Asingment Lesson Plan Eng

SUZANA REDZUAN761112086424

HBEL1103

FACULTY OF EDUCATION AND LANGUAGE

HBEL1103

INTRODUCTION TO ENGLISH LANGUAGE TEACHING

MAY 2014 SEMESTER

NAME : SUZANA BINTI REDZUAN

MATRIC NUMBER : 761112086424003

NRIC : 761112086424

TELEPHONE NUMBER : 0184051173

E-MAIL ADDRESS : [email protected]

TUTOR’S NAME : MR. ZULKEFLI B. MOHD ZAIN

LEARNING CENTRE : SEAMEO RECSAM PULAU PINANG

May 2014 Semester

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mailto:[email protected]


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CONTENTS

Acknowledgement 3 Introduction 4 Lesson Plan 1 (Teacher X) 6-13 Teaching Aids 14-16 Reflection 17 Lesson Plan 2 (Teacher Y) 18-25 Teaching Aids 26-28 Reflection 29 The Finding Analysis (Comparing/Contrasting the Lesson Plans) Graphic Organizer 30 Discussion / Views on the Teaching Method, Strategies

& Teaching Aids 31-33 Conclusion 34 References 35


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ACKNOWLEDGEMENT

I would like to express my gratitude to all those who gave me the possibility and

encouragement to complete these assignments.

I deeply appreciate my respected lecturer, Mr. Ganesan a/l S. Kuppusamy whose help,

suggestions, knowledge, experience and guidance helped me in all the times of the tutorial

sessions. And also my e-tutor Mr. Zukkefli b. Mat Zain whose advice and guidance through

eforum really motivates me. It was a really good and knowledgeable experience with all their

courage given.

Not forgetting to all of my friends and colleagues in school for assisting me in

completing the tasks, sharing ideas and giving opinions always.

Most especially I am blessed to have a family for being supportive while I was working

on these assignments.

And importantly to Allah , who had always made all things possible in the journey of my life

always. Thank you.

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Introduction

The fact about English Language being one of the most important languages in the world

today is undisputed. In the Malaysian Times article written by Patsy Thomas, titled ‘English

Language and its Importance to Malaysian Growth’, English is important due to the fact it is

widely used in written and spoken language across the globe and also on the internet. So it is

acknowledged that English Language is the language of technology and used universally.

As English teachers, we maintain the idea that our students are learning English as a

second language and strive harder to deliver our English Language lesson successfully.

According to Suthagar Nausuman, Ros Amisha Shabudin, Loke Khoon ,in the HBEL1103,

Introduction to English language Teaching Modules there are several factors that affect second

language learning. Among the stated factors are age related issues, motivation, inhibition and self

confidence issues amongst our English learners.

Motivations plays a great role in the students’ attitude towards English Language

learning. They don’t understand the importance of English Language through the course of their

lives. Inhibition also affect our students a great deal as they will certainly feel embarrass to use

English for fear of being mocked because of their incorrect use of the language. Students often

have low self confidence when it comes to use English language thus they will not try to venture

into it further. They often regard English language learning as boring and take no interest in it.

Hence, it is left to English teachers to change this attitude and the atmosphere. As English

teachers, it is our responsibility to make our English language lesson interesting.

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I had interviewed two dedicated English teachers in my school , SK Bandar Baru Perda,

Bukit Mertajam. Pulau Pinang.. Both are teaching for Level Two classes. The first teacher

(Teacher X) has 10 years of teaching experiences while the second teacher (Teacher Y) has 7

years of experience in teaching English Language. Both are teaching Year Five classes. Teacher

X is teaching the third class out of seven classes for Year 5 and Teacher Y is teaching the fourth

class. The pupils from third and fourth classes are in the same level of their understanding in

English Language. 80% of the pupils from these classes are not being exposed to English

Language at home. They just learn English in school and communicate in the language during

the English lesson. Another 20% loves reading English materials and watch lots of English

programme at home. 100% of the pupils are using Bahasa Melayu as their mother tongue.

