TSL3111 - Developing and Using Resources For Primary ESL Classroom

TSL3111 : Developing and Using Resources for Primary ESL Classroom
Shenton James Jivion - 750501125913 Page 1

INSTITUT PENDIDIKAN GURU, KAMPUS GAYA
JALAN MAKTAB GAYA, PETI SURAT 10491, 88805 KOTA KINABALU, SABAH.
TELEFON: 088-210646/ 088-210979/ 088-219530/ 088-221595
NO. FAX : 088-217124
Email : webmaster@ipgkgaya.edu.my

JABATAN BAHASA

FULL NAME OF
TEACHER & CONTACT
NO

SHENTON JAMES JIVION
(019-8625320)

MYKAD NUMBER /
MATRIC NUMBER

750501-12-5913
NAME OF PROGRAM/
GROUP/OPTION
PROGRAM PENSISWAZAHAN GURU (PPG) AMBILAN JUN 2011
(TESL) GROUP 1
CODE AND NAME OF
THE SUBJECT
TSL3111
DEVELOPING AND USING RESOURCES FOR PRIMARY ESL
CLASSROOM
COURSEWORK
QUESTIONS /
INSTRUCTIONS

You a
Part A - Mind Map
Part B - Teaching and learning materials
Part C - Check-list
Part D - Critical Reflection

TUTOR MS. JULIANA JOHARI

SUBMISSION DATE

05 APRIL 2014


Contents: Page

Preface .. 3
Course Assignment ... 4 - 6
Part A
Mind Map .... 08 - 11
Part B
(Lesson Plan based on KSSR Syllabus) .... 13 - 15
Worksheets and enrichment activity ...... 16 - 19
Adapted material in PowerPoint slides (printed) .... 20 - 28
The original material (The Bremen Town Musician) .. 29 - 33
Part C
Check List & Report ....................................................... 34 - 38
Part D
Critical Reflection ........................................................ 39 - 41
References ......................................................................


Preface

The TSL3108 coursework is part of the program requirement for the PPG TESL
(Group 1), 6
th
semester in for this order to be awarded Bachelor Degree (TESL) in
Primary School. During the build up to this coursework, I learned that approaches in
grammar teaching are varied. Sources from books, internet and course module although
explain numbers of suggestions but some could not be adopted in my coursework
because the approaches are simply not practical in Malaysian Primary ESL Classroom.

To my study group which also comprises my group member and also Loretta Janet
Suutin, Zuhratunissia Zulfikar and DK. Ratnazuraini Masri for the coaching and exposure.
Group discussion as frequent as once a week, really help me a lot. They help me to piece
things together and gave me some insight in how to adapt materials obtained and guided
me in making a good lesson plan that works with the materials prepared. They also show
me how to go through the new KSSR Standard Document and comment on my work all
the way. Special thanks to SK Kibabaig, Penampang for allowing me to teach in year 3
Cerdas. My supervisor of the day, Pn. Christine Amandus and Loretta Janet Suutin: for
giving comments on my lesson plan and encouragement to teach. Finally, to my lecturer
Miss Julian Johari, for the guidance, inputs and elaborations in this course: Development
and using resources for primary ESL Classroom.





PART A

MIND MAP

I. Read and select TWO articles from variety of sources on
principles of materials selection and adaptation.

II. Use your computer skills to present the information in form of
short notes using suitable graphic organiser(s).


PRINCIPLES OF MATERIALS SELECTION

a) Adaptable and easy to modified.
o Can suit different type of media. Example: text, pictures and videos
b) Easy to manage
o Materials can be arranged to meet teachers teaching strategies almost immediately.
c) Can be incorporated with other resources.
d) Relate to learners interest and background knowledge.
e) Can be arranged to meet learners general or even specific needs.
f) Durable and last for future use.
g) Promote active communication.
o Materials can promote communication among learners.
h) Provide opportunities for contextual language use and practice.
i) Active experience
o Expand pupils experience by exposing them to relevant and current events
j) Able to increase one proficiency level.
o Increase pupils level of proficiency by exposing them with new relevant materials
and information
k) Promote self -improvement.
o Serves as a platform for learners to their self-improvement via materials
presented to them.
l) Supports current or future based learning project
o Resource for current or future pupils based learning project.

TSL3111 : Developing and Using Resources for Primary ESL Classroom Shenton James Jivion - 750501125913 Page 9

PRINCIPLES OF
MATERIALS SELECTION
Adaptable and
easy to modified.
Easy to
manage
Can be
incorporated with
other resources.
Relate to learners
interest and
background
knowledge.
Can be arrange to
meet learners
general or even
specific needs.
Durable and last
for future use.
Promote active
communication
Provide
opportunities for
contextual
language use
and practice
Active
experience
Able to increase
one proficiency
level.
Promote self -
improvement.
Supports current
or future based
learning project.


