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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
TOPIC 8 LESSON PLANNING
8.0 SYNOPSIS
Topic 8 provides you with some basic information on lesson planning It gives you
some practice in planning the lesson plan via some discussion with peers and
lecturer. It will enable you to focus on the factors to consider in lesson planning, to
analyze and comment on the different stages of a lesson, to select appropriate
activities and resources in line with the syllabus and with the correct objectives in
your lesson plan. In addition lesson planning will help you identify the strengths and
weakness of planning and enable you to improve on it before your micro-teaching
8.1 LEARNING OUTCOMES
By the end of this Session, you will be able to:
Prepare lesson plan and resources to teach grammar
8.2 FRAMEWORK FOR TOPIC
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LESSON PLANNING1.IN CONTEXT
2. IN ISOLATION
PLANNINGAND
DRAFTINGACTIVITIES RESOURCES
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Checklist for lesson planning. Read through to get a better
understanding of what it takes to plan a good lesson.
8.3 PLANNING A LESSON
8.3.1 What is a lesson?
a. A learning event in which all the activities are pre-orchestrated to serve
one central pedagogic aim
a. Have a beginning, a middle and end, though these stages are called by
different names. (pre, while, post)
8.3.2 Why is Lesson planning important?
a. Requires the teacher to keep many things in mind simultaneously
b. Teacher has to do work that can be done before a learning –teaching
session begins and work that can be done in the classroom
c. Early planning enables the teacher to get the software and hardware
necessary for implementing his/her plan.
d. Lesson plan act as a record of work done.
8.3.3. Factors to bear in mind when planning a lesson
a. The general and specific objectives it sets out to achieve – decide on
what the general aim of the lesson is going to be.
b Student characteristics – take note of pupils’ interest
c Previous knowledge of the pupils
think specifically of concept of previous knowledge to be useful
in planning.
d. Tasks
Devise a task or a set of tasks
Choose a task that would allow students to get practice in all the
relevant skills.
e. Materials
Decide on the types of materials that will be used and how they will
be exploited.
f. Language requirements of task/ activity
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Decisions on language need to be made at the stage when a task
is being selected.
Decisions regarding language also need to be made after the
materials for the tasks have been assembled.
g. Time
When the lesson will take place
How much time is available
Timing of activities
h. Amount and type of pupil-teacher participation
i. Balance in allocation of time
j. Sequence and grading of activities
Find time to do some research on lesson planning.
8.3.4 Possible Procedure for Planning a lesson
a. Deciding on what to teach
Look at the scheme of work for the week and pick the syllabus item(s)
that can be done in the slot allocated for the day
b. Deciding on general aims of your lesson-
If you are taking a skill-based approach, you need to look through the
repertoire of skills specified in the syllabus.
If you are taking a task-based approach, you need to decide which
aims the task you have chosen can help to achieve.
c. Interpreting the chart
d. Deciding on specific aims or levels of achievement – teacher needs to
know what sub-skills are generally involved in achieving the broad aim
and then decide which of the several sub-skills should be the focus of his
lesson.
e. Taking stock of circumstances under which learning will take place.
f. Deciding on the staging of the lesson
g. Deciding on activites
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h. Checking for balance and variety
i. Making a final copy of the lesson plan
j. Dealing with mixed- ability groups
Search the Web for more information on lesson planning. Jot
down some notes to keep you refreshed.
8.4 LESSON PLAN
Format for Lesson Plan
Subject :…………………………………..Class:………………….. Level:…………………… Enrolment:………Date:…………………… Time:…………………….Teaching Context:……………………….Topic:…………………………………….
Specifications:
Decide the level at which your pupils are/ include integration of language skills
Vary the demands and support factor of the task.
Learning Outcomes: By the end of this lesson, pupils in their respective levels
should be able to:
Do what? What of What? How? How many?
Are they behavioural? Measurable ? Tangible ?
Thinking skills:
Previous knowledge: Pupils have learnt ………./ have been taught………../ are
familiar with…………..
