ASSIGNMENT COVER SHEETINTERNATIONAL DEGREE PROGRAMME

A. STUDENT/S TO COMPLETE

Module Name:

TEACHING AND LEARNING IN ENGLISHModule Code:

5FHE1051Student Name:

TENGKU ANIS DIANA SHAHIRA TENGKU NASIRStudent ID Number:

PLPPIP2011/089/2011Lecturer Name:

DR SARADA NAIR/ DR KARUNA KUMAR/ DR SUNIL KUMARTutor Group:

A1

Assignment No./Name: ASSIGNMENT 2 (SHORT TEXT)

Due Date: 22nd APRIL 2014 Date Submitted: 22nd APRIL 2014Word Count:

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Student Signature: Date: 22nd APRIL 2014

B. MARKER TO COMPLETE

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Printed name Printed name

Kirkby International College practises internal moderation of assignments based on an agreed selection criteria.If there is an Internal Moderator’s signature, this assignment was selected to facilitate the internal moderation of

this course.

Assignment 3

Part A

The chosen text is an excerpt from a page number 79 under topic ‘People’ in

Year 5 English text book. This text book standardizes the level of English education for

all schools around Malaysia as stated in the Primary Schools Integrated Curriculum.

Hence, it is undoubtedly suitable for scholarly people in Year 5 as it gives new

information to students through dialogues and illustrations, provides simple, repetitive

and new words in certain sentences, and also gives positive impact and benefits on

students about our nations’ history and moral values.

My teaching plan is as follows:

Lesson 1: Role-play activity

The objective of this activity will be to test the student’s level of confidence in speaking

English and also to check their pronunciation of words in the text. This text has

dialogues which represents Miss Amy as a teacher and her five students who are

Sandra, Chandran, Chee Kiat, Soo Lin and Belaja. First, I will introduce the text as a

conversation between a teacher and her students to get them try to understand what

they will learn. Then, I will ask six students to volunteer to act the roles in front of the

classroom. I will ask them to refer their own text book to make it as a reference in the

role-play. I will also draw the national monument on the blackboard as to create the

same environment in the text book. Through this role-play activity, I will also teach them

about the correct intonation and also actions according to the dialogues. For example,

from the words ‘look’, ‘brave’, ‘strong’, I will demonstrate the actions first and then

followed by the students.

Lesson 2 : Grammar and Vocabulary

The objective of my next lesson will be to make students understand better on grammar

and vocabulary which are found in the dialogues. Not only that, this lesson will also help

students to know how to answer a question in a complete sentence. First, I will make

two types of different flash cards with words; some cards with words such as ‘bronze’,

‘National Monument’, ‘memory’, while other cards consist words of ‘Wh-questions’ such

as ‘why’, ‘when’, ‘who’. Then I will ask for a volunteer to pick one of the cards. Then, if

he chooses a card with vocabulary on it, I will ask him to make a sentence using the

chosen word. Besides that, I will also make a ‘question and answer’ activity. For

example, if the student picks a flash card with the word ‘what’, I will ask a question

which starts with ‘what’. For example, ‘What is your father’s name?’, then the student

has to answer with a complete sentence like ‘My father’s name is Ali’. If he completes

the task successfully, I will give him immunity to choose another student to select

another flash card.

Lesson 3: Open-ended questions

The objective of this lesson will be to test the level of student’s thinking skills and also to

share knowledge among them. After lesson 1 and 2 has been done, I will continue with

this lesson as to see student’s knowledge on Malaysia’s history or their experiences on

watching anything related to the text. For example, I will ask them whether they know

about the date of Independence Day and the meaning behind its celebration. The

student who wants to share anything, will come in front and share it with everyone in the

classroom. This method may include the objectives of both lessons 1 and 2 build as it

can build confidence, practice speaking and pronunciation and also making sentences.

Not only that, I will also show some videos of Independence Day to let students feel and

see the actual environment or scene on the first celebration of National Independence

Day. Besides, I will also include some singing session with the students which I will ask

them to sing Independence songs such as ‘Tanggal 31’, ‘Jalur Gemilang’ and

‘Keranamu, Malaysia’ while holding the Malaysian flag as the closing of their learning

session.

