LINKING THEORY AND PRACTICE LESSON PLAN SEM 5 (1).doc

7/17/2019 LINKING THEORY AND PRACTICE LESSON PLAN SEM 5 (1).doc

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ACKNOWLEDGEMENT

LINKING THEORY TO PRACTICE TSL311

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Assalamualaikum Warrahmatullahi Wabarakatuh …..

First and formost ! "ould lik to offr m# sin$rst %ratitud to m# Linkin% Thor#

To &ra$ti$ l$turr ' En$ik Gha(ali )in Abdullah ' "ho has su**ortd m throu%hout

m# assi%nmnt "ith his *atin$ and kno"ld% "hilst allo"in% m th room to "ork in

m# o"n "a# . M# attribut th l+l of m# First D%r to his n$oura%mnt and ffort

and "ithout him' this assi%nmnt too ' "ould not ha+ bn $om*ltd or "rittn. On

sim*l# $ould not "ish for a bttr or frindlir l$turr ,ust lik him .

!n m# dail# "ork as a ta$hr ' ! ha+ bn blssd "ith a frindl# and $hrful

%rou* of fllo" studnts and frinds . To m# darst frinds ' "ho ar al"a#s su**ortin%

m and n$oura% m durin% th *ro$ss of this assi%nmnt . To m# blo+d husband '

"ho is al"a#s %i+ m su**ort and hl* m durin% m# stud# and not to for%t' m# kids'

both of m# famil# and famil#-in-la" . Ma# Allah "ill blss all of #ou .

Last but not last ' ! "ould lik to thank +r#on ithr th# ar in+ol+ dir$tl# and

indir$tl# durin% th *ro$ss of doin% this assi%nmnt . To "hom "ho ar %i+in% m

su**ortin% throu%hout of m# studis in th ta$hin% $olla%u' mo+in% m# +ast

$oll$tions of stuff/ a$ross most of +r#thin% and for *ro+idin% m a bttr du$ation

than bfor .



LINKING THEORY TO PRACTICE TSL311

0



CO012EWO1K TA2K 3 4 &A!1 WO1K 5

LE22ON &LAN

LINKING THEORY TO PRACTICE TSL

3110

Da# 6 Wdnsda#

Dat 6 78th 2*tmbr 793:

Tim 6 ;.38 am < =.38 am 4 >9 minuts 5

Class 6 : 2ri

Enrolmnt 6 :3 *u*ils

L+l 6 Mi?d Abilit# 4 Mdium En%lish A$hi+rs 5

Thm 6 World Of 2toris

To*i$ @ Titl 6 0N!T ; 6 Th &rin$ss And Th Dra%on

Fo$us : 6 Writin%

Ta$hin% Aids 6 &i$tur $ards' "ord $ards' fi%urins' *hras stri*s and "orkshts .

alus 6 Co-o*ration

Cross Curri$ular Elmnts 6 Multi*l !ntlli%n$s

Contnt 2tandard 6 :.7 6 )# th nd of th >-#ar *rimar# s$hoolin%' *u*ils "ill b abl to "rit usin% a**ro*riat lan%ua%' form

and st#l for a ran% of *ur*oss.

Larnin% 2tandard 6 :.7.7 6 Abl to "rit "ith %uidan$ 6

a 5 2im*l sntn$s.

b 5 Com*ound sntn$s.




3110

Larnin% Out$oms 6 )# th nd of th lsson ' *u*ils should b abl to "rit a stor# usin% sim*l or $om*ound sntn$s "ith %uidan$

STAGE CONTENT

TEACHING

AND LEARNING ACTIVITIES RATIONALE

Set Induction 4 8 minuts 5

Listening

Story 6

Th &rin$ss And Th Dra%on

4 a**ndi? 3 5

3. Grt *u*ils.&u*ils ar n$oura%d to

r*l#.

7. Ta$hr sho"s th *i$tur

$ards of kin%' Bun'

*rin$ss' $astl' o%r'

to"r' kni%hts' ba% of %old

and dra%on.

:. Asks th studnts to nam

th *i$turs.

. 2tudnts ans"r orall# at

random.

8. Dis$uss th ans"rs "ith

th studnts.

>. Ta$hr tlls th stor# "ith

th hl* of th *i$tur

$ards.

. &u*ils listn.

