CONTENT

CONTENT
ACKNOWLEDGEMENT

PAGE
1

TSL3703 COURSEWORK

2-6

LESSON PLAN

7-

JUSTIFICATION

9-11

REFLECTION
APPENDIX
REFERENCES

12-14

ACKNOWLEDGEMENT
Gratitude to Allah SWT for giving me strength and guidance for the completion of
specific work in the stipulated time. Indeed, this is an experience that is very useful and
valuable to me in an effort to elevate the quality of education in our country. There is so
much knowledge that I gained in facing all the hardships faced in completing the task.
I also take this opportunity to extend my sincere thanks to Puan Marsilah Binti
Mohamad Isa as my lecturer, who has provided guidance, advice and guidance until I
managed to complete this task.
Finally, I hope that the results of this assignment writing fulfilling the criteria
and requirements of the question as stated. So that the knowledge and experience gained
during the preparation of the course work can be used as a guide in the face struggles as
an educator. It is also hoped that this work can be used as a reference and guidance to
teachers.

INSTITUT PENDIDIKAN GURU KAMPUS SULTAN ABDUL HALIM

TUGASAN PROJEK

Program :

PPG (TESL)

Name of Student :

Code & Course : TSL 3073

TEACHING WRITING SKILLS IN THE
PRIMARY ESL CLASSROOM

Semester/Year : 4/2014

Date Set : 23 August 2014

Date of Submission : 11 October 2014

Coursework 1:
Lesson Planning: 20 September 2014
Justification:
20 September 2014
Coursework 2:
Reflection:

11 October 2014

Learning Outcomes of Assignment:

1. Demonstrate an understanding of the approaches and techniques of teaching writing skills

in the primary ESL classroom.
2. Use appropriate evaluation strategies in assessing writing in the primary ESL classroom.
3. Select, design and evaluate materials for teaching writing in the primary ESL classroom.
4. Plan, teach and subsequently evaluate the implementation of lessons to develop writing
skills based on the current Malaysian English Language syllabus for primary schools.
5. Design remedial and enrichment activities for developing writing skills in the primary ESL
classroom.
This coursework addresses Learning Outcomes 1, 3 and 4.

Objectives of Coursework:
1.
2.
3.
4.

Source for materials on approaches to teach writing

Source for appropriate activities and materials for teaching writing
Plan a lesson according to the current English language syllabus
Write a personal reflection on the lesson based on experience preparing a writing lesson
plan

Coursework 1 (40%)

i.

Lesson Planning (15%) : Group Work

In groups of 3 or 4, prepare a 60-minute lesson plan to teach a writing lesson in the current
classroom (Year 4 or 5) classroom based on one writing approach. The lesson must reflect
the genre, process or the product approach. Prepare all teaching and learning
resources/teaching aids as appendices.

OR
In groups of 3 or 4, prepare a 60-minute lesson plan to teach a writing lesson in the
current classroom (Year 4 or 5) classroom intergrating more than one writing approach
of your choice. Prepare all teaching and learning resources/teaching aids as appendices.

ii.

Justification (35%) : Individual Work

Based on the lesson plan, provide a justification of about 2 pages for your choice, based
on your selected writing approach(es), teaching and learning activities and teaching aids.

Coursework 2 (50%)

Reflection (50%) : Individual Work

With reference to Coursework 1, write an individual reflection of 3 pages on the

experience of preparing the lesson plan.

In your reflection, discuss:

the strengths and weaknesses of the lesson

the changes you would like to make
the new knowledge you have gained from the experience doing Coursework 1

Support your reflection with relevant literature.

Procedure:

i.
ii.
iii.
iv.
v.
vi.
vii.

viii.

The length of the justification and the reflection should be approximately 2000 words. It
should be typed using font Arial size 11, and 1.5 spacing.
Indicate the number of words at the bottom right of of your assignment.
References should include journals, reference books and internet sources.
Referencing procedures must follow the latest APA (American Psychological
Association) guidelines.
Your work should show originality, maturity and academic quality.
Plagiarism is prohibited.
The front page/cover of the report should have the following:
a. Name of Student
b. Index Number
c. Identity Card No.
d. Course Code
e. Title of Project
f. Class/Group
g. Lecturers Name
h. Date of Submission.
Please refer Guidelines for Assignment
The assignment will be assessed based on the following criteria:
Content
Critical and analytical discussion
Presentation
Organisation
Language
Supporting materials and references

ix.

Please refer to the marking criteria.

Prepared by :

Verified by :

.............

..

(Marsilah Binti Mohamad Isa)

(Hj Nukman b Abdullah)

Penyelaras Kursus TSL3073

Subject Matter Expert

Jabatan Bahasa

Jabatan Bahasa

Validated by :

.................................................
(Hajjah Noor Bebe Binti Ali Mohamad)
Ketua Jabatan
Jabatan Bahasa

COURSEWORK
1

KBSR LESSON PLAN

Class

5 UNGGUL

Day

Sunday

Time

12.15 p.m. - 1.15 p.m.

