tsl3111 _developing and using resources for primary esl classroom

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TSL3111 : Developing and Using Resources for Primary ESL ClassroomShenton James Jivion - 750501125913

INSTITUT PENDIDIKAN GURU, KAMPUS GAYAJALAN MAKTAB GAYA, PETI SURAT 10491, 88805 KOTA KINABALU, SABAH.

TELEFON: 088-210646/ 088-210979/ 088-219530/ 088-221595

NO. FAX : 088-217124

Email : [email protected]

JABATAN BAHASA

FULL NAME OFTEACHER & CONTACT

NO

SHENTON JAMES JIVION

(019-8625320)

MYKAD NUMBER /MATRIC NUMBER

750501-12-5913

NAME OF PROGRAM/

GROUP/OPTION

PROGRAM PENSISWAZAHAN GURU (PPG) AMBILAN JUN 2011

(TESL) GROUP 1

CODE AND NAME OFTHE SUBJECT

TSL3111DEVELOPING AND USING RESOURCES FOR PRIMARY ESLCLASSROOM

COURSEWORKQUESTIONS /

INSTRUCTIONS

You a

Part A - Mind Map

Part B - Teaching and learning materials

Part C - Check-list

Part D - Critical Reflection

TUTOR MS. JULIANA JOHARI

SUBMISSION DATE 05 APRIL 2014

mailto:[email protected]







Contents: Page

Preface ……………………………………………………….. 3

Course Assignment ……………………………………..…. 4 - 6

Part A

Mind Map ……………………………………………….... 08 - 11

Part B

(Lesson Plan based on KSSR Syllabus) …………….... 13 - 15

Worksheets and enrichment activity …………..…….... 16 - 19

Adapted material in PowerPoint slides (printed) …….... 20 - 28

The original material (The Bremen Town Musician) ….. 29 - 33

Part C

Check List & Report ....................................................... 34 - 38

Part D

Critical Reflection …........................................................ 39 - 41

References …......................................................................




Preface

The TSL3108 coursework is part of the program requirement for the PPG TESL

(Group 1), 6th semester in for this order to be awarded Bachelor Degree (TESL) in

Primary School. During the build up to this coursework, I learned that approaches in

grammar teaching are varied. Sources from books, internet and course module although

explain numbers of suggestions but some could not be adopted in my coursework

because the approaches are simply not practical in Malaysian Primary ESL Classroom.

To my study group which also comprises my group member and also Loretta Janet

Suutin, Zuhratunissia Zulfikar and DK. Ratnazuraini Masri for the coaching and exposure.

Group discussion as frequent as once a week, really help me a lot. They help me to piece

things together and gave me some insight in how to adapt materials obtained and guided

me in making a good lesson plan that works with the materials prepared. They also show

me how to go through the new KSSR Standard Document and comment on my work all

the way. Special thanks to SK Kibabaig, Penampang for allowing me to teach in year 3

Cerdas. My supervisor of the day, Pn. Christine Amandus and Loretta Janet Suutin: for

giving comments on my lesson plan and encouragement to teach. Finally, to my lecturer

Miss Julian Johari, for the guidance, inputs and elaborations in this course: Development

and using resources for primary ESL Classroom.




PART A

MIND MAP

I. Read and select TWO articles from variety of sources onprinciples of materials selection and adaptation.

II. Use your computer skills to present the information in form ofshort notes using suitable graphic organiser(s).




PRINCIPLES OF MATERIALS SELECTION

a) Adaptable and easy to modified.

o Can suit different type of media. Example: text, pictures and videos

b) Easy to manage

o Materials can be arranged to meet teachers teaching strategies almost immediately.

c) Can be incorporated with other resources.

d) Relate to learners interest and background knowledge.

e) Can be arranged to meet learner’s general or even specific needs.

f) Durable and last for future use.

g) Promote active communication.

o Materials can promote communication among learners.

h) Provide opportunities for contextual language use and practice.

i) Active experience

o Expand pupils experience by exposing them to relevant and current events

j) Able to increase one proficiency level.

o Increase pupils level of proficiency by exposing them with new relevant materials

and information

k) Promote self -improvement.

o Serves as a platform for learners to their self-improvement via materials

presented to them.

l) Supports current or future based learning project

o Resource for current or future pupils based learning project.



TSL3111 : Developing and Using Resources for Primary ESL Classroom Shenton James Jivion - 750501125913

PRINCIPLES OFMATERIALS SELECTION

Adaptable andeasy to modified. Easy to

manage

Can beincorporated withother resources.

Relate to learnersinterest andbackgroundknowledge.

Can be arrange tomeet learners

general or evenspecific needs.

Durable and lastfor future use.

Promote activecommunication

Provideopportunities for

contextuallanguage useand practice

Activeexperience

Able to increaseone proficiency

level.

Promote self -improvement.

Supports currentor future basedlearning project.