- Perrott (1982) idntifid th

*ur*oss of st indu$tion 6

Fo$usin% attntion on "hat is to

b larnd b# %ainin% th

intrst of studnts ' mo+in%

from old to n" matrials and

linkin% of th t"o and *ro+idin%

a stru$tur for th lsson and

sttin% ?*$tations of "hat "ill

ha**n.

- ! am usin% th stor# and

*i$tur $ards to %t attntion

from th *u*ils about th

lsson .




3110

Lesson Development

And Prctice

3. &r < Writin%

4 79 minuts 5

Whole Class Activity

T!e story

Th &rin$ss And Th Dra%on

4 a**ndi? 3 5

&i$tur $ards

4 a**ndi? 39 5

&hras stri*s

4 a**ndi? > 5

Questions :

Pictures of the king and the

queen

6 Ar th kin% and th Bun

3. Distributs th stor# to

th studnts.

7. Talk about th stor# b#

askin% th Bustions

and "ith th hl* of

th *i$tur $ards and

*hras stri*s.

:. Gt studnts at

random to *i$k th

*i$tur of kin% and

Bun.

. Ask th Bustion about

th kin% and th

Bun.

8. Eli$it rs*ons from

th studnts orall#.

- To mak th studnts mor

undrstandin% on th to*i$

tau%ht.

- E?*lanation on th to*i$.

- !ndi+idual *arti$i*ation is

to build u* *u*ils

$onfidn$.




3110

ha**# or sad

A 6 Th kin% and th Bun ar

+r# ha**#.

Pictures of the king, queen ,

princess and castle.

6 Whr do th# li+

A 6 th# li+ in a $astl

Pictures of a tower, the

princess and ogre

6 What did an u%l# o%r do

A 6 An u%l# o%r lo$kd th

*rin$ss in his to"r.

Pictures of a ag of gold, king,knight and princess.

6 What did th kin% *romis

A 6 Th kin% *romisd to %i+ a

ba% of %old to th kni%ht "ho

$ould sa+ th *rin$ss.

Pictures of knights and a tower.

6 What did th kni%hts do

>. N?t' %t th studnts

at random to *i$k th

$orr$t ans"rs from

th ,umbld *has

stri*s and arran%

thm to b th $orr$t

sntn$s on th

board.

. Th sam st*s ar

r*atd until all th

*i$tur $ards ar takn

out.

;. Th Bustions %i+n

basd on th *i$tur

$ards.=. Dis$uss th ans"rs

"ith th studnts.

39. 1ad th "hol

ans"rs to%thr.




3110

7. Whil-Writin%

A 6 All th kni%hts in th lands

rod to th o%rs to"r.

Picture of an ogre.

6 What ha**nd at th to"r

A 6 Th o%r "as so s$ar# that th

rod a"a# as fast as th# $ould.

Pictures of a dragon, a

princess and a tower.

6 What did a dra%on do

A 6 A dra%on sa+d th *rin$ss

and brou%ht hr to th $astl.

Pictures of the king, the

dragon, the princess and a ag

of gold.

6 What th kin% do

A 6 Th kin% "as so ha**# that h

%a+ it a ba% of %old.

!roup Work Activity 3. Ta$hr distributs th - Grou*in% a$ti+it# is to

n$oura% th *u*ils to




3110

4 38 minuts 5

Production

4 38 minuts 5

:. &ost-Writin%

2ntn$ stri*s

4 a**ndi? 5

"ndividual Work # group

G1O0& C 6 4 a**ndi? 5

1*la$ th *i$turs "ith "ords.Writ th stor#.

G1O0& ) 6 4 a**ndi? ; 5

Mat$h th sntn$ hal+s. Writ

th stor#.

G1O0& A 6 4 a**ndi? = 5

1-arran% th "ords to form

sntn$ stri*s to a$h

%rou*.

2. 2tudnts ar askd to r-

arran% th sntn$s

$orr$tl# to form th stor#

larnt in %rou*.

:. Dis$uss th ans"rs "ith

th studnts.

. 1ad th stor# in %rou*s.

3. Distribut th "orkshts.

7. Ta$hr ?*lains brifl# on

ho" to $arr# out th tasks.