Moral values :
Teaching materials :
Steps /Phasetime
Content Teaching learning activities
Remarks
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Set induction
Presentation:Step 1:(+/- mins)
Step 2:(+/- mins)
Practice :(+/- mins)
Production / Evaluation(+/- mins)
Closure:(+/-mins)
Focus on what thePupils will do
State where applicable
advance/ intermediate / Elementary / Good / Average / weak / Mixed –ability
Reflect on your mirco-teaching and focus on issues and actions carried out during the micro-teaching. Also focus on your strenghts and weakness of your lesson.
Trainee’s reflection of the lesson:------------------------------------------------------------------------------------------------------
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Lecturer’s comments:
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Refer to the book stated below to enhance your understanding of
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planning and implementation of lesson plans and reflection of your micro-teaching.
Refer to Nesamalar Citravelu (2005) ELT Methodology –Principles and Practice.Pp 196 - 240 for more ideas on teaching grammar and grammar activities.
Refer to Brown, H.D.(2007) Teaching by Principles : An Interactive Approach to Language Pedagogy, pp 179 – 186 for more information.
8.5 SAMPLE LESSON PLAN
LESSON PLAN FOR TEACHING GRAMMAR (IN CONTEXT)
Subject: English Language- Grammar
Class: Year 5 Mawar
Level: Average
Enrolment: 25 students
Date:
Time:
Teaching Context : World of Knowledge
Topic: My big family
Learning Specifications:
5.3.1: Personal pronouns
Eg I, you, he, she, we, they
Learning outcomes: By the end of this lesson, pupils should be able to :
1.1 Describe about their family member by using suitable personal pronoun.
1.2 Answer correctly 15 questions on personal pronouns
1.3 Write a post card by using correct personal pronoun
Thinking skills:1. Identifying
2. Information processing
Previous Knowledge: Pupils have learnt the part of speech noun.
Moral Values: Love your family first
Teaching Materials: LCD projector, Laptop, Manila Card, Worksheet, A4 Papers,
Powerpoint presentation.
Stages/Phases contents Teaching learning Remarks
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Activities
Set Induction(+/- 5 mins)
Introduction of the topic.
“My big family”
The teacher shows the students the “my family”Members video
Questions:1. What did you
see in the video?
2. How many siblings do you have?
3. What are their names?
4. What are their hobbies?
Teacher introduces the topic that students will learn today (My Big Family)
Teacher shows a video of “my family members” to the students by using the LCD projector
Teacher asks some Wh--- questions based on the video shown
Predicting skills
To capture attention
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Presentation(10 mins)
Teacher centered
Material MicrosoftPowerpoint PresentationSlides on a text of ‘My family”
Expected answers:Mama SyaraPapa Izat
Materials:Pw presentationPersonal pronoun
Material:Text of “My Family” on the Manila card
Teacher shows powerpointPresentation slides of text “my family”Teacher reads the text once to the studentsTeacher draws the student’s attention to the words in boldNext , the teacher continues by showing PPT slides on personal pronounsTeachers introduces the definition of personal pronounTeacher explains each pronoun with the help of picturesTeacher provides some pictures and grid tables/ make students understandNext , the teacher shows again ‘to the students written on manila card.Teacher asks students to replace all the nouns in the bracket by filling in the blanks with the personal pronouns
Recap previous knowledge
Develop student’s understanding
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Practice(+/- 25 Mins)
Teacher and the pupils
Pairwork
Activity 1:Teacher asks the students to find their own partner and sit in pairsTeacher asks the students to practice using the personal pronoun about their own big family verballyTeacher asks the students to correct their friends’ workDuring practice
Activity 2:Teacher called the students randomly to come in front of the class and describe to the whole class about their big family by using the suitable personal pronoun
Teatheir big family using the suitabl
Co-operation
Develop self-esteem
Production(+/- 10 Mins)
Student centeredMaterial: Worksheets
Next, teacher distributes worksheet on personal pronouns.The students are required to answer all the questions given.Teacher discuss the answers with all the students
Thinking skillAssess student’s understanding and feedback
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Closure(+/-10 Mins)
GroupworkWrite a post card
Teacher distributes A4 paper to all groupsTeacher asks students to write a post card to one of their siblings who studies overseas to tell about their family condition in the hometown.Teacher gives compliments to the students for their active involvement and achievement
Creative thinking
8.6 LESSON PLAN (GRAMMAR IN ISOLATION)
Subject: English Language- Grammar
Class: Year 5 Mawar
Level: Average
Enrolment: 25 students
Date:
Time:
Teaching Context : World of knowledge
Topic: Mid-position adverbs in present tense
Learning Specifications:
Learning outcomes: By the end of this lesson, pupils should be able to :
1.1 Use mid-position adverbs in statements and questions
1.2 Ask and answer questions based on table/ chart
1.3 Plan a group Chart
Thinking skills:1. Identifying
2. Information processing
Previous Knowledge: Pupils have learnt regular and irregular verbs in present tense
Moral Values: Love your family first
Teaching Materials: charts, pictures, four advertisements
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Stages/Phases Contents Teaching learning Activities
Remarks
Induction(+/_ 5 mins)
Teacher puts up the table on the whiteboard
Name
Mon
Tues
Wed
Thur
Kris
mee
laksa
rice
fruits
And othersPupils are encouraged to ask and answer questionsEg of question: What does Kris buy every day?What does Jas buy on Mon?What does Neeta buy on Tues?
