition of locations. 2. Example of each preposition. 3. Simple sentences using preposition of locations. 4. Simulation activity about prepositions of direction from one place to another place.
Bahan Bantu Mengajar: 
Tactile graphic of a map, chairs, box, Braille worksheet.

Permulaan Pengajaran

Set Induksi
Deskripsi: 

1. Teacher prepares a chair and a box.
2. Teacher puts the box in different position of the chair.
3. Teacher asks the student to touch the box and the chair.

Membantu Murid Mengingat Kembali Kemahiran Sedia Ada
1. Teacher asks student to construct a sentence based on the position of the box. 2. Student tries to find out the position of the box with chair. 3. Student constructs a sentence verbally with correct grammar. Example: The box is on the chair.
Memperkenalkan Pelajaran Hari Ini Kepada Murid
Teacher says, "Today, we will recognizes the position of several buildings in an area and giving simple direction from one place to another place".

Penyampaian Isi Pelajaran

Mempersembahkan Maklumat Baru Kepada Murid
1. Teacher relates the set induction for today's lesson. 2. Teacher introduces preposition of locations. 3. Teacher explains each preposition with examples. 4. Teacher asks the student to construct other sentences using prepositions. 5. Teacher asks the student to complete the worksheet while teacher giving instruction from the picture. 6. Student reflects back what he had learned just now. Example: on, under, behind, in front of, beside and so on. 7. Student constructs simple sentence using words of preposition. 8. Student tries to do the worksheet himself.
Langkah Kedua
1. Teacher brings the student to an empty place. 2. Teacher holds hand of the student, assume going to a market from his house. 3. Teacher leads the student while giving the directions. 4. Student follows the teacher to an empty place. 5. Student listens to the instructions of teacher carefully while recognizes the way to the market. 6. Student returns to the seat. 7. Teacher explains prepositions of direction from the simulation just now. 8. Teacher asks the student to create sentences for prepositions of direction learned. 9. After finish the activity, student tries to reflect what preposition he had learned. 10. Student constructs sentence for the prepositions.
Langkah Ketiga
1. Teacher gives an embossed map to the student. 2. Teacher gives time to the student to feel what is in the map. Later, teacher explains from the map. 3. Teacher asks questions based on the map. Example: (a) What is behind the police station? (b) The cinema is … the shopping centre. 4. Student touches and feels the building and road in the map. 5. Student listens to the explanation of teacher carefully. 6. Student follows on the map and answers the teacher’s questions. 7. Now, teacher passes the Braille worksheet to the student. 8. Teacher gives instruction to the student before he does the worksheet. 9. Student does the worksheet individually.

Penilaian

Latihan dengan Bimbingan
1. Teacher guides student step by step to find place on a raised map. 2. Teacher guides student to build simple sentences using preposition of location and direction.
Latihan Kendiri
Teacher asks student to try the worksheet given by teacher.

Penutup Pengajaran

1. Teacher asks student to give instruction how to go to grandmother‘s house. 2. Teacher makes conclusion for the today's lesson. 3. Student shows the ways to grandmother’s house by writing in simple paragraph.

Aktiviti Lanjutan

Generalisasi/Aplikasi Kepada Kehidupan Seharian/Pelajaran Lanjutan
Student will know how to give direction from one place to another place which he is quite familiar with the places.
Penilaian pentadbir:
0
Dibaca 353 kali

Interrogative Pronouns (Low Vision)

Jenis Ketidakupayaan:
Peringkat Pendidikan:
Domain:
Penulis: 
Siti Masitah Mohamed