:. &u*ils $om*lt th tasks%i+n.

bin% $oo*ration "ith

th mmbrs in th %rou*

and to introdu$ thm

ho" th dis$ussion $an

hl* thm to sol+ thtask .

- This a$ti+it# is to mak

sur ithr th *u*ils

undrstand th lsson or

not . Th a$ti+it# also $an

masur ho" far th

*u*ils %ts th

information about th

lsson .




3110

Closure

4 8 minuts 5

sntn$s. Writ th stor#.

Assess$ent

A**ndi? ';'=

%e$edial

&nrich$ent

3. Abl to "rit th stor#

usin% sim*l or $om*ound

sntn$s.

1. &u*ils ar abl to r-

arran% sntn$s

$orr$tl# to form th stor#

larnt.

3. Gt *u*ils to "rit th

stor# on thir o"n.

3. 2ummin% u* th lsson7. !nsrtd th moral +alus.

:. La+ th $lass b#

thankin% th studnts.

. 2tudnts rs*ond

a**ro*riatl#.

- To mak sur that th

*u*ils n,o# th lssonand undrstand about

"hat th# ha+ larnt




3110



CO012EWO1K TA2K : 4 !ND!!D0AL 5


3110

A lsson *lan is th instru$tors road ma* of "hat studnts nd to larn and ho" ! "ill

b don ff$ti+l# durin% th $lass tim. )for ! *lan m# lsson' ! "ill first nd to idntif# th

larnin% ob,$ti+s for th $lass mtin%. Thn' ! $an dsi%n a**ro*riat larnin% a$ti+itis

and d+lo* strat%is to obtain fdba$k on studnt larnin%. A su$$ssful lsson *lan

addrsss and int%rats ths thr k# $om*onnts6

• Ob,$ti+s for studnt larnin%

• Ta$hin%@larnin% a$ti+itis

• 2trat%is to $h$k studnt undrstandin%

M# lsson *lan is suitabl for m# mi?d abilit# $lass b$aus ! prepared a lot of activities

that will involve all the pupils in m# $lass . This is b$aus th *u*ils in man# of our $lasss

ar of mi?d abilit# . This mans that th sam matrial "ill not b suitabl for all th *u*ils .

2om ma# find th matrials too diffi$ult ' "hil othrs find it too as# .

!n m# lsson *lan ' ! $hoos Har : 2ri as m# rs*ondnts . Othr"is ' this $lass is a

*rf$t mi?d abilit# *u*ils in m# s$hool . !n m# lsson ' for th st indu$tion ' ! use colourful

word cards to get the attention fro$ the pupils on what is to e learned .

!t is also to %nrat th *u*ils intrst to th lsson . )# usin% *i$turs also $an hl* th

*u*ils to fo$us mor on thir larnin% a$ti+itis .

Th third rasons "h# m# lsson *lannin% is suitabl is b$aus ! am usin% th discussion

, search and paste and group work as th "a# to tris to rous th *u*ils intrst in "hat is

about th# listn to. )sids it is also to mak th *u*ils a$ti+l# a"ar of th information or

?*rin$s that "ould b usful in hl*in% thm undrstand "hat th# "ill har . Ths

1EFLECT!ON)H IA)!E)AI )!NT! MOIAMED DAILAN




3110

a$ti+itis also hl* th *u*ils to a$Buir or to r+is th lan%ua% that "ould b n$ssar# for

thm to undrstand th radin% and "ritin% in*ut and at th sam tim %i+s *u*ils a *ur*os

for "ritin% .

!n m# "hil-"ritin% a$ti+it# ' ! am usin% a lot of a$ti+itis b$aus this is th $ntr or fo$us

of th lsson . )# giving $ore de$anding tasks to the pupils ' it b$oms a %rat dal of

diffrn$ bt"n th *rofi$in$# l+ls of m# *u*ils . ! $an ask m# bttr *u*ils to tak th

lon% turns and la+ th *oorr ons to taks th short turns until thir lan%ua% im*ro+s and

th# b$om mor $onfidnt .

! also give all $y pupils the sa$e task ut e'pect the higher levels of sophistication

fro$ etter pupils . )# preprin" some di##icult nd some esy $or%s!eets also $an mak

+r# *u*ils "orks to"ards th solution of th sam *roblm situation ' but som ha+

lin%uisti$all# asir tasks than othrs . This d+i$ also ha+ a fa$-sa+in% fatur for th

"akr *u*ils .

