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LINKING THEORY TO PRACTICE

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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 .

LINKING THEORY TO PRACTICE

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COURSEWORK TASK 1 ( PAIR WORK )


LESSON PLAN
Day

: Wednesday

Date

: 25th September 2013

Time

: 8.15 am 9.15 am ( 60 minutes )

Class

: 3 Seri

Enrolment

: 31 pupils

Level

: Mixed Ability ( Medium English Achievers )

Theme

: World Of Stories

Topic / Title

: UNIT 8 : The Princess And The Dragon

Focus 3

: Writing

Teaching Aids

: Picture cards, word cards, figurines, phrase strips and worksheets .

Values

: Co-operation

Cross Curricular Elements


Content Standard

: 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

: Able to write with guidance :


a ) Simple sentences.
b ) Compound sentences.

LINKING THEORY TO PRACTICE


Learning Outcomes

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: 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 )

AND LEARNING ACTIVITIES


1. Greet pupils.

- Perrott (1982) identified the

Pupils are encouraged to


Story :
The Princess And The Dragon
( appendix 1 )

reply.

purposes of set induction :


Focusing attention on what is to

2. Teacher shows the picture


cards

RATIONALE

of

princess,

king,
castle,

queen,
ogre,

tower, knights, bag of gold


and dragon.
3. Asks the students to name
the pictures.
4. Students answer orally at

be

learned

by

gaining

the

interest of students , moving


from old to new materials and
linking of the two and providing
a structure for the lesson and
setting expectations of what will
happen.

random.
5. Discuss the answers with
the students.
6. Teacher tells the story with
the help of the picture
cards.
7. Pupils listen.

- I am using the story and


picture cards to get attention
from

the

lesson .

pupils

about

the

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Lesson Development

Whole Class Activity

And Practice

1. Distributes the story to


the students.

The story
1. Pre Writing

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- To make the students more


understanding

on

the

2. Talk about the story by taught.

The Princess And The Dragon

asking the questions - Explanation on the topic.

( appendix 1 )

and with the help of

( 20 minutes )

topic

the picture cards and


Picture cards
( appendix 10 )

phrase strips.
3. Get

students

at

Individual participation is

random to pick the

to

Phrase strips

picture of king and

confidence.

( appendix 6 )

queen.
4. Ask the question about

Questions :

the

Pictures of the king and the

queen.

queen
Q : Are the king and the queen

5. Elicit

king

and

response

the
from

the students orally.

build

up

pupils

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happy or sad ?

6. Next, get the students

A : The king and the queen are

at random to pick the

very happy.

correct answers from


the

jumbled

Pictures of the king, queen ,

strips

princess and castle.

them to be the correct

Q : Where do they live ?

sentences

A : they live in a castle

board.

Pictures

of

tower,

the

and

phase
arrange

on

the

7. The same steps are

princess and ogre

repeated until all the

Q : What did an ugly ogre do ?

picture cards are taken

A : An ugly ogre locked the

out.

princess in his tower.

8. The questions given


based on the picture

Pictures of a bag of gold, king,


knight and princess.
Q : What did the king promise ?
A : The king promised to give a
bag of gold to the knight who
could save the princess.
Pictures of knights and a tower.
Q : What did the knights do ?

cards.
9. Discuss the answers
with the students.
10. Read

the

whole

answers together.

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A : All the knights in the lands


rode to the ogres tower.
Picture of an ogre.
Q : What happened at the tower ?
A : The ogre was so scary that the
rode away as fast as they could.

Pictures

of

dragon,

princess and a tower.


Q : What did a dragon do ?
A : A dragon saved the princess
and brought her to the castle.
Pictures

of

the

king,

the

dragon, the princess and a bag


of gold.
Q : What the king do ?
A : The king was so happy that he
gave it a bag of gold.
2. While-Writing

Group Work Activity

1. Teacher

distributes

the

Grouping activity is to
encourage the pupils to

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( 15 minutes )

sentence strips to each


Sentence strips
( appendix 4 )

being

group.
the

with

the members in the group

2. Students are asked to rearrange

cooperation

and to introduce them

sentences

how the discussion can

correctly to form the story

help them to solve the

learnt in group.

task .

3. Discuss the answers with


the students.
4. Read the story in groups.

Production

Individual Work / group

( 15 minutes )

Distribute the worksheets.

2. Teacher explains briefly on


GROUP C : ( appendix 7 )

3. Post-Writing

1.

Replace the pictures with words.


Write the story.
GROUP B : ( appendix 8 )
Match the sentence halves. Write
the story.
GROUP A : ( appendix 9 )
Re-arrange the words to form

how to carry out the tasks.


3. Pupils complete the tasks
given.

This activity is to make


sure

either

the

pupils

understand the lesson or


not . The activity also can
measure
pupils
information
lesson .

how

far

gets
about

the
the
the

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sentences. Write the story.


1. Able to write the story
Assessment

using simple or compound

Appendix 7,8,9

sentences.

1. Pupils are able to reRemedial

arrange

sentences

correctly to form the story


learnt.

1. Get pupils to write the


Enrichment

story on their own.


-

To make sure that the

1. Summing up the lesson

pupils enjoy the lesson

Closure

2. Inserted the moral values.

and

( 5 minutes )

3. Leave

what they have learnt

the

class

by

thanking the students.


4. Students
appropriately.

respond

understand

about

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COURSEWORK TASK 3 ( INDIVIDUAL )


REFLECTION
BY HABIEBAH BINTI MOHAMED DAHLAN
A lesson plan is the instructors road map of what students need to learn and how I will
be done effectively during the class time. Before I plan my lesson, I will first need to identify the
learning objectives for the class meeting. Then, I can design appropriate learning activities
and develop strategies to obtain feedback on student learning. A successful lesson plan
addresses and integrates these three key components:

Objectives for student learning

Teaching/learning activities

Strategies to check student understanding


My lesson plan is suitable for my mixed ability class because I prepared a lot of 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

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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

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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

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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.

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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

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Bibliography
1.

A. Rashid, N., & Boon Pong Ying & Syed Ahmad, S. F. (2009). Murid Dan Alam Belajar.
Shah Alam: Oxford Fajar.

2. Kementerian Pelajaran Malaysia. (2012). Huraian Sukatan Pelajaran English


Tahun 3. Putrajaya: Bahagian Pembangunan Kurikulum.
3. http://ilyanamab.blogspot.com/
4. http://playingscience.org/
5. http://en.wikipedia.org/wiki/Learning_theory_(education)
6. http://en.wikipedia.org/wiki/Playing
7.

Mok Soon Sang ( 2008 ): Educational Psychology & Pedagogy : Learner And Learning
Environment : penerbitan Multimedia Sdn. Bhd., Puchong.

8.

Nesamalar C, saratha Sithamparam, Te Soo Choon ( 2005 ) :


ELT Methodology : Principles And Practice ( 2nd edition ) Oxford Fajar, Shah Alam.