I had discussed with them the same lesson that they had been carried out. Our discussion

was based on their way and rationale of approach, techniques, method and teaching aids that they

are using. Based on the discussion, I had design two lesson plan used by both teachers at every

phase of the lesson.

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LESSON PLAN 1

(TEACHER X)

TEACHING AIDS

REFLECTION


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Subject English Language

Date 20 June 2014

Time 8.30 a.m. – 9.30 a.m. (1 hour)

Class 5 Dedikasi

No. of pupils 33

Pupils level Intermediate

Theme World of Knowledge

Topic What Games Do You Play

Main Skill Reading

Integrated Skills Listening, speaking & writing

Curriculum Specifications

Listening Skills:

1.2.3 Listen to and repeat simple poem, paying attention to pronunciation, stress

and intonation correctly.

Speaking Skills:

2.1.1 Repeat the following sounds in words correctly: (ix) diphthongs.

2.4.1 Recite simple poems with expression and appropriate gestures.

Reading Skills:

3.3.2 Read and understand words.

Writing Skills:

4.14 Write words phrases and sentences using clear and

legible handwriting

Educational

Emphases

Spelling, Categorizing, Visual-spatial Intelligences, Bodily-kinesthetic Intelligences,

Verbal-Linguistics Intelligences

Habits of Mind (HOM)

Thinking interdependently

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Grammar Grammar – Adverbs of manner

Vocabulary Vocabulary – whisper, smile, write, cry, bark, shout, dance, dress,

softly, sweetly, neatly, bitterly, angrily, gracefully, smartly

Audio Visual Aids (AVA)

Worksheets, picture cards, sentence strips, charts

Moral Value Respect, cooperation, diligence and discipline.

Previous Knowledge Students know and can show few of daily actions or verbs.

General Objectives Pupils should be able to know the appropriate adverbs for verbs used in daily lives.

Specific Objectives By the end of the lesson, pupils should be able to:

i) Listen to and repeat accurately the correct pronunciation of

adverbs.

ii) Spell the adverbs of manner correctly.

iii) Identify adverbs from a passage.;l;

iv) Construct simple sentences with guidance.

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STEP CONTENT TEACHING & LEARNING ACTIVITIES

REMARKS

(Rationale, AVA, EE, Moral values, HOM,

Innovation)

Set Induction

+5 minutes

Poem chart

Example of Teacher’s questions:

1. Let’s recite a

poem with

actions.

2. Can you do the

actions

mentioned in the

poem?

3. Let’s do it

together with your

friends.

1. Teacher displays a short

poem on adverbs.

2. Teacher reads to pupils.

3. Pupils need to listen and

repeat after teacher.

4. Pupils recite poem together.

5. Teacher asks questions on

the poem.

6. Pupils show few actions to

describe adverbs.

To set the mood and mentally prepare pupils for the lesson.

To integrate a poem as a motivating component

Teaching aids –

- Poem chart

Whole class activity

Moral Value

-Discipline

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REMARKS


Innovation)

Presentation

Step 1

+15 minutes

Pronunciation drill and explanation of meaning of words

1. Let’s spell and

read these words

together.

2. What actions do

you see in the

picture?

1. Teacher explains in detail

on adverbs and show

examples using chart and

flash cards.

2. Pupils listen and read it

aloud with the teacher.

3. Teacher discusses the

sentences shown.

4. Teacher asks the pupils to

repeat and spell altogether

(drilling).

To activate pupils’ previous knowledge

Teaching aids:

Flashcards of actions

CCTS - Identifying

Pair activity

Moral Value

-Responsibility

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REMARKS


Innovation)

Practice

+20 minutes

Matching activity.

Find adverbs for verbs on a table.

Activity 1 (Individual)

1. Few pupils are called upon to the

front of classroom to match adverbs

to pictures.

2. Teacher guides while pupils assist

their friend.