!n th *ost-"ritin% sta% ' *u*ils "ill b %i+n tasks that ar s*in-offs th main a$ti+it# . For

?am*l in m# lsson ' *u*ils "ill do r*la$in% th *i$turs "ith "ords' mat$hin% th sntn$

hal+s and r-arran%in% th "ords to form sntn$s basd on "hat th# had larn on th da# .

Th sam task for all th l+l of *rofi$in$is is to "rit th stor#. !t is also th "a# to find out

ithr th *u*ils %t undrstand about th lsson or not . Th a$ti+it# also $an masur ho" far

th *u*ils %ts th information about th lsson .

Whil as th $losur ! am usin% th stor# a%ain as th "a# to mak th *u*ils n,o# thir

lsson for that da# and undrstand about "hat th# had larnt .

Firstl#' th most ob+ious thin% that ! dis$o+rd "as th ad+anta% of "orkin% as *art of a

%rou* . ! larnd that %ood tam"ork is th k# to su$$ss in dsi%n a$ti+itis "hn tim and

rsour$s ar limitd. As +r#on had thir o"n *oint of +i"' man# diffrnt idas $ould b

*rodu$d and ! found th nr%# of %rou* *arti$i*ation mad m fl mor nr%ti$ about

$ontributin% somthin% . From $oll$tin% matrials for th first task until th last task ' ! think its




3110

Buit diffi$ult if ! don it b# m# o"n slf. With th *r that ! %ot' 1o(ita' " ha+ "ork

to%thr to $oll$t all th information and $han% it into an informati+ tasks "hi$h ! think it "ill

b mor asir to undrstand th to*i$ dis$uss .

2$ondl#' ! dis$o+rd that +n th sim*lst thin%s on arth $ould b turnd into

somthin% ama(in% if " *ut nou%h $rati+it# and ffort into "orkin% on thm . With m#

*r '" dsi%n som informati+ tasks su$h as son%s' *oms' lsson *lan and a$ti+itis but

"r still abl to $rat som J$ool stuff . ! larnd that +r# dsi%n has its "aknsss and

strn%ths and "orkin% "ith a %rou* $an hl* dis$o+r "hat th# ar. W $halln%d a$h

othrs *r$on$*tions about "hat "ould and "ould not "ork. ! $ould also s th ralit# of th

"a# $han%in% th a$ti+itis a$tuall# aff$td its *rforman$ .

Whil ! am *r*arin% th lsson *lan ' ! alrad# "ant to %i+ u* b$aus ! ha+ la$k of

idas to $hoos th suitabl a$ti+itis . )ut "ith *r $oo*ration ' ! built u* m# s*irit and tr# to

mak th a$ti+itis $hosn fun and intrstin% . Th most im*ortant thin% is th a$ti+itis ar

suitabl "ith th lsson and at th sam tim ' it maks our frindshi* $losr .

As su$h' ! "ill im*ro+ m# ta$hin% skills s*$iall# in ta$hin% "ritin%' tak *art mor in

blo%%in% @ ,ournalin% m# ?*rin$s to $ulti+at $riti$al slf rfl$tion and ! "ill sk

o**ortunitis to *ut into *ra$ti$ m# $om*tn$is in rsar$h dsi%n and anal#sis to

im*lmnt ff$ti+ $han% and ri$h ds$ri*tions of *hnomnon .

! "ill rl# ha+il# on stru$turd and smi-stru$turd sur+#s or fo$us %rou*s and slf

rfl$tion blo%%in% to assss m# larnin% to"ard %oals' and to us m# skills and kno"ld% to

bnfit othrs as *u*ils' $olla%us or $ommunit# d+lo*mnt

! am +r# rli+d that at last ! $ould finishd this assi%nmnt. Althou%h "ith th

?*rin$d of ta$hin% En%lish for almost 3; #ars but ! n+r r$ordd m# ta$hin% and

+aluat it. At first ! ha+ a n%ati+ flin% to"ards doin% th obsr+ation b# *rs but as h

%a+ m full su**ort' ! ralisd it had bnfits m a lot. From his $ommnts and sharin%




3110

information "hil obsr+in% m $arrid out th lsson in th $lassroom' ! no" kno" "hthr it

is an ff$ti+ ta$hin% and larnin% a$ti+it# or not. ! $an s m# flo" durin% that sssion and

ho" ! faild to mak m# studnts s m# %oals and ob,$ti+s if not all.