Perancangan Sebelum Pengajaran

Sukatan Pelajaran: 
2.2 Ask questions politely to obtain information and clarification. 2.2.1 Ask ‘Wh’ questions to seek information. 3.4 Read aloud expressively and fluently pronouncing words correctly and observing correct stress and intonation and sentence rhythm. 3.4.1 Read aloud words and phrases, pronouncing them correctly. 4.5 Construct simple and compound sentences with guidance and independently. 4.5.3 Construct simple sentences independently (3-5 words) by looking at a picture.
Deskripsi Pelajaran Hari Ini: 
Construct simple sentences with interrogative pronouns.
Objektif: 
At the end of the lesson, the student will be able to: 1. Write and spell "interrogative pronouns". 2. Use the "interrogative pronouns" to make sentences.
Kemahiran Sedia Ada: 
The student already learned about introduction of "interrogative pronouns".
Analisis Tugasan/Konsep Pembelajaran: 
1. Definition of "interrogative pronouns". 2. Definition of each "interrogative pronouns". 3. Examples of "interrogative pronouns". 4. Examples of "interrogative pronouns" in sentences.
Bahan Bantu Mengajar: 
Cardboard paper, marker pens, and exercises.

Permulaan Pengajaran

Set Induksi
Deskripsi: 

Teacher gives student a text and asks student to circle the "interrogative pronouns".

Membantu Murid Mengingat Kembali Kemahiran Sedia Ada
1. Teacher recalls previous lesson about interrogative pronouns. 2. Teacher explains the content in interrogative pronouns. 3. Teacher reminds the student that interrogative pronouns are used when asking questions. (Teacher recalls with student that interrogative pronouns are about 6W and 1H). 4. Teacher asks pupil,"What is 6W and 1H?"
Memperkenalkan Pelajaran Hari Ini Kepada Murid
Teacher says, "Today, we will learn to construct simple sentences using interrogative pronouns."

Penyampaian Isi Pelajaran

Mempersembahkan Maklumat Baru Kepada Murid
1. Teacher gives student the text which contains a statement or the meaning of word. 2. Each statement refers to question’s word. Pupil can think what explanation about. 3. Pupil also can find the suitable question’s word by that statement. The way is: a) To ask question about people, animals or things. b) To ask question about people. c) To ask question about time. d) To ask question about a place or location. e) To ask question about choice. f) To ask question about reason. 4. Pupil reads the statement given. Teacher asks pupil to understand properly the meanings. 5. Teacher also wants to train pupil to improve his reading. Teacher writes the words on the cardboard paper.
Langkah Kedua
1. Teacher tells statement one by one. 2. Teacher put statement one by one. Teacher reads and pupil listens. 3. Teacher explains and gives example. Teacher also asks a simple question to pupil. Example: Teacher asks pupil, “What question we can ask to people if he or she comes late to school?”. 4. Pupils give the correct answer. 5. Teacher has a conversation with pupil. Teacher asks a few questions about his routine. Teaching and learning process become more interactive as he is sharing his routine with teacher. 6. Teacher ask pupil to write down the answer.
Langkah Ketiga
1. After pupil show his good performance to find question’s word, teacher ask pupil to make a question sentences. 2. Pupil needs to construct the simple question sentences, whatever question as long as he can understands. Teacher also remind pupil to put a question mark (?) at the end or sentences. Example : When is your birthday? 3. Pupil makes question sentences by using the interrogative pronouns which he had learn. 4. Teacher guides pupil construct the question sentences by gives him clues.

Penilaian

Latihan dengan Bimbingan
Teacher guides student to construct simple sentences with interrogative pronouns.
Latihan Kendiri
Pupil tries to do the exercises given by the teacher.

Penutup Pengajaran

1. After pupil finished his work, teacher check it. 2. Teacher and pupil discuss together. Teacher makes correction if pupil does a mistake. . 3. Then teacher ask again about interrogative pronouns one by one verbally. 4. Teacher praises the pupil if he can answer it. 5. Teacher also gives homework. Before leave the class, teacher guides pupil how to do his homework.
Penilaian pentadbir:
0
Dibaca 454 kali

Healthy Living (Blind)