Theme

World of Knowledge

Topic / Unit

Glorious Food / Unit 6

Focus Skills

Writing

Integrated Skills

Speaking

Pupils Enrolment

32 pupils

Proficiency Level of Pupils :

Specifications

Mixed Ability
: 4.4.2 Construct simple sentences and compound sentences
based on a given stimulus.

Learning Outcomes

By the end of this lesson, pupils would be able to :

1. List the nouns and verbs from the situation given.
2. Construct five simple and compound sentences from the situation given.
Educational Emphases

: 1.
2.

Moral Values

Thinking Skills

3. Interpersonal ( group work )

Describing

Respect, cleanliness and tolerance

Teaching and Learning Materials

1. A picture of situation in a food stall
2. Word cards
3. Worksheets ( Table form )
Pupils previous knowledge : Basic vocabulary (noun, verb and object )

STAGES/TIME
Set Induction
(5 Minutes)

TEACHING AND LEARNING ACTIVITIES

RATIONALE/NOTES

The Whole Class

1. Teacher shows a few pictures of food to

To give them some

the pupils and pupils guess the name of

ideas to speak

the food.
Question:

spontaneous and
encourage

T : What food is this ?

P : This is a.
2.

brainstorming.

Teacher asks pupils favourite food.

Question :
T : What do you like to eat? / What is your
favourite food?
P : I like to eat . / My favourite food
is

3. Teacher write pupils responds on the

board and explains the sentence
structures.
Example : I like cendol.
S V
O
Presentation
(15 Minutes)

Classroom Discussion
1. Teacher puts on a picture of situation at
the food stall on the blackboard.
( Appendix 1 )
2. Teacher asks the pupils to discuss the
possible verbs happening in the picture.
Questions ;
T: Find the nouns and the verbs that you
can see in the picture.
3. Pupils respond to the teachers
instruction.
4. Teacher writes on the board the words
suggested by the pupils.
5. Teacher explains the pupils about the
formula of S-V-O ( Subject-Verb-Object).
6. Teacher shows flash cards with verbs and
nouns and asks a few pupils to paste
them at the appropriate places on the
picture.
7. Teacher presents the idea of sentence
structures when pupils paste the verbs
and nouns on the board.
Eg : Simple sentence.
A man

is

sitting

on the chair.

8. Teacher shows how simple sentences are

combined to become compound
sentences using the conjunction and.

To make sure pupils

remember their
previous knowledge
on noun and verb.
Nouns : A vendor, A
lady, a man, A boy, A
woman
Verbs :eating, making,
ordering, looking,
sitting

Eg : Compound sentence
A man is sitting and eating the food on
the chair.
Practice
(15 minutes)

Individual Work
1. Teacher distributes a form of a table to
the pupils. ( Appendix 2 )
2. Individually, pupils fill in the tables by
writing the simple and compound

To make sure pupils

can work
independently.

sentences based from the examples

given in presentations stage.
3. Teacher chooses a few pupils to present
their individual works in front of the
others.
Production
(20 minutes)

Group Work

To enhance their
interpersonal skill.

1. Pupils will be divided into group of four

(mix ability) and each group will be given
a picture of different situation.
( Appendix 3 )
2. Each group has to discuss among them
about the situation given and they have to
write five simple and compound
sentences based on the examples given

To enable thinking skill

of application.
Pupils are grouped
into a mixed ability
level to decrease the
learning burden by
sharing their ideas.

from the presentations stage.

( Appendix 4 )
4. Each group will present their sentences in
front of the class.
5. Teacher makes correction if there has
any wrong with the sentence structures.

Give opportunity to the

pupils to show their
talents and to be
creative.

6. Pupils paste the sentences on the board.

Closure/Feedback Summing-Up (Classroom Discussion)
(5 minutes)

1. Teacher asks the moral value what we

should do when are at the food stall or
restaurant.
2. Pupils respond to teachers questions.
3. The pupils have to copy down the
sentences constructed by them in their

To sum up the
lesson.

exercise books.