! $ould also r$o%nisd m# stron% *art in dalin% "ith m# studnts. !t had bn a fantasti$

?*rin$d for m. )# doin% this task also it had %i+n m th o**ortunit# to kno" "h# it is

ssntial and $ru$ial to fo$us on sl$tin% matrials for m# lsson. )$aus b# $hoosin% th

ri%ht matrials it "ill bnfits th *u*ils and arous thir intrst.

Throu%h this task also had %i+n m th tim to rfl$t on m# ta$hin% all this "hil. !

should ha+ fo$usd on m# %oals for a "hol #ar ta$hin% th $lass that ha+ bn %i+n to

m. !n doin% that onl# thn ! $an $arr# out th lsson "ith th ob,$ti+s st +r#da# b$aus

it "ill hl* m to %o throu%h th ri%ht tra$k.

Th task also mak m ralisd of th undrstandin% of usin% th &&& in m# lsson *lan. !

stron%l# ho* that ! $an $om out "ith a bttr lsson *lan from no" on and do som

rfl$tion on m# +r#da# lsson.

37;= "ords.



&I&LIOGRAPHIES


3110

3. Mohd 1osli Ghani ' Mohd !skandar Daud ' Adnan Husoff 4 7939 5 ()&L *+- eaching of

Writing Mtor Do$ 2dn )hd 6 2ri Kmban%an ' 2lan%or .

7. Nsamalar Chitra+lu ' 2aratha 2itham*aram ' Th 2oo Choon ' 4 7999 5 . &L /ethodology

Principle and Practice &nrbit Fa,ar )akti 6 2hah Alam .

:. Assssin% Writin% 2kills

. """.ri$di%st.or%@*r-=7:@s*akin%.htm

8. Modls of Lan%ua% ta$hin% and Larnin%

>. """.n$lr$.or%@ssntials@"[email protected]

. a$k C.1i$hards .eaching Writing 0 1ro$ heory to Practice

;. """.*rofssor,a$kri$hards.$om@"*-$ontnt@u*loads@ta$hin%-listnin%-and-s*akin%-from-

thor#-to-*ra$ti$.*df

http://www.ericdigest.org/pre-923/speaking.htm

http://www.nclrc.org/essentials/whatteach/models.htm

http://www.professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-from-theory-to-practice.pdf


http://www.ericdigest.org/pre-923/speaking.htm

http://www.nclrc.org/essentials/whatteach/models.htm






3110

&i'lio"rp!y

3. A. 1ashid' N.' )oon &on% Hin% 2#d Ahmad' 2. F. 4799=5. Murid Dan Alam Belajar.

2hah Alam6 O?ford Fa,ar.

7. Kmntrian &la,aran Mala#sia. 479375. Huraian Sukatan Pelajaran Engli!

"a!un #. &utra,a#a6 )aha%ian &mban%unan Kurikulum.

:. htt*6@@il#anamab.blo%s*ot.$om@

. htt*6@@*la#in%s$in$.or%@

8. htt*6@@n."iki*dia.or%@"iki@Larnin%thor#4du$ation5

>. htt*6@@n."iki*dia.or%@"iki@&la#in%

. Mok 2oon 2an% 4 799; 56 Edu$ational &s#$holo%# &da%o%# 6 Larnr And Larnin%

En+ironmnt 6 *nrbitan Multimdia 2dn. )hd.' &u$hon%.

;. Nsamalar C' saratha 2itham*aram' T 2oo Choon 4 7998 5 6

ELT Mthodolo%# 6 &rin$i*ls And &ra$ti$ 4 7nd dition 5 O?ford Fa,ar' 2hah Alam.

http://ilyanamab.blogspot.com/

http://playingscience.org/

http://en.wikipedia.org/wiki/Learning_theory_(education)

http://en.wikipedia.org/wiki/Playing

http://ilyanamab.blogspot.com/

http://playingscience.org/

http://en.wikipedia.org/wiki/Learning_theory_(education)

http://en.wikipedia.org/wiki/Playing

LINKING THEORY AND PRACTICE LESSON PLAN SEM 5 (1).doc

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