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The APEC-SEAMEO (RELC) International Seminar
Language Applications in Lesson Study Track
SEAMEO Regional Language Centre, Singapore
Dr. Chin Mei ChinCurriculum Development DivisionMinistry of Education, Malaysia
Ms Kwa Jin NeeTaman Putra Perdana National Primary School
Selangor, Malaysia
19 21 April 2010
Teaching Comparative Adjectives
(Year 3 English)in a Malaysian classroom:
Lesson Study Project
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OVERVIEW OF PRESENTATION
Project Procedure
Project Experience
Reminders for Future Lesson Study Projects
Introduction
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Introduction
Teaching Comparative Adjectives (English Language)
Government primary school
1 researcher (MOE) and 3 English language teachers
Feb - March 2010
Research Methodology:
- Group Discussion- Classroom Observation
- Document Review
Instrument:
- Classroom Observation Form- Reflection Notes Guide
Sample: Three Year 3 Classes (age 9)- 3 Merak & 3 Merpati: Ms Kwa Jin Nee
- 3 Kelicap: Ms Norazian Mat Anuar
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25Feb
2010
Discussion on the lesson study project and
lesson plan for the project
26 28 Feb 2010
Write lesson plan (LP1) and prepare teaching
and learning materials - Ms Kwa Jin Nee
Researcher3 Teachers
Project Procedure
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2 Mac2010
- Analysis and
discussion of lesson
- Revision of lesson
plan and materials
- Write reflection
notes
- Use the lesson plan (LP1) for Class 3 Merak
- Observe lesson using a classroom observation form
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3 Mac2010
- Use revised lesson plan (LP2) for Class 3 Merpati
- Observe lesson using revised observation form
- Analysis and
discussion of lesson
- Revision of lesson plan
and materials
- Write reflection notes
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4 Mac2010
- Use revised lesson plan (LP3) for Class 3 Kelicap
- Observe lesson using revised observation form
- Analysis and discussionof lesson
- Write reflection notes
- Share lesson plan (LP3)
with other teachers
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Project Experience
Lesson Plan
Improvements
Reflections
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Lesson Plan
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Lesson Plan
Year: 3 [9-year olds]
Topic: Sea Creatures [Comparative Adjectives]
Goals: i. to understand and follow simple instructions such as
blow, start, stop
ii. to understand the concept of comparative adjectives
iii. to perform a simple chant
LOs: 1.4.2 Listen to and follow simple instructions to do something ormake something
2.1.5 Chant rhymes and sing songs pronouncing words clearly
2.4.3 Recite simple poems and sing songs with expression and
appropriate gestures
3.2.1 Recognise and read out whole words
3.6.4 Pick out words that show comparison
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Set Induction
GROW!
i. 4 pupils are asked to blow balloons
ii. Comment on the activity using
comparative adjectives
[e.g. size of the balloons]
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Presentation [Activity 1]
Vocabulary exercise
i. Some pupils will be given picture cards which they
have seen in previous lessons
ii. Each of them will take turns to show their picture
cards to their classmates and name the sea creatures
on each card
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Presentation [Activity 2]
I Am..i. Narrate a dialogue between two sea creatures
using figurines. Pupils listen.
ii. Question and answer session pertaining to
comparative phrases.
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Presentation [Activity 3]
Comparative Adjectives
i. Put up sentence patterns containing comparative
adjectives.ii. Explain concept:
- adding -er than
- doubling last letter and adding -er than
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Closure
Comic Strip: I Am..
i. Pupils complete the comic strip of the
dialogue I Am.
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Improvements
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Lesson Plan
Year: 3 [9-year olds]
Topic: Sea Creatures [Comparative Adjectives]
Goals: i. to understand and follow simple instructions such as
blow, start, stop
ii. to understand the concept of comparative adjectives
iii. to perform a simple chant
LOs: 1.4.2 Listen to and follow simple instructions to do something ormake something
2.1.5 Chant rhymes and sing songs pronouncing words clearly
2.4.3 Recite simple poems and sing songs with expression and
appropriate gestures
3.2.1 Recognise and read out whole words
3.6.4 Pick out words that show comparison
Year: 3 [9-year olds]
Topic: Sea Creatures [Comparative Adjectives]
Goals: i. to understand and follow simple instructions such as
blow, start, stop
ii. to know different forms of comparative adjectives
iii. to perform a simple chant
LOs: 1.4.2 Listen to and follow simple instructions to do something ormake something
2.1.5 Chant rhymes and sing songs pronouncing words clearly
2.4.3 Recite simple poems and sing songs with expression and
appropriate gestures
3.2.1 Recognise and read out whole words
4.3.2 Complete missing words in simple texts such as instructions,
directions, descriptions, rhymes, stories and other texts
[with guidance in the form of words and pictures]
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Presentation [Activity 3]
Comparative Adjectives
i. Put up sentence patterns containing comparative
adjectives.ii. Explain concept:
- adding -er than
- doubling last letter and adding -er than
Presentation [Activity 3]
Comparative Adjectives
i. Put up sentence patterns containing comparative
adjectives.ii. Introduce different forms of comparative adjectives:
- adding -er than
- doubling last letter and adding -er than
- replacing last letter y with -ier than
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Size of sentencecards used in the
first lesson
Size of improvedsentence cards in
subsequent lessons
Sentence Cards
Teaching Material
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Reflections
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Ms Kwa (conducted LP1 & LP2 and observed LP3)
It was very useful to have inputfrom the observers
[my colleagues and the researcher] to betterimprove my lesson plan. This lesson study project
could save teachers time as the prepared
teaching aids and worksheet can be shared. I also
discover that this Lesson Study method hasafforded me an opportunity to think deeper about
my own teaching strategy and methodology. In the
course of discussing with my colleagues, I was
able to come up with ideas to improve on my classinstruction, strategy, etc. In a way, lesson study
provides professional upgrading for each
individual as we are able to learn from each other
informally.
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Ms Norazian (conducted LP3 and observed LP1, LP2)
I am very happy and delighted to be involved in
this lesson study project. I learnt new teaching
strategies and skills during the first and second
observations. The group discussions help me to
adapt and produce new ideas in teaching to
make the lesson more interesting. It is also
good input for teachers as they can sit togetherand discuss better solutions for teaching
difficult topics.
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Ms Nor Azura (observed LP1, LP2 & LP3)
Frankly, I had significant reservations as the process began. We
were three teachers who had never worked together in terms of
teaching. I thought it unlikely that we would be able to create and workeffectively toward a common goal. I also questioned whether we would
have enough of a common frame of reference to offer useful feedback
to each other. We began with a rather fitful attempt at goal-setting. At
first, this activity felt hopeless but in retrospect, it was in fact the
perfect way for us to begin. As we talked of our dreams for our pupilsand the gaps that prevented their fulfillment, we were getting to know
each other. This discussion allowed each of us to share our visions and
frustrations, and it became apparent that despite our differences we
had a great deal in common. What seemed like something of an
aimless, philosophical discussion actually created the beginnings of thecommon ground from which we could work together. We also created a
pretty good goal - one that each of us found worthwhile and that we
were willing to extend ourselves to achieve. Clearly, the value of lesson
study is primarily in the process, the creating, the professional dialogue,
and in looking at a broader picture of what we do as teachers.
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Reminders
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One standard lesson plan may not be
workable for all classes. A teacher would
still need to adopt and adapt activities in the
lesson to suit the needs of the p upils in the
class.
Lesson Study is a continuous learningprocess
as it gives an opportunity to participating
teachers to emulate each others strong/good
qualities in teaching.
The Lesson Study method affords flexibility
in using the lesson plan.
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Thank you