3. Teacher checks answers with

pupils.

Activity 2 (Group)

1. Teacher divides the pupils into 5

groups.

2. Teacher conducts to the pupils to

find as many actions and adverbs

from the passage in the worksheet

provided.

3. Pupils to discuss in groups and

write in a manila card.

4. Representative of each group to

read the answers in front of class.

To enable students to match the best adverb for the verbs.

To provide communicative practice.

Teaching aids:

-Manila card

Group activity

Moral Value

-Co-operation

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REMARKS


Innovation)

Production

+15

minutes

Explanations and instructions on the task sheet.

1. An adverb is a

word that tells how

an action

happens.

2. Examples:

-The boy reads

quickly.

-How does the boy

read?

-Quickly tells how the boy reads.

3.Directions by

teacher:

-Read the sentence. -Then read the

question.

-Write the adverbs

on the line.

1. Teacher highlights on the usage of

adverbs.

2. Teacher distributes worksheet to

pupils.

3. Pupils are required to complete

tasks in worksheet individually.

To apply and transfer knowledge learnt in the lesson

To integrate science and ICT in language learning

Innovation:

To encourage discussion and innovation among peers whereby they design the best G. O. to classify the animals.

Teaching aids:

Computer

HOM :

11. Creating, imagining, and innovating

15. Thinking interdependently

CCTS: Classifying

Group activity

REMARKS

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Innovation)

Closure

+5 minutes

Follow-up activity Conclusion-Evaluation

Remedial work.

-Identify and write the names of the animals correctly.

Summary of lesson

1. Teacher says an action and

pupils are to state the suitable

adverb as fast as they can.

2. Teacher collects worksheets to

be checked.

3. Pupils paste in their books

4. Teacher summarizes what has

been taught and also instills

values like being proud to be

Malaysians.

To reinforce content knowledge learnt.

Teaching aids:

Remedial worksheets.

To help students realize the value of kindness towards animals and the importance of conserving them for the future generation.

Patriotism

-Proud to be Malaysian.

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SET INDUCTION - POEM

PRESENTATION – FLASH CARDS

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TEACHING AIDS

Jack and Jill were fighting.

Jill was talking rudely.

Jack worked slowly,

He should

work more quickly.


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PRACTICE – TASK SHEET FOR EACH GROUP

Adverb Search

Read the paragraph. Circle all of the adverbs. Write the adverbs

In the clouds below.

Name: ________________________ Class: 5 Efektif

After the movie yesterday, we quickly walked out and went home. Before we went

inside, we wiped our feet cleanly.

I went to my room and was quite tired. So, I relaxed on my bed and slept soundly.

When I woke up, my mom had lovingly brought me some hot chocolate. She smiled

sweetly at me. What a nice day.

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PRODUCTION – INDIVIDUAL TASK SHEET

Skill – Adverb Name: ______________________

Adverb – Adding to the Verb

An adverb is a word that tells how an action happens.

Examples: The boy reads quickly.

How does the boy read?

Quickly tells how the boy reads.

Directions: Read the sentence. Then read the question. Write the adverb on the line.

1. The boy ran ____________.

How did the boy run?

2. The girl talked ___________.

How did the girl talk?

3. The wind blew ___________.

How did the wind blow?

4. He _________ lifted the ball.

How did he lift the ball?

5. The fire burned ___________.

How did the fire burn?

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REFLECTION

The lesson Teacher X taught was on adverbs. She was really surprised at how well this lesson

went. The children really got into the discussion in groups and participated well in the whole of

the lesson. With the group discussion and practice stage the whole lesson ended up lasting for

one whole hour. The teacher was pleased to accomplish her goal for the first lesson. It was to

make sure students understood that adverbs add more expressions into verbs used in daily lives.

At first she was not sure if they would make the appropriate connections but the flashcards used

gave a better understanding to them.

The teacher was a little concerned that she would have to lead most of the discussion.