PRINCIPLES OF MATERIALS ADAPTATION

1) Related to lesson objective and aims.

- Objective can be achieved ‘straight forward’ with the assistance of the materials

prepared.

2) Communicative and interactive.

- The materials adapted could be used to relay massage or lesson aim.

- The teachers and learners can use the materials adopted and talk about it with

purpose and in context.

3) Relevant and purposeful.

- Learners able to relate the adopted materials to their present or past experience.

- Learners can able expand their experience using the adopted materials.

4) User friendly.

- Material can be used effectively by the learners.

- Learners understand the purpose of the materials and able utilise and relate the

lesson content with it.

5) Promote authentic interaction.

- Materials could act and used as a ‘talking point’ which helps learners to produce

more authentic conversation.- Material has the potential to be the ‘point of interest’ which invites learners to

elaborate about it during the lesson.

6) Fulfil learners psychological needs.

- The materials perpared should not ‘challenge’ learners inteligence. In other word

easy and flexible in terms of content to be presented.



TSL3111 : Developing and Using Resources for Primary ESL Classroom Shenton James Jivion - 750501125913

PRINCIPLES OF

MATERIALS

ADAPTATION

Related to lesson objective and

aims.

• Objective can be achieved ‘straight

forward’ with the assistance of the

materials prepared.

User friendly

• Material can be used effectively by the

learners.

• Learners understand the purpose of the

materials and relate the lesson content

with it.




Part B.

Teaching and learning materials: individual

i. Plan and write a lesson plan for a 60-minute lesson

based on the KSSR syllabus.

ii. Adapt, design and exploit the teaching and learning

materials for the lesson planned.iii. Exhibit the teaching and learning materials produced

for this lesson.




ENGLISH LANGUAGE LESSON PLAN

Year : 3 Date : 29 July 2013

Subject : English Day : Friday

Theme : Language Art Topic : Four Friend

Time : 9.00 am – 10.am Duration : 60 minutesNumber of students : 35 Level of proficiency : Mix Ability

Lesson summary

In this lesson plan, the main focus is on the listening and speaking skills with the integration

of the reading and writing skills.

The teaching aids was adapted from the the story called bremen’s town musician.

- For the set induction, teacher will show 4 types of animals known to the pupils and

ask how the animal would sound like.

- In the presentation stage, teacher will plays and read aloud the PowerPoint

containing story of the Bremen Town Musicians and after that teacher asks pupils to

read it aloud.

- For the practice stage, teacher will shows a paragraph of the story and complete the

activity prepared in and it will focus on the simple past tense (grammar).

- In the production stage, teacher will show animals that contained in the story and

complete task given in pair.

- The closure of the lesson teacher demonstrates why it is important for the pupils’ to

speak properly to convey massage.

CONTENT STANDARD LEARNING STANDARD

1.1 By the end of the 6-year primary schooling,pupils will be able to pronounce words andspeak confidently with the correct stress,rhythm and intonation.

Listening and Speaking1.1.4 Able to talk about a stimulus with

guidance.

1.3.1 Able to listen to and demonstrateunderstanding of oral texts by:

(a) asking simple Wh-Questions(b) answering simple Wh-Questions(d) Sequencing with guidance.

1.2 By the end of the 6-year primary schooling,pupils will be able to understand and respondto oral texts in a variety of contexts.

Reading2.2.2 Able to read and understand phrases and

sentences in linear and non-linear texts.

2.2 By the end of the 6-year primary schooling,pupils will be able to demonstrateunderstanding of a variety of linear andnon-linear texts in the form of print andnon- print materials using a range ofstrategies to construct meaning.

2.2.3 Able to read and understand simple andcompound sentences.




BEHAVIORAL OBJECTIVE

By the end of this lesson, students should be:1. Indicate Simple Paste Tense. 2. Rewrite a short story by changing present tense words to simple past tense words.

Focus Skill(s) Listening and speaking

Integrated skills Reading and Writing

Teaching Aids

- Power Point Presentation titled: The Bremen town Musicians.- Laptop. - LCD Projector.

- Worksheets.

Thinking skill(s) Predicting, identifying

Moral Value (s) Co-operation among students, friendship and confidence.

STAGES TEACHING AND LEARNING PROCEDURE REMARKS

Set induction(5 minutes)

1. Teacher picture of 4 types of animal to pupils via

power point slides.

2. Teacher asks the pupils the name of the animal

shown to them.

3. Teacher asks if they ever hear any of the 4 animal

sounds.

Picture of:

1. Donkey

2. Dog

3. Cat4. Chicken.


Presentation(15 minutes)

4. Teacher plays the power point slid with the title : The

Bremen town Musicians.

5. Teacher read the story to the pupils from the power

point.

6. While reading, teacher asks pupils give opinion on

what they feel when they see the picture.

7. Teacher re-plays the power point slid with the title:

The Bremen town Musicians.