JUSTIFICATION
Based on the lesson plan, provide a justification of about 2 pages for your choice, based
on your selected writing approach(es), teaching and learning activities and teaching
aids.
I was very pleased with how well this lesson went. I felt I was more prepared to do this
type of writing lesson since I had learned so many things from Puan Marsila class. I have
choose product approach because I was more organized with my supplies and directions in this
lesson. I feel writing lessons, especially ones such as these require lots of patience, take a great
deal of organization and planning to make it smooth. Many things have to be considered.
Thankfully, my lesson plan was pretty organized and easily accessible for the pupils.
What I understood about product approach is it is a traditional approach, in which
students are encouraged to mimic a model text, which is usually presented and analysed at an
early stage. After that, they will use the model text as a guidance to make another text or
sentences.
My objectives from this lesson are I want my pupils can talk about their own favourite
food but my main objective is I want my pupils to construct five simple and compound sentences
from the situation given. This is related to product approach because in this approach, at the
end of each days writing activity, the students will manage to produce some kind of writing

product ( Chitravelu, 2005 ). From this I will be more focused on writing five sentences either my
students can produce simple or compound sentences.
My introduction went even better than I had expected it to go. I had the students
guessing, What food is this? and What is your favourite food?. I included the speaking skill in
my lesson because I want them to speak confidently and to encourage their brainstorming for
the purpose of writing. They were guessing wildly and thats good as many differences of
answers means wide usage of grammar also are being used.
In presentation step, I showed them a picture of situation in a food stall. I asked them to
find and identify the nouns and verbs in the picture. And to my surprised, they can give the
verbs that they thought from the situations provided by me. I hoped that my pupils could give
more ideas in this step because in product approach, the organization of ideas is very important.
Those who favour this approach believe that the organization of ideas is more important than
the ideas themselves and as important as the control of language (Richard Flynn, 2002). These
gave the pupils ideas of how to relate the event happened in the story to the real world around
them.
After that, we discussed the images and sentences that they can construct based from
the picture. I was very pleased and very surprised with how insightful the pupils were in this
discussion. I think the comparison, the pictures, and the discussion were a meaningful way for
the pupils to begin the writing lesson. They developed an idea of what they think happened in
the situations based from the picture by details.
At the presentation step, I highlighted for them to masters meaning of words in order to
construct sentences and do writing. As the lesson progressed on, I noticed that a few of them
had difficulties in pronouncing the right words from the text. These happened because some of
the words that they met were alien to them. To solve the problem, I will use more new
vocabularies and make use of the dictionary.
Next, I introduced them words tables which contains of subject, is/are, verb +ing, the and
objects. These tables were easy steps in writing sentences when words were given to them. For
those who can do the simple sentences without using the tables, I asked them to describe
details on the situations and the surroundings. These will make them learn more challenging
things in order to construct sentences for higher levels.

Next stage, I asked them to work in group and try to do some writing task where they
had to come up with a good sentences using the words provided to them with no errors in the
structure of the sentences., I asked them to fill in tables given as guidance. They had to know
well of the character they liked and the things that the characters do in the picture. They had to
list down the verb that can be related to the characters. This task will show as weather they
really understand the picture and to do so work in groups were required. By doing so, the pupils
were able to exchange their opinions and generate more ideas (Felisa Tibbitts, 2001). They had
made a really good in complete the tables, we can understand the characters in the picture and
their role. For those who didnt have ideas to complete the task, I guided them by giving them
hints of words but they had to find the meaning by themselves. The pupils then took note of the
information and started making the mind map. Most of them were able to do the task within the
time. The structure of the worksheet provides knowledge gained from the introduction and
development of the lesson. I also stated that the worksheet is to be done in (mixed ability)
groups and discussions between each other would be encouraged (Felisa Tibbitts, 2001).
At the closure, the students discuss on what they had got from the lesson earlier. This is
really important as it will reflect weather the lesson achieved or not. I had to give a few more
extra worksheets to weaker pupils in order to help them with writing. At the end of the lesson I
stated that we would have another class discussion in summing up the topic and pupils can
read their answers out. This strategy worked well with the pupils. The pupils work in groups for
one of the activities, this provides support for the lower ability pupils.
Overall, I feel as if the students enjoyed this lesson very much, and that is what makes
me most pleased about it. The lesson was great and with the colourful picture and simple
sentences, I think the picture really help me to make writing more fun. Sometime, just by looking
at the picture, we can guess what is happen. The best parts of this writing lesson are they enjoy
writing and at the same time generate ideas. They really work hard on that one. I am impressed
by them. Next time, I will give them more writing lesson and maybe using different techniques.