They used the knowledge they gained from the pictures and to compare and contrast the actions.

One thing she would have liked to change was that she wish that she would have had a video or

music to show on the movements of the actions. Unfortunately, she could not find one in this

area in a short time of moment. The time of day she taught this lesson was difficult also. At first,

she had to struggle to keep their minds focused on the lesson instead of socializing. They became

settled when she started giving them more tasks to work on and they were interactive as well.

Although English was not their mother tongue but their effort was good. Overall, she was

pleased with the lesson and how well the students reflected and participated in all stages.

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Subject English Language

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LESSON PLAN 2

(TEACHER Y)

REFLECTION TEACHING AIDS


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Date 16 June 2014

Time 9.30 a.m. – 10.30 a.m. (1 hour)

Class 5 Cekal

No. of pupils 34

Pupils level Intermediate

Theme World of Knowledge

Topic What Games Do You Play

Main Skill Reading

Integrated Skills Listening, speaking & writing

Curriculum Specifications

Listening Skills:

1.2.4 Listen to and repeat simple poem, paying attention to pronunciation,

stress and intonation correctly.

Speaking Skills:

2.1.2 Repeat the following sounds in words correctly: (ix) diphthongs.

2.4.2 Recite simple poems with expression and appropriate gestures.

Reading Skills:

3.3.3 Read and understand words.

Writing Skills:

4.14 Write words phrases and sentences using clear and

legible handwriting

Educational

Emphases

Spelling, Categorizing, Visual-spatial Intelligences, Bodily-kinesthetic Intelligences,

Verbal-Linguistics Intelligences

Habits of Mind (HOM)

Thinking interdependently

Grammar Grammar – Adverbs of manner

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Vocabulary Vocabulary – whisper, smile, write, cry, bark, shout, dance, dress,

softly, sweetly, neatly, bitterly, angrily, gracefully, smartly

Audio Visual Aids (AVA)

Worksheets, picture cards, sentence strips, charts

Moral Value Respect, cooperation, diligence and discipline.

Previous Knowledge Students know and can show few of daily actions or verbs.

General Objectives Pupils should be able to know the appropriate adverbs for verbs used in daily lives.

Specific Objectives By the end of the lesson, pupils should be able to:

i) Listen to and repeat accurately the correct pronunciation of

adverbs.

ii) Spell the adverbs of manner correctly.

iii) Identify adverbs from a passage.;l;

iv) Construct simple sentences with guidance.

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REMARKS


Innovation)

Set Induction

+5 minutes

Poem chart

Example of Teacher’s questions:

1. Let’s recite a

poem with

actions.

2. Can you do the

actions

mentioned in the

poem?

3. Let’s do it

together with your

friends.

1. Teacher displays a short

poem on adverbs.

2. Teacher reads to pupils.

3. Pupils need to listen and

repeat after teacher.

4. Pupils recite poem together.

5. Teacher asks questions on

the poem.

6. Pupils show few actions to

describe adverbs.

To set the mood and mentally prepare pupils for the lesson.

To integrate a poem as a motivating component

Teaching aids –

- Poem chart

Whole class activity

Moral Value

-Discipline

REMARKS

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Innovation)

Presentation

Step 1

+15 minutes

Pronunciation drill and explanation of meaning of words

1. Let’s spell and

read these words

together.

2. What actions do

you see in the

picture?

1. Pupils do actions based on the verbs given in the poem.

2. Pupils add the suitable adverbs describing the previous verbs chosen by pupils.

3. Teacher asks the pupils to

repeat and spell altogether the

adverbs

(drilling).

To activate pupils’ previous knowledge

Teaching aids:

Chart of poem

CCTS - Identifying

Moral Value

-Responsibility

REMARKS

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Innovation)

Practice

+20 minutes

Matching activity.

Find adverbs for verbs on a table.

Group Activity

1. Pupils are divided into 5

groups.

2. Pupils are given a list of verbs

and adverbs (paper strips)

3. Pupils paste the adverbs to the

verbs on a mahjong paper.

