HBEL 1103 : Introduction to English Language Teaching /2010

FACULTY OF EDUCATION AND LANGUAGES

HBEL 1103 : INTRODUCTION TO ENGLISH LANGUAGE TEACHING

a. Identification of syllabus item and skill

b. Lesson plan

c. Incorporation of non-structural application and communicative methods in lesson and its probable

effectiveness.

d. Commentary about the lesson carried out and wheter it has achieved it objectives.

SEMESTER : JANUARY 2010

Siti Radhiah Binti Shamsudin

Matric number : 741014105128002

NRIC : 741014-10-5128

Telephone number : 019-3941084

E-mail address: bondanani@yahoo.com.my

Tutor’s name: Tuan Haji Mohd Razak b. Abdul Karim

Learning Centre: IPGM Kampus Bahasa Antarabangsa Kuala Lumpur

January 2010 Semester

0

1. 0) INTRODUCTION

English is taught as a second language in Malaysian primary and secondary schools in the

country. The terminal goal of the English language curriculum for schools is to help

learners acquire the language so that they can use it in their everyday life; to further their

studies, access information and for work purposes.

English is important, as with the globalization, Malaysians will need to be

proficient in the language and to communicate with the people in other countries. The use

of English in Information and Communication Technology (ICT) has also been

incorporated into the curriculum to enable to access knowledge on the internet and to

network with people both locally and overseas.

As far as Teaching English as The Second Language (TESL) is concerned on how

do people best learn English? The second language classroom consist a unique

background and learning qualities. These individuals’ variations in learning capacity and

proficiency levels can be a boon or bane for the teacher.

Non-stucturalist approach can be categorized under variety approaches and

methods. There are Direct Method, Suggestopedia, The Silent Way, The Natural

Approach, Total Physical Response, Community Language Learning, Communicative

Approach.

The concept of the language learning in these approach are different from those

held by structuralist way. The non-structuralist approach was a reaction against the idea

that a language can be learned by continual reference to one’s native tongue. It also

rejects the idea of memorizing vocabulary and grammatical rules. The non-structural

propose that L2 learning practices should reflect the natural processes involved in L!

acquisition. At the lastly, it also asserts that language learning occurs by listening to it

being used and using it to achieve some purpose.

2.0) SYLLABUS ITEM FROM THE KBSR SYLLABUS AND CURRICULUM

SPECIFICATION

Language Skill Curriculum Specification Level

Reading Skill

3.6.1) Read and label parts 1

3.6.2) Read and group words according to categories 2

3.6.3) Recognize and make words from other words 3

Writing Skill

4.2.1) Match phrases to pictures 1

4.2.2) Label parts 2

4.2.3) Give one word for many words 3

3.0) LESSON PLAN

Class : 3 Intan

Enrolment : 35 students

Time : 8.00 – 9.00 (60 minutes) Date/Day : 1st February 2010 /Monday

Topic : Home Sweet Home

Theme : World of Knowledge

Language Skill Curriculum Specification Level

Reading Skill

3.6.1) Read and label parts 1

3.6.2) Read and group words according to categories 2

3.6.3) Recognize and make words from other words 3

Writing Skill

4.2.1) Match phrases to pictures 1

4.2.2) Label parts 2

4.2.3) Give one word for many words 3

Language Content : Grammar :- Noun – Countable Nouns

Vocabulary:- bathroom, bedrooms, study room, porch, kitchen,

dining room, living room

Behavioural Objectives : At the end of the lesson, the students are able to:-

Level 1: a) Match at least 5 of the parts of the house correctly and able to state at

least 4 true and false statement given, based on the topic given, appropriately

Level 2 : a) Label at least 5 of the part of the house and list at least 3 items in each

of the part of the house correctly

Level 3: : a) Complete at least 5 sentences given correctly based on the topic

given.

Previous Knowledge : Students knew about different types of houses.

Teaching Aids : LCD, Laptop, Sentence Strips, Graphic Organizer (GO)

Moral Values : a) You need to clean up your own room

b) Helping parents doing the house chores.

Education Emphasis /

Thinking Skills

: i) Identifying characteristics ~ Critical Thinking Skills

ii) Grouping & Categorizing ~ Critical Thinking Skills

iii)Making association ~ Creative Thinking Skills

Stage / Time Content Teaching / Learning Activities Remarks

Set Induction

Pictures / vocabulary :-

- study room

1. Teacher shows pictures

using LCD parts of home. Next

Teaching Aids

Laptop

5 minutes

- bedrooms

- porch

- kitchen

- dining room

- living room

- stairs

- bathroom etc.

incomplete letter of vocabulary

based on the part of home are

given too.

