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ACKNOWLEDGEMENT
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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 .
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CO012EWO1K TA2K 3 4 &A!1 WO1K 5
LE22ON &LAN
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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.
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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 $ards to %t attntion
from th *u*ils about th
lsson .
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Lesson Development
And Prctice
3. &r < Writin%
4 79 minuts 5
Whole Class Activity
T!e story
Th &rin$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
$onfidn$.
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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.
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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
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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 $an
masur ho" far th
*u*ils %ts th
information about th
lsson .
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Closure
4 8 minuts 5
sntn$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 $lass b#
thankin% th studnts.
. 2tudnts rs*ond
a**ro*riatl#.
- To mak sur that th
*u*ils n,o# th lssonand undrstand about
"hat th# ha+ larnt
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CO012EWO1K TA2K : 4 !ND!!D0AL 5
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A lsson *lan is th instru$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
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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
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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%
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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.
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&I&LIOGRAPHIES
LINKING THEORY TO PRACTICE TSL
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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$.*df
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LINKING THEORY TO PRACTICE TSL
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&i'lio"rp!y
3. A. 1ashid' N.' )oon &on% Hin% 2#d Ahmad' 2. F. 4799=5. Murid Dan Alam Belajar.
2hah Alam6 O?ford Fa,ar.
7. Kmntrian &la,aran Mala#sia. 479375. Huraian Sukatan Pelajaran Engli!
"a!un #. &utra,a#a6 )aha%ian &mban%unan Kurikulum.
:. htt*6@@il#anamab.blo%s*ot.$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.
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