4. Representative of each group

read the answers in front of the

class and teacher checks pupil’s

answer.

To enable students to match the best adverb for the verbs.

To provide communicative practice.

Teaching aids:

-Manila card

-Word strips

Group activity

Moral Value

-Co-operation

REMARKS

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Innovation)

Production

+15

minutes

Explanations and instructions on the task sheet.

1. An adverb is a

word that tells how

an action

happens.

2. Examples:

-The boy reads

quickly.

-How does the boy

read?

-Quickly tells how the boy reads.

1. Pupil’s listen to teacher on how to construct simple sentences using the correct adverbs.

2. Pupils do written exercise. (worksheet).

3. Pupils are picked randomly and answer the questions orally in front of the class.

4. Pupils check the answer.

To apply and transfer knowledge learnt in the lesson

To integrate physical education and ICT in language learning

Innovation:

To encourage discussion and innovation among peers whereby they design the best G. O. to classify the types of games..

Teaching aids:

Worksheet

HOM :

11. Creating, imagining, and innovating

15. Thinking interdependently

CCTS: Classifying

Group activity

REMARKS

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Innovation)

Closure

+5 minutes

Follow-up activity Conclusion-Evaluation

Remedial work.

-Identify and write the names of games correctly.

Summary of lesson

1. Pupils are divided into two groups.

2. Each group take turns to ask and answer the suitable adverbs. E,g, Group A ; dance Group B : gracefully

3. Teacher summarizes what has been taught and also instills values like we must feel grateful because we are healthy.

To reinforce content knowledge learnt.

Teaching aids:

Remedial worksheets.

To help students realize the value of keeping healthy

.

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SET INDUCTION - POEM

26

TEACHING AIDS

Jack and Jill were fighting.

Jill was talking rudely.

Jack worked slowly,

He should

work more quickly.


HBEL1103

PRACTICE – TASK SHEET FOR EACH GROUP

Adverb Search

Read the paragraph. Circle all of the adverbs. Write the adverbs

In the clouds below.

Name: ________________________ Class: 5 Cekal

After the movie yesterday, we quickly walked out and went home. Before we went

inside, we wiped our feet cleanly.

I went to my room and was quite tired. So, I relaxed on my bed and slept soundly.

When I woke up, my mom had lovingly brought me some hot chocolate. She smiled

sweetly at me. What a nice day.

PRODUCTION – INDIVIDUAL TASK SHEET

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Name: ______________________

Construct simple sentences based on the phrases given.

1. barked fiercely

The dog barked fiercely at the postman.

2. Think wisely

________________________________________.

3. Playing noisily

_________________________________________.

4. cried sadly

____________________________________________

5. dance gracefully

____________________________________________

6. listen attentively

____________________________________________

7. drive carefully

____________________________________________

8. sleep soundly

____________________________________________

9. drive recklessly

____________________________________________

10. eat hungrily

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REFLECTION

The lesson Teacher Y taught was on adverbs. She felt satisfied at how well this lesson went. The

pupils gave fully cooperation in the discussion groups and participated well in the whole of the

lesson. With the group discussion and practice stage the whole lesson ended up lasting for one

whole hour. The teacher was pleased to accomplish her goal for the first lesson. It was to make

sure students understood that adverbs add more expressions into verbs used in daily lives. At first

she was not sure if they would make the appropriate connections but the action showed rather

than the flash card used gave a better understanding to them.

The teacher was a little concerned that she would have to lead most of the discussion. But

the atmosphere was good because when they made the action the whole class enjoyed it and they

really having fun. The pupils really felt happy that they got involved in the lesson even though

only as mahjong paper’s holder. They felt like they were a part of the lesson and teacher didn’t

discriminate them and this gave the pupils’ more motivation to learn. The involvement of the

pupil’s also gave the pupils less time to wander off mentally and participate in the lesson actively

thus they were able to pay attention to the lesson more. One thing she would have liked to

change was that she wish that she would have had a video or music to show on the movements of

the action. Although English was not their mother tongue but their effort was good. Teacher Y

was satisfied with the lesson that day but she think that there were still much room for

improvement. She knew that she could do better and that there were certain things that she can

add in her lesson to make it more interesting.