Part B: Lesson 2

Level: Standard 5 Skill focus: Reading, Speaking, Listening,

Writing

Topic: Dialogue

‘People’

Teaching Objectives:

The objectives of this lesson are to:

- help students to read and understand better on grammar and vocabulary which are

used in the dialogues

- build confidence among students to speak well in front of class

- enable students to have listening skills

- guide students to answer any questions in a complete sentences

Learning Outcomes:

By the end of this session, the pupil should be able to:

- understand grammar (tenses) ‘was’, ‘were’, ‘fought’ correctly

- understand and apply new words ‘sculptor’, courageous’, ‘loyal’, ‘memory’ correctly in

future

- pronounce words ‘built’, ‘designed’, ‘deeds’ accurately

- answer any questions in full and correct sentences

Step Content Teaching and Learning Activities Remarks

(Rationale/

Teaching

Resources)

Introduction and

warm-up: Pre-

grammar and

vocabulary

Observe

and

describe a

picture in

The teacher shows a picture of

‘National Monument’ in the text

book for the students to observe

it.

To familiarize

students with the

topic that will be

learnt.

activities text book The teacher gets the students to

describe the picture based on

their own ideas

The teacher asks students

whether they acknowledge the

picture before

The teacher asks students some

questions: What can you see in

the picture? Have you visited this

place before? Where is it?

The teacher asks the students to

tell their experience which related

to the pictures

The teacher also asks students

other questions based on the

pictures: What else can you see

other than the National

Monument? What is the teacher

doing? Where do you think they

are?

To develop

students creative

thinking skills.

To test students’

basic knowledge

based on the

topic.

Teaching

materials: text

book

Presentation:

Grammar and

vocabulary

learning process

Model-

reading by

teacher

The teacher reads the dialogues

aloud slowly with the correct

intonation, actions or gestures

and facial expressions to make

the dialogues look interesting.

To motivate

students to read

the dialogues with

correct intonation,

actions or

gestures and

facial expressions.

To give example

to students.

Practices

reading by

students

Speaking

activities

The teacher asks for six

volunteers among students to act

out the dialogues by using the

correct pronunciation, same

intonation, actions and facial

expressions as the teacher did

before.

The volunteers presenting the

role play in front of the classroom

so the others can watch it.

The teacher prepares cards on

tenses chosen from the text:

‘look’, ‘think’, ‘represent’, ‘made’,

‘built’, ‘fought’

The teacher asks for the other six

volunteers to pick a card

randomly for each of them.

The teacher questions the

students on what tenses the

words represent: ‘What is the

word you get? What is the tense

of the word?

The teacher also asks each of the

students to make a sentence

according to the word they get.

The teacher prepares cards on

vocabulary chosen from text:

‘National Monument’, ‘bronze’,

‘sculptor’, ‘memory’,

‘courageous’, ‘loyal’

Then, the teacher asks for the

To test student’s

ability on reading

dialogues by using

correct

pronunciation,

same intonation,

actions and facial

expressions as the

teacher did before.

To build

confidence among

students.

To enable teacher

to have one to one

interaction with

students in

learning process.

other six volunteers to pick a card

randomly for each of them.

The teacher write the meaning of

each words on the blackboard.

The teacher asks the students to

stick the words above the

meaning using sellotape

Next, the teacher also prepares

another cards on ‘Wh-Questions’

and asks another six volunteers

to pick a card randomly: ‘why’,

‘what’, ‘where’, ‘who’, ‘when’,

‘how’

The teacher asks any questions

on the ‘Wh-Questions’ they get.

Students answer the ‘Wh-

Questions’ in a complete

sentences.

Teaching aids:

cards, sellotape,

blackboard

Practice: Post-

grammar and

vocabulary

activities

Listen and

guess the

tenses

activities

The teacher asks the students to

listen carefully on words that is

going to be said: ‘built vs build’,

‘design vs designed’, ‘look vs

looked’

The teacher asks the students to

answer whether the word is the

present or past tense

The teacher asks the students to

repeat these three words with

correct pronunciation.

To test the

students’

concentration on

the spoken words.

To make students

remember on the

correct

pronunciations of

the words.

Closure and Follow-up The teacher writes the verb words To develop

homework homework

activity

from the dialogues on the

blackboard and asks the students

to write a sentence for each of

these verb words: look, made,

built, designed, fought, think

Without any help, the teacher

also asks students to write one

more sentence for each of these

verb contras words: looked,

make, build, design, fight, thought

students creative

thinking skills

To enable

students to use

these words in

future

To enable

students to

differentiate the

present and past

tense of these

words

Teaching

materials:

exercise books

Teaching aids:

blackboard

APPENDIX