PRINCIPLES OF MATERIALS ADAPTATION

1) Related to lesson objective and aims.

- Objective can be achieved straight forward with the assistance of the materials
prepared.

2) Communicative and interactive.

- The materials adapted could be used to relay massage or lesson aim.
- The teachers and learners can use the materials adopted and talk about it with
purpose and in context.

3) Relevant and purposeful.

- Learners able to relate the adopted materials to their present or past experience.
- Learners can able expand their experience using the adopted materials.

4) User friendly.

- Material can be used effectively by the learners.
- Learners understand the purpose of the materials and able utilise and relate the
lesson content with it.

5) Promote authentic interaction.

- Materials could act and used as a talking point which helps learners to produce
more authentic conversation.
- Material has the potential to be the point of interest which invites learners to
elaborate about it during the lesson.

6) Fulfil learners psychological needs.

- The materials perpared should not challenge learners inteligence. In other word
easy and flexible in terms of content to be presented.

TSL3111 : Developing and Using Resources for Primary ESL Classroom Shenton James Jivion - 750501125913 Page 11

PRINCIPLES OF
MATERIALS
ADAPTATION
Related to lesson objective and
aims.
Objective can be achieved straight
forward with the assistance of the
materials prepared.
User friendly
Material can be used effectively by the
learners.
Learners understand the purpose of the
materials and relate the lesson content
with it.


Part B.

Teaching and learning materials: individual
i. Plan and write a lesson plan for a 60-minute lesson
based on the KSSR syllabus.
ii. Adapt, design and exploit the teaching and learning
materials for the lesson planned.
iii. Exhibit the teaching and learning materials produced
for this lesson.


ENGLISH LANGUAGE LESSON PLAN
Year : 3 Date : 29 July 2013
Subject : English Day : Friday
Theme : Language Art Topic : Four Friend
Time : 9.00 am 10.am Duration : 60 minutes
Number of students : 35 Level of proficiency : Mix Ability
Lesson summary
In this lesson plan, the main focus is on the listening and speaking skills with the integration
of the reading and writing skills.

The teaching aids was adapted from the the story called bremens town musician.
- For the set induction, teacher will show 4 types of animals known to the pupils and
ask how the animal would sound like.
- In the presentation stage, teacher will plays and read aloud the PowerPoint
containing story of the Bremen Town Musicians and after that teacher asks pupils to
read it aloud.
- For the practice stage, teacher will shows a paragraph of the story and complete the
activity prepared in and it will focus on the simple past tense (grammar).
- In the production stage, teacher will show animals that contained in the story and
complete task given in pair.
- The closure of the lesson teacher demonstrates why it is important for the pupils to
speak properly to convey massage.

CONTENT STANDARD LEARNING STANDARD
1.1 By the end of the 6-year primary schooling,
pupils will be able to pronounce words and
speak confidently with the correct stress,
rhythm and intonation.

Listening and Speaking
1.1.4 Able to talk about a stimulus with
guidance.

1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
(a) asking simple Wh-Questions
(b) answering simple Wh-Questions
(d) Sequencing with guidance.
pupils will be able to understand and respond
to oral texts in a variety of contexts.
Reading
2.2.2 Able to read and understand phrases and
sentences in linear and non-linear texts.
pupils will be able to demonstrate
understanding of a variety of linear and
non-linear texts in the form of print and
non- print materials using a range of
strategies to construct meaning.
2.2.3 Able to read and understand simple and
compound sentences.


BEHAVIORAL OBJECTIVE
By the end of this lesson, students should be:
1. Indicate Simple Paste Tense.
2. Rewrite a short story by changing present tense words to simple past tense words.

Focus Skill(s) Listening and speaking
Integrated skills Reading and Writing
Teaching Aids
- Power Point Presentation titled: The Bremen town Musicians.
- Laptop.
- LCD Projector.
- Worksheets.
Thinking skill(s) Predicting, identifying
Moral Value (s) Co-operation among students, friendship and confidence.

STAGES TEACHING AND LEARNING PROCEDURE REMARKS

Set induction
(5 minutes)

1. Teacher picture of 4 types of animal to pupils via
power point slides.
2. Teacher asks the pupils the name of the animal
shown to them.
3. Teacher asks if they ever hear any of the 4 animal
sounds.
Picture of:
1. Donkey
2. Dog
3. Cat
4. Chicken.