Grid table with all the names and the food that they eat in the canteen.Pupils are asked to enter their names and what they buy at the canteen each day of the weekQ n A session
Presentation(+/- 20 mins)
Practice(+/- 10 mins)
Teacher says these sentences and pupils listenKris buys mee on Monday.Neeta always buys MeeLeon buys rice every Tuesday
PairworkPupils repeat after teacher and then work in pairs
GroupworkTeacher uses sugarpaper with blu-tac.
a. Places figurine(cut-outs from newspaper) on the sugarpaperFor each person listed.eg coffee, cereals,tea, chocolates, milk etc
b. Pupils practise structures using the pictures and cut-outs
c. Pupils practise in groups then move to
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Production(+/- 15mins)
Closure(+/-10 mins)
Teacher puts up a chart giving information about Encik Razak(chart after the lesson plan)
Making your own chart
pairsClass discussion
Pupils encouraged to talk about Encik Razak, using the info in the table and using terms like usually, sometimes,never, alwaysPupils write sentences about En. Razak.Additional: teacher can also get students to write parallel paragraph about another personAs homework
GroupworkGet pupils to do a group chart on majong paper.(If not enough time , may continue the presentation of the chart the next lesson.)
Reflect on your teaching.
Trainees reflection of lesson:
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Lecturer’s comments:
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Chart
En.Razak Mon Tues Wed Thurs Fri Sat Sun
buys cola milk tea tea coffee tea tea
plays tennis badminton tennis hockey tennis tennis golf
eats rice noodles rice rice noodles rice fish
Rread through the following points and apply it in your planning stage.
8.7 Stages of a Grammar Lesson
Presentation Focused practice Communicative practice
Purpose To illustrate how the
structure is formed and
what it means, as well
as how it is used
To lead students to use
the structure to talk
about themselves /
things which really
mean something to
To build students’
confidence in using
the new language
To enable students’
to gain control of the
structure within
controlled framework
To give students
opportunities to use
the new language
in freer more
purposeful and
creative ways
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them.
To check student’s
understandings
Characteristics Clear, interesting,
relevant and appropriate
Includes an element of
personal involvement(on
the part of the students)
Grammatical
explanation if necessary
Controlled to
minimize scope for
errors
Clear, and precise
Student – talking
time maximized
Learner –
centered
Interaction
activities which
incorporate these
Features:
information gap,
choice and
feedback
Typical activities
-Build up of
appropriate situational
and linguistic contexts
for new language
-listening to and initial
repetition of new
language
-using new language
to talk about
themselves
*drills
*dialogue
*text completion
*problem-solving
*Role-play
Communicative
activities:
*games
*discussions
Role of teacher informant *conductor
*corrector
*monitor and
organizer
Types of instructions
*teacher –class
*tr individual
students
*tr class/group
Tr -individual
Stu class/gp
Stu----
student(pairs)
student
(groups)
student
Degree of control
*controlled
*semi-controlled
*very controlled,
Students have
limited choice
*some guidance
*free, students
have choice
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Correction Necessary to correct
to ensure students
grasp the correct form
*immediate
correction by
teachers/ peers
* without
correction but
errors- noted
Length and place in lesson
*short
*usually at the
beginning
*depends on
students’ needs
and difficulty of the
structure
*immediately after
presentation
*depends on
proficiency of
students and
types of activity
*after
presentation and
practice
*within or across
lessons
Some help for you to phrase your learning objectives.