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The Finding Analysis (Comparisons Of the Two Lesson Plans)

There are three main components which should be taken into consideration when English

teachers plan for their class as stated in the graphic organizer below;

jj

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What English Language Teachers Should Take Into Consideration?

Interpersonal Skills

Teaching attitudeTeaching and learning materials

Approachable and respectable Have a sense of

humour

Active and motivated Responsible

Suitable and manageable

Up to date and challenging

ample and diverse

Reduce the level of tasks difficulties

Build supportive learning environment

Promote positive attitude towards English learning


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Interpersonal skills are often referred to as people skills or communication skills.

According to Wikipedia, the Free Encyclopedia, interpersonal skills include persuasion ,active

listening, delegation and leadership. Makiko Ebata in her writing titled, ‘Motivation Factors in

Language Learning’ published in April 2008 in the Internet TESL Journal, students prefer

teachers who know how to deal with pupils. Teachers who do not force their ideas on students,

responsible with sense of humour, funny where necessary, caring, friendly, active, understand

student’s expectations and trustworthy. Teacher Y had shown these criteria by doing more

actions to show adverbs by herself. Her interpersonal skills are more exposed compared to

Teacher X. These criteria can be seen in presentation stage.

English teachers should present a much better picture of themselves. Do not be too

formal or strict or aloof that the students feel like we aren’t approachable. Always take time to

greet our students often. Tell them that making mistakes in learning is alright and guide them

without losing patients in their learning journey. Both teachers had shown that they are

approachable and respectable. This can be seen in all stages of their lesson.

As an English teacher, we should also be responsible and caring towards the pupils.

English Language is always being the killer subject in any major examinations in Malaysia. We

want the pupils to pass the examinations but we should also be responsible for their feelings. If

they don’t catch up with the lesson as quick as we want to, do not simply blame it all on the

pupils. Instead of blaming, we should give them motivation to continue learning. For both

teachers in practice stage, we can see that they motivated the pupils to present their work by

talking in front of the class and as a result, it will builds pupils’ confidence to talk using the

English Language.

An active teacher will be able to stay focus on the lesson more and he or she will be able

to urge the pupils to be active as well. The pupils will not feel like it’s a dull lesson if teachers

themselves take part in the lesson actively as moderators and facilitators. Teacher Y had proven

this by doing the action by herself compared to Teacher X who just using flash cards to describe

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the adverbs. Teachers who move around and gives ample guidance will certainly catch the

pupils’ attention as oppose to teachers who only sit in one place and give instructions. The pupils

will stay focus on the lesson and will not have time to wander around

Teachers with great sense of humour will also attract pupils to participate in an English

lesson. Teacher should allow themselves to be funny when necessary. A straight forward and too

formal lesson is a dull lesson. As it is written by Lakaros Tsiplakades and Areti Keramida in

their writing titled, ‘Promoting Positive Attitude in ESL/EFL Classes, published in The Internet

TESL Journal, that it is how teachers are able to make pupils feel comfortable in the class that

will ensure learning success for the pupils. Teacher Y did the actions by herself in the

presentation stage and she really makes the pupils enjoyed it. For Production stage, Teacher Y

also motivated pupils to answer the questions orally and it really help the pupils to learn to

understand the topic as well as to build their confidence.

According to Beth Lewis in the Elementary Education website, teaching and learning

materials refer to a spectrum of educational materials that teachers use in the classroom to

support specific learning objectives, as set out in their lesson plans. As good English teachers, we

should know our pupils well to understand what they need so that they will be able to gain the

optimum knowledge from our lesson. A good lesson should provide suitable teaching and

learning materials for students. We must understand the context of our culture and the student’s

background so they will find the teaching materials to be fruitful instead of confusing. The

students must also know how to use the teaching materials for them to use it in their learning.