Presentation
(15 minutes)

4. Teacher plays the power point slid with the title : The
Bremen town Musicians.
5. Teacher read the story to the pupils from the power
point.
6. While reading, teacher asks pupils give opinion on
what they feel when they see the picture.
7. Teacher re-plays the power point slid with the title:
The Bremen town Musicians.
8. Teacher asks the pupils to read along and aloud.
9. Teacher asks pupils questions about the story they
just read.
Power point
Presentation:
The Bremen town
Musicians.



Practice
(15 inutes)

10. Teacher shows to pupils picture with
information about each animal or character in
the story.

11. Teacher discuss the details with the pupils and
complete 1 paragraph story by referring to the
text provided and indicate the simple past
tense words in the text given.
Power point
Presentation:
- Activity Sheet 1.
- Activity Sheet 2.

Production
(20 minutes)

12. Teacher asks pupils to pair up for a pair work.
13. Teacher distributes worksheets for pupils.
14. Teacher explains how to go about with the
exercise.
15. Teacher asks pupils to exchange their
worksheet among them.
Worksheet

Closure
(5 minutes)

16. Teacher divides pupils to 4 group.
17. Teacher asks each group to make the sound
of each animal in the story.
18. Teacher tells the moral of the activity : if we all
speak in one time then no one will understand
a word we are saying
19. Teacher concludes the lesson.


Activity Sheet 1.
Goody Donkey

Fluffy Dog

Lived
wanted
walked
brayed
Lived in a kennel
left the kennel
wanted to be a musician
walked for a long time
was tired
smelled food from a little house
stood on Donkeys back
barked loudly
My name is Fluffy Dog. ___________________________________
______________________________________________________
______________________________________________________
______________________________________________________
My name is Goody Donkey. I_______ in a barn. I left the barn
because I ________ to be a musician. I ________ for a long
time. I was hungry. Then I saw a little house. I saw three man
eating. I _________ loudly at them.


Activity Sheet 2
Do you know what a Simple Past Tense is?
1. Goody Donkey brayed.
2. Fluffy Dog barked loudly.
3. They walked for a long time.
4. He smelled food from a little house.
5. The animals wanted to sing for the men.

Change the word form Simple Present Tense to Simple Past Tense.
Simple Present Tense Simple Past Tense
Walk
Live
Look
Start
Want


Worksheet 1.

Rewrite the passage in to Simple Past Tense.
The men cook dinner. They clean the plates and wash the bowls. They
arrange the forks and knives on the table. They pour water into
their glasses and place napkins on their laps.

Yesterday, the men cooked dinner. They ___________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________


Teaching Aid:
Type: PowerPoint Slides










The original material







PART C

Check List

Design a check-list to evaluate the teaching and learning
materials for your lesson. Use the check list to evaluate
your teaching materials for your lesson. Write a short
report (500 words) based on your findings.


MATERIAL(S) EVALUATION FORM
To respond to the statements, please mark (x) the appropriate choice as follows:
( 1 ) Strongly disagree, ( 2 ) disagree, ( 3 ) agree, ( 4 ) strongly agree
A. General Appearance
evaluation
1 2 3 4
1.
The material appearance is informative and attractive to
young learners.

2.
The font size and type used in the material are appropriate
for young learners.

3.
The material contents and activities interesting and fun to
young learners.

B. Layout and Design
4.
The material includes functions, structures and vocabulary
that will be taught in the lesson.

5. Adequate exercises are prepared.
6.
The illustrations are varied, attractive and stimulate
learners to be creative.

C. Curriculum
7.
The material prepared related to curriculum policy and
program.

8. Support for the recreational needs of students
9. Material support basic literacy skills
D. Language Skills
10. Promote integration of all 4 language skills.
11.
Activities suggested are suitable in terms of difficulty,
interest, and amount of guidance.

12.
Contain foundation to build learners proficiency in the
language.

13.
Promote the development and awareness of grammar in
the language.


E. Language Content
14. Relevant for the age of the children or students.
15. No offensive elements
16. Language used is authentic.
F. Assessment
17. Provides adequate opportunities for learner assessment.
18.
The assessments are valid and contain relevant,
meaningful language.


