Académique Documents
Professionnel Documents
Culture Documents
TSL311
0
ACKNOWLEDGEMENT
Assalamualaikum Warrahmatullahi Wabarakatuh ..
First and foremost I would like to offer my sincerest gratitude to my Linking Theory
To Practice lecturer , Encik Ghazali Bin Abdullah , who has supported me throughout
my assignment with his patience and knowledge whilst allowing me the room to work in
my own way . My attribute the level of my First Degree to his encouragement and effort
and without him, this assignment too , would not have been completed or written. One
simply could not wish for a better or friendlier lecturer just like him .
In my daily work as a teacher , I have been blessed with a friendly and cheerful
group of fellow students and friends . To my dearest friends , who are always supporting
me and encourage me during the process of this assignment . To my beloved husband ,
who is always give me support and help me during my study and not to forget, my kids,
both of my family and family-in-law . May Allah will bless all of you .
Last but not least , I would like to thank everyone either they are involve directly and
indirectly during the process of doing this assignment . To whom who are giving me
supporting throughout of my studies in the teaching colleague, moving my vast
collections of stuff across most of everything and for providing me a better education
than before .
TSL311
0
TSL
3110
: Wednesday
Date
Time
Class
: 3 Seri
Enrolment
: 31 pupils
Level
Theme
: World Of Stories
Topic / Title
Focus 3
: Writing
Teaching Aids
Values
: Co-operation
: Multiple Intelligences
: 3.2 : By the end of the 6-year primary schooling, pupils will be able to write using appropriate language, form
and style for a range of purposes.
Learning Standard
: 3.2.2
TSL
3110
: By the end of the lesson , pupils should be able to write a story using simple or compound sentences with guidance.
TEACHING
STAGE
CONTENT
Set Induction
Listening
( 5 minutes )
reply.
RATIONALE
of
princess,
king,
castle,
queen,
ogre,
be
learned
by
gaining
the
random.
5. Discuss the answers with
the students.
6. Teacher tells the story with
the help of the picture
cards.
7. Pupils listen.
the
lesson .
pupils
about
the
Lesson Development
And Practice
The story
1. Pre Writing
TSL
3110
on
the
( appendix 1 )
( 20 minutes )
topic
phrase strips.
3. Get
students
at
Individual participation is
to
Phrase strips
confidence.
( appendix 6 )
queen.
4. Ask the question about
Questions :
the
queen.
queen
Q : Are the king and the queen
5. Elicit
king
and
response
the
from
build
up
pupils
TSL
3110
happy or sad ?
very happy.
jumbled
strips
sentences
board.
Pictures
of
tower,
the
and
phase
arrange
on
the
out.
cards.
9. Discuss the answers
with the students.
10. Read
the
whole
answers together.
TSL
3110
Pictures
of
dragon,
of
the
king,
the
1. Teacher
distributes
the
Grouping activity is to
encourage the pupils to
TSL
3110
( 15 minutes )
being
group.
the
with
cooperation
sentences
learnt in group.
task .
Production
( 15 minutes )
3. Post-Writing
1.
either
the
pupils
how
far
gets
about
the
the
the
TSL
3110
Appendix 7,8,9
sentences.
arrange
sentences
Closure
and
( 5 minutes )
3. Leave
the
class
by
respond
understand
about
TSL
3110
TSL
3110
TSL
3110
Teaching/learning activities
that will involve all the pupils in my class . This is because the pupils in many of our classes
are of mixed ability . This means that the same material will not be suitable for all the pupils .
Some may find the materials too difficult , while others find it too easy .
In my lesson plan , I choose Year 3 Seri as my respondents . Otherwise , this class is a
perfect mixed ability pupils in my school . In my lesson , for the set induction , I use colourful
word cards to get the attention from the pupils on what is to be learned .
It is also to generate the pupils interest to the lesson . By using pictures also can help the
pupils to focus more on their learning activities .
The third reasons why my lesson planning is suitable is because I am using the discussion
, search and paste and group work as the way to tries to rouse the pupils interest in what is
about they listen to. Besides it is also to make the pupils actively aware of the information or
experiences that would be useful in helping them understand what they will hear . These
TSL
3110
activities also help the pupils to acquire or to revise the language that would be necessary for
them to understand the reading and writing input and at the same time gives pupils a purpose
for writing .
In my while-writing activity , I am using a lot of activities because this is the centre or focus
of the lesson . By giving more demanding tasks to the pupils , it becomes a great deal of
difference between the proficiency levels of my pupils . I can ask my better pupils to take the
long turns and leave the poorer ones to takes the short turns until their language improves and
they become more confident .