For example, if the students have never ever been introduced to the internet, we cannot expect

them to participate well in an interactive game online. We should take into consideration all of

these things before we come up with our teaching materials. For example, Teacher X used flash

cards and computer in production stage. The pupils from the class already have the basic and

general knowledge about ICT. 60% of the pupils even have the Facebook account. So, it is not a

problem to teach them using the computer and Internet.

Apart from that, our teaching and learning materials should also be manageable not only

by our students but also by us, as the moderators and facilitators of the lesson. The teaching and

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learning materials will be of no use if we ourselves do not know how to present the materials

well to our students.

English teachers should also provide ample and diverse teaching and learning materials to

cater for the needs of all the students in the class. Ample teaching and learning materials mean

that the materials will be able to get all the students in the class to be involved in the lesson, not

at once but stage by stage. English teachers should try to provide teaching and learning materials

that are able to be used by all of the students and not a selective number of students only. We

should minimize the feeling of ‘being left behind’ amongst our students. The notion that teachers

only choose those who are good in English to hold or use the materials should be stopped.

Instead, we must involved all of our students and provide teaching and learning materials for all

of them. Teacher Y did a good job by selecting lots of pupils to participate in all the activities.

For group activity, both teachers involved all the pupils to participate in the activity and all the

pupils gave their best contribution to answer the questions as to make sure their group will be the

best.

We must always remember that in this day and age, we can no longer be content using

the same old teaching and learning materials in our teaching anymore. We must learn how to

make use of the technology to take advantage of it and use it as our teaching and learning

materials no matter how challenging it might be. Teacher X is good because she used the

computer in production stage compared to Teacher Y who just used a worksheet.

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Conclusions

As English teachers , we must build a real relationship with our pupils to shake off the

notions that English teachers are cold, too strict and unapproachable. Once we present ourselves

as friendly and motivated teachers, the pupils will definitely pay more attention to us. This isn’t

exactly hard to do, even calling our pupils by their names with a smile would be enough to grow

the bonding. Before entering the class, English teachers should make enough preparations to

ensure that the lesson will be able to catch the interest of the pupils and the objectives achieved.

The teachers’ interpersonal skills, teaching and learning materials and also teaching attitude

should be taken into real consideration. Teaching and learning materials are also a vital part of

making our lessons interesting and meaningful. When we enter the class well prepared, then the

lesson will surely attract the pupils’ participation. Our teaching attitude will also ensure that we

deliver a successful lesson. Even though we had made plans on what we are going to teach, we

should be flexible when we conduct the real lesson. Engaging the pupils to learn English not

only in the class but also outside the class will also promote English learning amongst our

students. This definitely need team effort by participation by the rest of the school and also

parents at home. Yet, it should be up to the English teachers to start with these steps. The

teaching of English Language should not be taken lightly. We must really give it our best to

make our lessons interesting and meaningful.

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LIST OF REFERENCES

Makiko Ebata. (Vol XIV / April/2008),Motivation Factors in Learning. The Internet TESL

Journal. [email protected]. Digital Hollywood University. Tokyo.Japan

Lakoros Tsiplakkides. Areti Keramida. (Vol XV1/January/2012. Promoting Positive Attitude in

ESl/EFL Classes. The Internet TESL Journal. [email protected]. Loannina.Greece

Jack C. Richards. David Bohlke.(2011). Creative, Effective language Lessons. Cambridge

University Press.New York. USA

Patsy Thomas. English Language and Its Importance to Malaysia’s Growth. The Malaysian

Times. http://www.themalaysiantimes.com.my/english-language-and-its-importance-to-malaysia

%E2%80%99s-growth/

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http://k6educators.about.com/od/educationglossary/g/gtlm.htm

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Documents

Asingment Lesson Plan Eng