Delivering a good and meaningful lesson, a teacher must plan the lesson well.
Teachers should plan what to teach and develop a lesson along with materials that supports
the lesson. Referring to my own lesson, I planned to teach grammar to my pupil. Relating my
checklist, I tried to make my material or teaching aids as simple but attractive to my pupils.
Using the animals which are familiar with them, I dont see why my check list wouldnt agree
with me.
The checklist I devised formed mainly from steps that I encounter during the materials
selection and adaptation process. During the selection process, I read through the material
that I choose and finds way how to adapt it to suit my pupils level and their background
knowledge. Apart from that, I skimmed through the material which is a play or drama titled
The Bremens Town Musician, which is also incorporated in year 3 English textbook to find
the language skills I could promote in my lesson.
Since the story suggested is in a form of media via internet, it was impossible to copy
the online material to work on thus resulting me to get from another source which what I
presented here and finally adapt it to suit my planning. I took time to see if the font size is
suitable and also the colour scheme so that the material presented can be seen and
understood by my pupils.
While forming the check-list or evaluation form of my lesson, all the input that I
suggested in it basically leads back to what I have done during the process of selection and
adaptation. To be really sure, I refer to manuals suggested and used by countries like
America, Australia and Canada on how their education board evaluate textbook for their
learners and finally compare it to our Malaysian Standard Document for Kurikulum
Bersepadu Sekolah Rendah (KSSR) and found numbers of similarities in all documents
referred.
In evaluating my own lesson, based on the material I prepared, overall in section A,
General Appearance, I put my evaluation up to 3. This is because I feel that there is much
more improvement that I could offer if I had more time and resources. But overall, based on
my pupils level, they gained benefit from the material prepared compare to the material they
see in their textbook.
In layout and design segment, I focused on teaching grammar with simple past tense
as my main focus in my lesson. As I prepare my PowerPoint using the adapted story, my
pupils level of proficiency, needs and learning style was my main considerations in building
the material. I try to vary the activity and exercise so they could enjoy the lesson and most
importantly learn the grammar rules highlighted in during the lesson.


Performing assessment from activity design based on the adapted material as I see it
still need some more improvement. This is due to the assessment outcome was not as I
expected. Out of 35 pupils, only 29 pupils manage to complete the task with acceptable
result. The reason is that I spend more time to assist 6 other pupils due their lacking in
English language. Overall, the pupils can complete the task provided they are given more
time and also their peer support.

(549 words)


PART D

Critical reflection

Based on your experience gained in Task 1,2 and 3,
discuss the impact of understanding the principles of
material selection and adaptation in creating effective
language learning resources in a Malaysian primary ESL
classroom.


One of the greatest challenges for teacher in creating effective language learning
resources in our primary ESL classroom is the language barrier. As English language here in
Malaysia is our second language or L2, teachers faces more challenge in producing spot
on resource or language teaching material that can assist teacher in teaching.

What I have learned in task one really open my eye on the importance of doing
further research to enable me to come up with one graphic organiser. There were many
works by academician all over the globe regarding on material selection and adaptation.
Though their findings really help others (teachers) in the material selection and adaptation
process, the fact is that it can differ from countries to states.

The reason is that teachers in Malaysia such as I, tends to overlook the necessity of
our learners language needs. Apart from that, not many teachers are gifted in producing
outstanding materials simply because we are used to following or using what is being
prepared. Textbooks and activity book does ease burdens of teachers in preparing the
teaching and learning materials. The drawback of this is that the teacher will use and recycle
the material until new one emerges in the market.

Here the concerns about the effectiveness in of the materials in the market would
raise further questions such as the cost effectiveness of the material mentioned and the right
method to accompany the teaching of language skills. Having said this, the material selected
should be in par with the Malaysian curriculum ranging from its level, content and practicality.

Simplifying the content such as the text could raise up learners confidence and ability
to read a once difficult to understand text (Westwood, Peter 2005). He added that by shifting
the level of the difficulty of the selected material could revoke learners inferiority in learning
the language thus providing learners with readable text and benefit from the learning
process.

In task 2, teachers need to be creative in associating lessons with materials they have
adapted. It is essential for a teacher to put the learners learning needs at all time. Although
our Malaysian curriculum has pre-set the objective of learning English language in Malaysian
ESL classroom, there is always room for improvement.


Nowadays, teachers are asked to venture new method of teaching but must coincide
with the Malaysian curriculum standard. Shifting the standard slightly higher will enable us to
use or even come up with more teaching materials that can be used to assist in our teaching
of the language. This might me good for the more proficient learners but could be severe for
the lesser ones.

Therefore teachers will always find it difficult unless the teacher is well equipping with
knowledge of some degree. Here, teachers also need to improve themselves by getting more
resources available and practicing it with different level of learners until the right method
achieved. One way to achieve this is by performing consistent check and balance or simply
by using checklist during and after lesson. This will weed out method and technique which
are not relevant thus maintaining only the reliable technique.

Task 3 is equally important where I myself could point to my strength in my
preparation, administration and reflection to the lesson presented. I learn that I need to
improve in numbers of areas. This will serve as my benchmark on how effective my method
of selection and how well I adapt the materials to suit my learners learning needs.

Lastly, I should get to know my learners better in order to be able to produce much
better lesson plan in future. Learners need and style of learning must be address individually
and uniquely as this will better my planning of teaching and also improve on my material
selection and adaptation in future.

(633 words)

TSL3111 - Developing and Using Resources For Primary ESL Classroom

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