GRS3032 INTERNSHIP II TEACHING PRACTICAL

Theme:
Topic:
Class/Time:
Focus:

World of Knowledge
Where Am I?
2 Efektif/ 2.00-2.30pm
Reading

Learning Standard:
Objective(s):

2.1.2 (e) /l/, 2.2.1(a), 2.2.3

By the end of the lesson, pupils will be able to:
i.
articulate the phoneme /l/ correctly.
ii.
identify words with the graphemes l and ll.
iii.
match words with graphics.
iv.
read simple sentences.

Time:

30 minutes

Teaching Aid:

picture cards, word cards, sentence strips, picture chart, tokens

ruler, pencil, bell, hill, clock

Vocabulary:
Cross Curricular
Multiple Intelligence Verbal Linguistic
Element:
1. Lesson plan and conducting the lesson
Set Induction: 5 minutes
a.
b.
c.
d.

Divide the class into three groups.

Distribute picture cards to each group.
Call out the name of an object.
A representative from each group is to quickly hold up the matching

picture card.
e. The group with the most number of correct answers is the winner.
Step 1: 8 minutes
a.
b.
c.
d.
e.

Show pictures of the objects one by one.

Say aloud the name of the object.
Show the words. (Appendix 2)
Pupils listen and repeat.
Get pupils to identify the grapheme(s) l and ll in the words.

Step 2: 8 minutes
a. Distribute a chart and token to each group. (Appendix 3)
b. Pupils throw a token onto the chart.
c. Pupils identify the object where the token falls.
HAFIZULLAH BIN RAMLAN
012012110570 / B-TESL NOV 12

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GRS3032 INTERNSHIP II TEACHING PRACTICAL

d. Pupils pick up the word card that matches the picture.
e. Pupils, read the word.
Step 3: 5 minutes

Examples of sentences:
This is a ruler.
I use it to draw lines.
This is a pencil.
I use it to write.

a. Put up a text. (Appendix 4)

b. Read the text.
c. Pupils read the text.
Consolidation: 3 minutes

a. Show sentences related to the object.

b. Pupils read the text with the correct pronunciation and intonation.
c. Get volunteers to read.

2. Use of teaching aids and relias

In deciding on teaching materials there are a number of options:

Choosing a suitable published course

Adapting a published course to match the needs of the course

HAFIZULLAH BIN RAMLAN

012012110570 / B-TESL NOV 12

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Using teacher-made materials and authentic materials as the basis for the course.

There are a number of advantages to using institutionally derived or teacher derived

materials for a course:

Relevance: Materials can be produced that are directly relevant to students and
institutional needs and that reflect local content, issues, and concerns. Develop
expertise: Developing materials can help develop expertise among staff, giving them
a greater understanding of the characteristics of effective materials.

Reputation: Institutionally prepared materials may enhance the reputation of the

institution by demonstrating its commitment to providing materials specifically for its
students.

Flexibility: Materials produced within the institution can be revised or adapted as

needed, giving them greater flexibility than a commercial course book.

However there are also potential disadvantages:

Cost: Quality materials take time to produce and adequate time as well as resources
needs to be allocated.

Quality: Teacher-made materials will not normally have the same standard of design
and production as commercial materials and hence may not present the same image
as commercial materials.

Training: To prepare teachers for materials writing projects, adequate training is

necessary. Materials writing are a specialized skill and not all teachers area capable
of writing good materials.

3. Engagement and participation of the students

From my research I found if a student's action in class was praised and applauded she\he
would try her\his best to be better afterwards. Besides encouragement, to make a student
speak out depends on teacher's sensitive observation. Some students would not be
brave enough to put up their hands or stand up themselves, but you can see they were
really had own ideas in their minds. At such moment, they seemed having sense of
attempting or looking at you, you can call their names. When giving examples of sentences
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with a new word, to render it an easy sentence, I read it and asked my students to try their
best to interpret the meaning and translate it. To make sure everyone concentrated their
minds on it, I heightened my speaking tone and said: 'my boys and girls please pay attention
to my next sentence, let's see who can give us a good translation.' Repetition here was
necessary. For difficult sentences, I wrote them on the blackboard and gave indications and
translated with them together. Sometimes we would guess a word's meaning, which was
very funny.

4. Pedagogical skills and testing of the lesson objectives

In order to make language learning more meaningful and purposeful, language input is
presented under themes and topics. The teaching of basic literacy is addressed through
phonics with the teaching of phonemes and graphemes. Lessons in the module have been
developed based on the need for pupils to develop all four language skills: listening,
speaking, reading and writing and language arts. This follows the modular configuration as
stipulated in the English Language Curriculum Standards. The phonics structure outlined in
HAFIZULLAH BIN RAMLAN
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GRS3032 INTERNSHIP II TEACHING PRACTICAL

the English Language Curriculum Standards should be followed through systematically in
the correct sequence. The Ministry of Educations recommendation is for teachers to teach
one sound at a time and all 44 sounds of the English Language are covered in two years in
National Schools and three years in National Type schools. The synthetic approach to
teaching phonics places emphasis on:

pronouncing phonemes correctly;

hearing and identifying phonemes; and

using auditory, visual and kinaesthetic learning styles.

5. Lesson evaluation and reflection

Peer Evaluation
The main point or the objective of my colleague lesson is to make sure pupils can to read
and say the words correctly. The usage of pictures that related to the words is very important
to attract the pupils. During the lessons, the pupils are showing interest and pay full attention
of what his teaching them. The first step is to attract the brightest pupils first. When this pupil
gives co-operation in the lesson, slowly the other pupils will join or take part in the activities. I
HAFIZULLAH BIN RAMLAN
012012110570 / B-TESL NOV 12

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GRS3032 INTERNSHIP II TEACHING PRACTICAL

think there are about 80% of the pupils are giving full attention. While the 20% of them are
widely either doesnt want to know or they are not understood at all of what are going on. In
my calculation, the first 5-10 minutes of the lessons all the pupils are well participate in the
activities. During this time, pupils are widely involving in the speaking activity and match
words to pictures activities. But, in the middle of 15-30 minutes there are some of them
slowly doing their own business. Maybe my colleague has to recognize these few pupils and
place them with the bright pupils during the lessons. I thought that with the teaching aids that
he shown and used can make all of them interested. Significantly, there is more method to
use for to solve this matter. For example, the use of online teaching can give more
alternative in his teaching lessons. I can say that for this level of pupils, he can surely use
these kinds of lessons and activities, hoping to persuade them to learn more and more. I am
pretty much sure that most of the pupils have achieved the objectives of the lesson.

Students reflection
Group A reflection:
1)
2)
3)
4)

My teacher gives me interesting activity.

Teacher likes to tell jokes.
Teacher scolds when pupils make noise.
Teacher display colourful pictures.

Group B reflection:
HAFIZULLAH BIN RAMLAN
012012110570 / B-TESL NOV 12

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1)
2)
3)
4)

Teacher scolds when pupils make noise.

My teacher gives me interesting activity.
Teacher likes to tell jokes.
Teacher display colourful pictures.

Group C reflection:
1)
2)
3)
4)

Teacher likes to tell jokes.

Teacher display colourful pictures
My teacher gives me interesting activity.
Teacher scolds when pupils make noise.

HAFIZULLAH BIN RAMLAN

012012110570 / B-TESL NOV 12

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