2. Students fill in missing

letters to build correct name of

different parts of home.

Example :

_ath_oom = bathroom

kit_h_n = kitchen

_ining r__m = dining room

3. Teacher introduce the topic

for the day.

LCD

DE

VE

LO

PM

EN

T

Presentation

15 minutes

Sentence Patterns:

I do my homework in the

bedroom.

I help my mother cook in

the kitchen.

I watch television in the

living room.

I take my bath in the

bathroom.

1. Students choose a partner.

Each pair will get 2 sets of

envelope. Envelope A contains

descriptions & envelope B

contains parts of the house.

Each pair have to match both of

the phrases and form correct

sentences based on the different

parts of the house.

2. Each pair will present their

answer to the class. Teacher

assists them and correct if there

is any mistakes.

3. The class will read aloud the

sentence patterns together.

Teaching Aids

Sentence Strips,

Envelopes.

Stage / Time Content Teaching / Learning Activities Remarks

DE

VE

LO

PT

ME

NT

Practice

15 minutes

Bedroom Dining Room

Bathroom

CupboardPillowBedBolsterStudy table

CookerDining table

Toilet Bowl TapSinkShowerMirrorPail

Graphic Organizerv(GO)

1. Students join group work.

Each group consisted 5

member.

2. Each group will get a few

parts of home and they have to

list items that they can find in

each of the room.

3. They have to categorized the

items correctly in the GO given.

4. Each group will present to

the class.

Teaching Aids

Graphic

Organizer (GO)

Production

20 minutes

Written Task :

Level 1 : Poor Students

Level2: Intermediate Students

Level 3 : Advance Students

1. Each of the students are

given a writing task according

to their level.

Level 1 : Match the parts of a

home correctly.

Level 2: Label the parts a home.

Level 3 : Complete sentences

on description of activities in

his/her house

2. Students hand-in their work .

Teaching Aids

Worksheets

Closure

5 minutes

Moral Values :

- Responsibilty

- Hygienic

- Act of Kindness

1. Teacher elicits moral values

from the students on today’s

lesson.

- We need to clean up our own

bedroom everyday

- We need to help our parents to

do the house chores.

Reflection : All the objectives have been achieved. All the students in each of the level

able to achieve the objectives that been stated above. The lesson plan have been

conducted as been stated in the daily lesson plan above and according to the time

allocation.

4.0) INCORPORATING AND IMPLEMENTING THE NON-STRUCTURALIST

METHODS IN THE LESSON PLAN.

4.1 - Direct Methods

In the lesson plan given earlier, non-stucturalist approached was incorporated through the

direct method. Direct Method was posited by Charles Berlitz. The basic tenet of Berlitz’s

method was that second language learning is similar to the first language learning. In this

light, there should be lots of oral interaction, spontaneous use of the language, no

translation and little if any analysis of grammatical rules and syntactic structures. In

short, the principles of the Direct Methods were as follows:

Classroom instruction was conducted in the target language,

There was an inductive approach to grammar.

Only everyday vocabulary was taught.

Concrete vocabulary was taught through pictures and objects, while abstract

vocabulary was taught by association of ideas.

4.1.1 - Integration of Direct Methods in The Lesson Plan

Based on the lesson that been presented earlier, the classroom instruction was

conducted in the target language. Obviously, there is no translation between L1 and L2.

Teacher link the target language word directly by using pictures that been shown through

the LCD. During the set induction, teacher uses pictures of different part of a house and

students were exposed with the vocabulary If learners do not translate, they link the target

language (English) with their native language words with the object.

As we far as the lesson was concerned, there very little analysis of grammatical rules.

There was an inductive approach to grammar. For example; the language content that

been presented earlier is countable noun. If you noticed that it has been convey very

indirectly in the lesson plan. Grammar is emphasized but taught in simplicity. There is

little attempt to construct a grammatical syllabus. As the basic premise of the Direct

Methods, there should be little or no analysis of grammatical rules.

The language taught (vocabulary and sentences) is ordinary, everyday language.

Materials are based on ordinary situation in which learners might expect to find

themselves, examples : different places of home – bedroom, bathroom, dining room,

living room, kitchen etc. The vocabulary is authentic and based on everyday life words

and sentences.

The next feature that been presented in the Direct Method approach is concrete

vocabulary is taught through demonstrations, objects, pictures and abstract vocabulary is

taught through association of ideas. Teacher’s role is to present the language through

speech as well as the use of real object and action, or representations of the objects and

actions. As the lesson above, pictures are shown with the LCD to all the students

especially to show the different part of a house.

