tsl 3108_TOPIC_8 & 9

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


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


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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Documents

tsl 3108_TOPIC_8 & 9