COURSEWORK
2

CRITICAL REFLECTION

For this task, I need to write an individual critical reflection based on my Coursework 1
and also from my experience of preparing the lesson plan. In this critical reflection, I should
reflect the strengths and weaknesses of the lesson. I also must mentioned and explain the
changes that I would like to make and also the new knowledge that I have gained from the
experience preparing the lesson plan.
I am really thankful to Puan Marsila as my lecture for TSL 3703, Teaching Writing in the
Primary ESL Classroom have provided guidance in the preparation of this coursework.
Although I have been teaching for almost twelve years, but when I received this coursework,
suddenly I became lack of confident to prepare a lesson plan on one of writing approach. Truly I
said that I have nearly forgotten about techniques and approaches of writing. I taught my pupils
about writing and I am very thankful because many of them have successful in their studied but
unfortunately I did not really care about the name of the techniques or the approaches. What I
have been doing all these are teaching, teaching and teaching. So, for completing this
coursework, I studied and did some revision from a few references. I feel very embarrassed
because as an experienced teacher, I should have been more aware and knowledgeable about
this assignment and have no problem in completing it. But after making a few references and
revisions, I have more knowledge and awareness about this task. Not forgetting to my friends,
Puan Kartini who co-operate in relaying information to me about this assignment.
I have chosen year five on the topic Glorious Food for this writing lesson. I have
designed and planned a few activities suitable to my pupils ability. As a teacher who taught in
rural schools, an experience that would change my approach to teaching (Christopher Emdin,
2014). Before I started my lesson, I should consider my pupils abilities for this lesson. I have
chosen product writing approach because as stated by Chitravelu (2005), it suited average
proficiency level. In my classroom, I had easily categorized pupils based on their work abilities. I
can see the strengths and also the weaknesses in my lesson. There were the good pupils who
always did the assigned reading, spoke in the class and took exact notes. There were also the
shy students who were usually prepared, but who would never speak a word in my class or my
lesson. There were to partially late and the partially absent. There have well mannered pupils
which are giving full commitment in my lesson and also have a few aggressive pupils especially
the boys. For my teaching class of year five, majority of them are boys. Truly I said that 40% of
them are very aggressive and I need to give them full of attention if I want my lesson objectives
achieved. I had strategies for getting my pupils to talk in the class and in my lesson but my
words always remained at the center of the pedagogical relationship. From that, I have
designed a few of activities that suitable for them to participate from beginning until the end of

my lesson. I gave them realia or interesting activities for writing because its helped to control
misconduct in the classroom. In the set induction, a few of my pupils can speak confidently and I
can see some of them were interested in my lesson. Questioning was used as a prior
knowledge at the start of the lesson. Asking questions about the topic demonstrate the
students prior knowledge. They can respond to my questions although it has a few grammatical
errors and not completed sentence structures. For me, although I gave them simple questions
but what surprised me is their confident to speak. They are not really intelligent but its good to
have confidence in them.
In my lesson, direct instruction was used because this strategy was effective for
providing them information and developing step-by-step skills of the topic (Chitravelu, 2005). I
thought that my instructions were clear as the pupils knew exactly what they were supposed to
do. What have I understand is direct instruction refers to a carefully developed, highly scripted
method for teaching that provides constant interaction between students and the teacher
(Mclnerney, 2002). This is very effective as the solution for my aggressive pupils that can give
full attention to my lesson. So, when I used this strategy to some extent pupils become more
disciplined and listen to my instructions.
I also stated that the worksheet is to be done in groups of mixed ability and discussions
between each other would be encouraged. This activity has been carried out in production step.
At the end of the lesson I stated that we would have another class discussion in summing up the
topic and students can read their answers out. Each group had constructed five simple and
compound sentences so, they could present their task in front of the others. This strategy
worked well with my pupils. The pupils work in group for one of the activity, this provided support
for the lower ability pupils.
In this individual reflection, I also need to mention the changes that I would like to make
especially in my future lesson. I think that this also can be the best way to improve my teaching
in the future lessons. I admitted that my voice is like a childs voice but my pupils still can hear
my voice. So the changes I would like to make is projecting my voice louder, will definitely play
an important factor for my future lessons. When I set the pupils worksheet to do, I was
monitoring the class the whole time, especially around the students that were not focusing on
the task. It was an effective classroom management technique, because as soon as I came
around they would do their work. My classroom management strategies are another aspect that
I would improve on. Examples would be stopping my pupils from talking while I am talking and
building up my confidence in doing so. As an experienced teacher, I am also facing the problem
in time management. It was for an hour time slot and sometimes stole for the other next subject.
Timing of the lesson and keeping track of it would be another improvement of my future lessons.

Other aspect that I have to reflect is what is the new knowledge that I have gained from
the experience doing Coursework 1 and the application of knowledge by creating effective
learning objectives and formulating lesson plans following desired outcomes. The objectives are
expressed in behavioral terms. This proverb is especially for those who believe, as we do, that
just talking isnt teaching. Objective form and a Lesson Plan Activity template to help me more
quickly and easily plan on my next lesson or course using the information presented there.
Anytime I am given the chance to develop my skills as a teacher, it is a learning
experience. I found this experience to be extremely valuable because it gave me the opportunity
not only to plan a lesson, but also to teach it. Teaching helped me to see that being prepared is
very important when addressing students. My background research of the topic helped me
when the pupils needed an alternative way to understand the concept. For instance, from my
research I learned that pupils understand best when examples are given. My ability to provide
examples helped pupils to better understand the concept of giving to make others happy. As an
educator, it is my goal to create lessons that are adapted to reflect the different learning styles of
my pupils.