4.2 - The Silent Way

The Silent Way rested on cognitive rather than affective arguments, and was

characterized by a problem-solving approach to learning. Gattegno (1972) held that it is

the learners’ best interest to develop independence and autonomy and cooperate with

each other in solving language problems. The teacher is supposed to be silent – hence the

name of the method – must disabuse himself of the tendency to explain everything to

them.

4.2.1 - Integration of The Silent Way in The Lesson Plan

One of the feature of The Silent Way is the learner actively in the learning process

rather be a listener. In the lesson given, it is a students-centered teaching comprises

abundant of activities that have been incorporate together such as filling in the missing

letters (set induction), matching activities in pair work for the presentation stage and

group work in practice stage where they have to categorize the items based on the task

given. Thus, from the lesson plan given earlier, utilizes The Silent Way method.

The Silent Way procedures featured teacher’s role as a facilitator and learners is

seen as a problem-solving, creative and discovery based activity. All the stages in the

lesson given have prove that the role of the teacher is not as to giving all the information

but more to facilitate the students through out the lesson.

5.0) COMMENTARY ABOUT THE LESSON

5.1 - Set Induction

Stage / Time Content Teaching / Learning Activities Remarks

Set

Induction

5 minutes

Pictures / vocabulary :-

- study room

- bedrooms

– porch

- kitchen

– dining room

- living room

- stairs

- bathroom etc.

1. Teacher shows pictures using

LCD parts of home. Next incomplete

letter of vocabulary based on the part

of home are given too.

2. Students fill in missing letters to

build correct name of different parts

of home.

Example :

_ath_oom = bathroom

kit_h_n = kitchen

_ining R__m = dining room

3. Teacher introduce the topic for the

day.

Teaching Aids

Laptop

LCD

The activities manage to arouse students attention. All of them love and so excited

with the usage of ICT equipments such as laptop and LCD. They also enjoyed the

graphics that teacher present ( parts of home). And for the filling in the missing letters

activities, all of them were so eager to participate with the activity. Due to the excitement,

it seems all the students are over excited the in answering the questions given ( filling in

the blanks). Since the time allocated in 5 minutes only, teacher have to control and

manage the students in order to make sure that the lesson continue to the next stage.

During the lesson, teacher seems to exceed the time allocation to almost 7 minutes. So

teacher realize that, time management is very important and always stay focus on the

lesson and do not ever been carried away with the situation. The teacher is the one taht

control the situation not the other wise. Teacher learnt a great lesson on this stage. As

people said; people learn from their mistakes.

5.2 - Development

Stage / Time Content Teaching / Learning Activities Remarks

Dev

elop

men

t

Presentation

10 minutes

Sentence Patterns:

I do my homework in the

bedroom.

I help my mother cook in

the kitchen.

I watch television in the

living room.

I take my bath in the

bathroom.

1. Students choose a partner.

Each pair will get 2 sets of

envelope. Envelope A

contains descriptions &

envelope B contains parts of

the house. Each pair have to

match both of the phrases and

form correct sentences based

on the different parts of the

house.

2. Each pair will present their

answer to the class. Teacher

assists them and correct if

there is any mistakes.

3. The class will read aloud

the sentence patterns together.

Teaching

Aids

Sentence

Strips,

Envelopes.

Dev

elop

men

tPractice

10 minutes

Bedroom Dining Room

Bathroom

CupboardPillowBedBolsterStudy table

CookerDining tableRefrigerator

Toilet Bowl TapSinkShowerMirrorPail

Graphic Organizerv(GO)

1. Students join group work.

Each group consisted 5

member.

2. Each group will get a few

parts of home and they have

to list items that they can find

in each of the room.

3. They have to categorized

the items correctly in the GO

given.

4. Each group will present to

the class.

Teaching

Aids

Graphic

Organizer

(GO)

Production

15 minutes

Written Task :

Level 1 : Poor Students

Level 2: Intermediate

Students

Level 3 : Advance Students

1. Each of the students are

given a writing task

according to their level.

Level 1 : Match the things

according to the parts of a

home.

Level 2: Label the parts a

home.

Level 3 : Complete sentences

on description of activities in

his/her house

2. Students hand-in their

work .

Teaching

Aids

Worksheets

In the development stage, the students were start off with the presentation stage.

The pair activity ran smoothly and all the pairs were able to complete the task given on

time. Teacher did not encounter any problem during the presentation stage. During this

stage, the sentence patterns were presented to the students. All the sentence patterns were

the same sentence that been match by the pairs earlier. So the connection of the activity

and the lesson content were coherent and well synchronized.