8.8 List of Actions words that can used in constructing and generating SPECIFIC LEARNING OUTCOMES in the lesson plan.
Competence Action Verbs
Recall Define, describe, detail, specify, list, state, name, outline,
recognize, identify, catalogue …..
Understanding Explain, illustrate, account for, justify, distinguish, defend,
deduce, conclude, exemplify, interpret, infer, predict,
summarise…….
Application Apply, use, solve, relate, predict, calculate, produce,
show,estimate, ……..
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Analysis Classify, categorise, compare, contrast, analyze, select,
distinguish, resolve, investigate…..
Evaluation Evaluate, judge, choose, justify, interpret, conclude,
compare, appraise……..
Synthesis Compose, create, plan, design,devise, organize, compile,
develop, formulate……
Practical Assemble, compose, construct, produce, generate, install,
perform, erect, manufacture, employ, operate, manipulate....
Behavioural Respond, collaborate, co-operate, participate, demonstrate,
relate, act, consider, encourage, promote, acknowledge,
react, perform, contribute......
TOPIC 9 SIMULATED TEACHING
9.0 SYNOPSIS
Topic 9 provides you with some basic information on implementation of lesson planned with feedback from peers and lecturers. In this topic you also receive feedback and review of which your reflection will be based on.
9.1 LEARNING OUTCOMES
By the end of this Session, you will be able to:
Assess and evaluate on teaching performance
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9.2 FRAMEWORK OF TOPIC
9.3 SIMULATED TEACHING(Micro-teaching)
Implementation:
9.3.1. Planning and discussion
Refer to session 8 on ‘factors to bear in mind when planning a lesson’.
Plan and discuss in pairs or small groups but write out your own lesson plan which
need to be handed in for grading. Consult your lecturer if you need help in planning.
9.3.2. Materials and aids
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IMPLEMENTATION
FEEDBACK REVIEW REFLECTION
TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM
Materials and aids provide the context for presenting new language.They arouse
interest, stimulate interaction and help students see new places, people and events
and bring to life situations that is too abstract for understanding (Nesamalar, 2005)
9.3.3. Drafting , feedback and redrafting
Trainees draft the lesson plan and get feedback from lecturer concerned on areas
that need improvement. Restrategise and redraft lesson plan and choose the lesson
plan that you want to implement in your micro-teaching.
9.3.4. Micro- teaching in either in pairs or in groups of three
Based on the individual lesson plans, trainees can select one lesson plan from within
the group members and do micro-teaching based on that particular improved lesson
plan. Decide who is going to take which stage of the lesson.
9.5 Feedback and review:
Comments from lecturer based on simulated teaching
- Strengths of the trainee / lesson / activities
- Weakness of the lesson / activities/ trainee
- Problem solving
- Suggestions for improvement
Note: Refer to appendix for Evaluation Form for Micro-teaching.
Plan well. Be well prepared and implement your plan into action.
Task for you to further understand.
Task / Groupwork:
Discuss the strengths and weakness of your group members with the
feedback given by the lecturer and ways to solve the problems or conflicts
faced in the class during the micro-teaching.
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9.6 Reflection:
Writing of reflection based on:
- Process
- Actual teaching
- Strengths
- Weakness
- Learning points
Plan your visits to the library and do some research on the topics.
Further reading:
Harmer (4 th Edition) : The Practice of English Language Teaching
Pp 364 – 379.
Evaluation Form
Name marks
Criteria for evaluation:
1. Set Induction well managed, relevant , motivating and captivating
2. Lesson develops smoothly and presented systematically
3. Learner centered activities.
4. All activities are relevant, appropriate and effective.
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5. Lesson is well wrapped up in an interesting and creative way.
6. Excellent time management
7. Demonstrates a range of deep understanding of the processes involved in a
teaching and learning situation
8. Able to analyze critically and identify clearly own strenghts and weakness
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