I also give all my pupils the same task but expect the higher levels of sophistication
from better pupils . By preparing some difficult and some easy worksheets also can make
every pupils works towards the solution of the same problem situation , but some have
linguistically easier tasks than others . This device also have a face-saving feature for the
weaker pupils .
In the post-writing stage , pupils will be given tasks that are spin-offs the main activity . For
example in my lesson , pupils will do replacing the pictures with words, matching the sentence
halves and re-arranging the words to form sentences based on what they had learn on the day .
The same task for all the level of proficiencies is to write the story. It is also the way to find out
either the pupils get understand about the lesson or not . The activity also can measure how far
the pupils gets the information about the lesson .
While as the closure I am using the story again as the way to make the pupils enjoy their
lesson for that day and understand about what they had learnt .
Firstly, the most obvious thing that I discovered was the advantage of working as part of a
group . I learned that good teamwork is the key to success in design activities when time and
resources are limited. As everyone had their own point of view, many different ideas could be
produced and I found the energy of group participation made me feel more energetic about
contributing something . From collecting materials for the first task until the last task , I think its
TSL
3110
quite difficult if I done it by my own self. With the peer that I got, Rozita, we have work
together to collect all the information and change it into an informative tasks which I think it will
be more easier to understand the topic discuss .
Secondly, I discovered that even the simplest things on earth could be turned into
something amazing if we put enough creativity and effort into working on them . With my
peer ,we design some informative tasks such as songs, poems, lesson plan and activities but
were still able to create some cool stuff . I learned that every design has its weaknesses and
strengths and working with a group can help discover what they are. We challenged each
others preconceptions about what would and would not work. I could also see the reality of the
way changing the activities actually affected its performance .
While I am preparing the lesson plan , I already want to give up because I have lack of
ideas to choose the suitable activities . But with peer cooperation , I built up my spirit and try to
make the activities chosen fun and interesting . The most important thing is the activities are
suitable with the lesson and at the same time , it makes our friendship closer .
As such, I will improve my teaching skills especially in teaching writing, take part more in
blogging / journaling my experiences to cultivate critical self reflection and I will seek
opportunities to put into practice my competencies in research design and analysis to
implement effective change and rich descriptions of phenomenon .
I will rely heavily on structured and semi-structured surveys or focus groups and self
reflection blogging to assess my learning toward goals, and to use my skills and knowledge to
benefit others as pupils, colleagues or community development
I am very relieved that at last I could finished this assignment. Although with the
experienced of teaching English for almost 18 years but I never recorded my teaching and
evaluate it. At first I have a negative feeling towards doing the observation by peers but as he
gave me full support, I realised it had benefits me a lot. From his comments and sharing
TSL
3110
information while observing me carried out the lesson in the classroom, I now know whether it
is an effective teaching and learning activity or not. I can see my flow during that session and
how I failed to make my students see my goals and objectives if not all.
I could also recognised my strong part in dealing with my students. It had been a fantastic
experienced for me. By doing this task also it had given me the opportunity to know why it is
essential and crucial to focus on selecting materials for my lesson. Because by choosing the
right materials it will benefits the pupils and arouse their interest.
Through this task also had given me the time to reflect on my teaching all this while. I
should have focused on my goals for a whole year teaching the class that have been given to
me. In doing that only then I can carry out the lesson with the objectives set everyday because
it will help me to go through the right track.
The task also make me realised of the understanding of using the PPP in my lesson plan. I
strongly hope that I can come out with a better lesson plan from now on and do some
reflection on my everyday lesson.
1289 words.
TSL
3110
BIBLIOGRAPHIES
1. Mohd Rosli Ghani , Mohd Iskandar Daud , Adnan Yusoff ( 2010 ) HBEL 2103 Teaching of
Writing Meteor Doc Sdn Bhd : Seri Kembangan , Selangor .
2. Nesamalar Chitravelu , Saratha Sithamparam , Teh Soo Choon , ( 2000 ) . ELT Methodology
Principle and Practice Penerbit Fajar Bakti : Shah Alam .
3. Assessing Writing Skills
4. www.ericdigest.org/pre-923/speaking.htm
5. Models of Language teaching and Learning
6. www.nclrc.org/essentials/whatteach/models.htm
7. Jack C.Richards .Teaching Writing ; From Theory to Practice
8. www.professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-fromtheory-to-practice.pdf
TSL
3110
Bibliography
1.
A. Rashid, N., & Boon Pong Ying & Syed Ahmad, S. F. (2009). Murid Dan Alam Belajar.
Shah Alam: Oxford Fajar.
Mok Soon Sang ( 2008 ): Educational Psychology & Pedagogy : Learner And Learning
Environment : penerbitan Multimedia Sdn. Bhd., Puchong.
8.