Next, the following stage is, the practice stage. All the students were involved

with group activity. They have to complete the GO by listing the items according the

places of a house. At the end of the stage, all the group managed to present their findings.

The task is not too difficult and all the group were more relax don’t feel intimidated with

the task given. Teacher facilitated the students through out the activity. As far as the

group was concerned, they were group in a mixed ability group. This to ensure all the

students were comfortable.

On the production stage, students were given worksheet according to their level of

proficiency in English. Level 1 is for the poor student. Level 2 for intermediate and the

advance one were given Level 3 worksheet. Each of the level have different task and it is

gradually complicated as it come to greater level. Evaluation was made after the lesson.

Teacher checked the students work and all the students able to complete their task

accordingly. Differentiated worksheets n mixed-ability classroom will ensure that all

students learn certain core information and master certain basic competencies according

to the objectives and skills that been presented in the lesson plan.

5.3 - Closure

And the last part of the lesson, was the closure where teacher elicits moral values from

the students. Act of kindness such helping out parents doing the daily house chores and

keeping room clean were the most popular answers given by the students. Teacher felt so

overwhelmed with the spontaneous reaction by the students’ answer. It proved that moral

values, is definitely managed to be impart indirectly through the lesson. All the students

knew their responsibility and aware with the good values. It is the matter of the execution

that may worried us.

At the end of the lesson, the teacher realizes that learning takes places most

effectively in the classroom where knowledge is clearly and powerfully organized,

students were highly active in the learning process, assessment are rich and varied, and

students feel a sense of safety and connected with the content given. As a whole the

lesson had been a very successful one and the most important, all students were enjoyed,

relax and able to implement all the task given in flying colours.

6. CONSOLIDATION

As the conclusion of the findings on which way is the best approach or methods in

teaching English in Malaysia classroom is still very uncertain due to many research and

finding out there. Both structural and non-structural have is own strength and capability

to attract students attention. But through this research and finding, it proves that non-

structural approached enable students to gain more access and more relax with the

instruction in learning English As The Second Language in a normal Malaysia

classroom.

Students seems to enjoy with less pressure during the lesson. For example, one of

the implication in the Direct Method (Non-Stucturalist Approached); learners must be

allowed to have the own pace of learning until there mastered certain skills or content and

given the opportunity to internalized the subject content given by the teacher. Students do

not feel intimidated with the instructions and all the activities during English subject.

In addition, observations of children learning their first language (L1) led to

criticism of structuralist approach to language teaching. Children do not learn language

by having language structures presented to them in particular sequence, nor they drilled

so that they can memorise the structure. Instead, they acquire language by using it

themselves to achieve some purpose. People learning foreign language in non-

instructional settings also learn in a similar manner. These observation led to the view

that second language (L2) learning should be more like first language learning, with little

or no analysis of grammatical rules.

Westwood (1997) states that “effective teaching practices are those which provide

students with the maximum opportunity to learn”. Children learn in different ways and

different rates. Hence, teacher in the one that enable the learning process succeeded

especially in English instruction in ESL environment. Methods, techniques and approach

is our magic tool to expand the knowledge and out students talent in learning English. It

is up to all the teachers out there to reach out and impart the best lesson that they can. All

the research may always change its mechanics, but the fact remains that the changing

wind and shifting sands of time and research are turning the dessert into an oasis.

7.0) REFERENCES

1. Audrey Lim Bee Yoke, Manjitdarjit Kaur, Shanti David. (2004) Integrated Curriculum

For Primary Schools : ENGLISH YEAR 3. Abadi Ilmu Sdn. Bhd. Kuala Lumpur.

2. Barlow, M. (1996) Corpora For Theory and Practice. International Journal of Corpus

Linguistics 1,1.

3. Brown, H.Douglas. (1994) Principles of Language Learning and Teaching. New

York : Longman.

4. Ellis, R. and Hedge (1993) Second Language Acquisition Research : How Does It

Help Teacher? New Hamphere. Hinnerman ELR.

5. Huraian Sukatan Pelajaran – Kurikulum Bersepadu Sekolah Rendah – Bahasa

Inggeris Sekolah Kebangsaan Tahun 3. (2003). Kementerian Pendidikan Malaysia.

6. Sukatan Bahasa Inggeris – KBSR (2003). Pusat Perkembangan Kurikulum (PPK).

Kementerian Pendidikan Malaysia.

PICTURES DURING THE LESSON

Set Induction Activity

Group Task Filling the GO ( Pair Work)

Production Stage ( Writing Task )