Jenis Ketidakupayaan:
Peringkat Pendidikan:
Domain:
Penulis: 
Jenny Law

Perancangan Sebelum Pengajaran

Sukatan Pelajaran: 
1.5 Obtain information from texts listened to in relation to main ideas, specific details, and sequence. 1.5.1 Listen to simple announcements and understand the message. 2.3 Give relevant information politely in response to inquiries made. 2.3.1 Name or identify objects, parts of the body, etc. 4.5 Construct simple and compound sentences with guidance and independently. 4.5.1 Form simple sentences and questions by arranging words (5-6 words in a sentence). 4.8 Give accurate information when writing messages, instructions, simple reports, and when filling out forms. 4.8.1 Write a message for a purpose.
Deskripsi Pelajaran Hari Ini: 
Developing healthy eating habits and describing foods using adjectives.
Objektif: 
At the end of the lesson, the student is able to: 1. Name and write different types of foods with correct spelling. 2. Describe and write about foods using adjectives. 3. Construct and write simple sentences with guidance.
Kemahiran Sedia Ada: 
The student knows about food items that he eats every day.
Analisis Tugasan/Konsep Pembelajaran: 
1. Adjectives about food. 2. Construct a simple sentence to describe a type of food. 3. Two main sources of food. 4. Four groups of food. 5. Food pyramid.
Bahan Bantu Mengajar: 
Food pyramid diagram (tactile diagram) and worksheet(braille).

Permulaan Pengajaran

Set Induksi
Deskripsi: 

Teacher shows student a bowl of curry chicken. Teacher asks student, "Can you smell the food and name it?"

Membantu Murid Mengingat Kembali Kemahiran Sedia Ada
1. Teacher asks student what are his favourite foods. 2. Student answers the question with correct sentences. 3. Teacher asks the student what he usually eats and then creates a food diary. 4. Student creates a food diary.
Memperkenalkan Pelajaran Hari Ini Kepada Murid
Today, we will learn to describe foods using adjectives and construct simple sentences.

Penyampaian Isi Pelajaran

Mempersembahkan Maklumat Baru Kepada Murid
1. Teacher asks student to give some adjectives to describe foods. 2. Student lists some simple adjectives for food. 3. From the worksheet activity given to the student, teacher explains the meaning of these adjectives. 4. Student learns new vocabulary on adjectives to describe food. 5. Teacher guides the student to sort the adjectives into suitable groups. 6. Student does the worksheet activity while discussing with the teacher. 7. Student constructs simple sentences to describe a type of food. 8. Finally, teacher asks the student to describe the food using adjectives. (Worksheet- food adjectives)
Langkah Kedua
1. Teacher states that food comes from two main sources, animals and plants. 2. Teacher categorizes food into 4 classes: Carbohydrates, fats, proteins and vitamins. 3. Teacher explains with examples, the food sources and groups. 4. Student makes note while listening to the teacher. 6. Student tries to do the exercise based on his understanding. (Worksheet- classes of food)
Langkah Ketiga
1. Teacher introduce the food pyramid using a food pyramid tactile diagram framework. 2. Teacher explains the functions of the 4 layers in food pyramid based on the 4 classes of food. 3. Teacher guides student to complete the food pyramid by pasting the cut-out of food into correct layers on the food pyramid. (Teacher guides students to build a tactile graphic of the food pyramid). 4. Student uses hands to touch and feel the layers of the food pyramid in tactile graphic which he has built. 5. Student listens to the explanation and tries to understand. 6. Student pastes the food’s name (brailled lable's) into the food pyramid with the teacher's guidance.

Penilaian

Latihan dengan Bimbingan
1. Teacher guides student to sort the adjectives into suitable groups. 2. Teacher guides student to construct simple sentences to describe a type of food.
Latihan Kendiri
1. Student tries to do the exercises (classes of food).

Penutup Pengajaran

1. Teacher summarizes today's lesson together with the student. 2. Student makes conclusion and state what he has learned today.

Aktiviti Lanjutan

Generalisasi/Aplikasi Kepada Kehidupan Seharian/Pelajaran Lanjutan
Student will know the classes of food which he eats every day.
Penilaian pentadbir:
0
Dibaca 374 kali