8. Teacher asks the pupils to read along and aloud.

9. Teacher asks pupils questions about the story they just read.

Power pointPresentation:

The Bremen townMusicians.





Practice(15 inutes)

10. Teacher shows to pupils’ picture withinformation about each animal or character inthe story.

11. Teacher discuss the details with the pupils andcomplete 1 paragraph story by referring to thetext provided and indicate the simple pasttense words in the text given.

Power point

Presentation:

- Activity Sheet 1.- Activity Sheet 2.

Production(20 minutes)

12. Teacher asks pupils to pair up for a pair work.13. Teacher distributes worksheets for pupils.14. Teacher explains how to go about with the

exercise.

15. Teacher asks pupils to exchange theirworksheet among them.

Worksheet

Closure(5 minutes)

16. Teacher divides pupils to 4 group.17. Teacher asks each group to make the sound

of each animal in the story.18. Teacher tells the moral of the activity : “ if we all

speak in one time then no one will understanda word we are saying”

19. Teacher concludes the lesson.




Activity Sheet 1.

Goody Donkey

Fluffy Dog

Lived

wanted

walked

brayed

Lived in a kennel

left the kennel

wanted to be a musician

walked for a long time

was tired

smelled food from a little house

stood on Donkey’s back

barked loudl

My name is Fluffy Dog. ___________________________________

______________________________________________________

______________________________________________________

______________________________________________________

My name is Goody Donkey. I_______ in a barn. I left the barn

because I ________ to be a musician. I ________ for a long

time. I was hungry. Then I saw a little house. I saw three man

eating. I _________ loudly at them.




Activity Sheet 2

Do you know what a Simple Past Tense is?

1. Goody Donkey brayed.

2. Fluffy Dog barked loudly.

3. They walked for a long time.

4. He smelled food from a little house.

5. The animals wanted to sing for the men.

Change the word form Simple Present Tense to Simple Past Tense.

Simple Present Tense Simple Past Tense

Walk

Live

Look

Start

Want




Worksheet 1.

Rewrite the passage in to Simple Past Tense.

The men cook dinner. They clean the plates and wash the bowls. They

arrange the forks and knives on the table. They pour water into

their glasses and place napkins on their laps.

Yesterday, the men cooked dinner. They ___________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________




Teaching Aid:

Type: PowerPoint Slides




The original material




PART C

Check List

Design a check-list to evaluate the teaching and learning

materials for your lesson. Use the check list to evaluate

your teaching materials for your lesson. Write a short

report (500 words) based on your findings.




MATERIAL(S) EVALUATION FORM

To respond to the statements, please mark ( x ) the appropriate choice as follows:

( 1 ) Strongly disagree, ( 2 ) disagree, ( 3 ) agree, ( 4 ) strongly agree

A. General Appearance evaluation

1 2 3 4

1. The material appearance is informative and attractive toyoung learners.

2. The font size and type used in the material are appropriatefor young learners.

3. The material contents and activities interesting and fun to

young learners.

B. Layout and Design

4. The material includes functions, structures and vocabularythat will be taught in the lesson.

5. Adequate exercises are prepared.

6. The illustrations are varied, attractive and stimulatelearners to be creative.

C. Curriculum

7.The material prepared related to curriculum policy andprogram.

8. Support for the recreational needs of students

9. Material support basic literacy skills

D. Language Skills

10. Promote integration of all 4 language skills.

11. Activities suggested are suitable in terms of difficulty,interest, and amount of guidance.

12. Contain foundation to build learners proficiency in thelanguage.

13. Promote the development and awareness of grammar inthe language.




E. Language Content

14. Relevant for the age of the children or students.

15. No offensive elements

16. Language used is authentic.

F. Assessment

17. Provides adequate opportunities for learner assessment.

18. The assessments are valid and contain relevant,meaningful language.




Delivering a good and meaningful lesson, a teacher must plan the lesson well.

Teachers should plan what to teach and develop a lesson along with materials that supports

the lesson. Referring to my own lesson, I planned to teach grammar to my pupil. Relating my

checklist, I tried to make my material or teaching aids as simple but attractive to my pupils.

Using the animals which are familiar with them, I don’t see why my check list wouldn’t agree

with me.

The checklist I devised formed mainly from steps that I encounter during the materials

selection and adaptation process. During the selection process, I read through the material

that I choose and finds way how to adapt it to suit my pupil’s level and their background

knowledge. Apart from that, I skimmed through the material which is a play or drama titled

‘The Bremen’s Town Musician’, which is also incorporated in year 3 English textbook to find

the language skills I could promote in my lesson.

Since the story suggested is in a form of media via internet, it was impossible to copy

the online material to work on thus resulting me to get from another source which what I

presented here and finally adapt it to suit my planning. I took time to see if the font size is

suitable and also the colour scheme so that the material presented can be seen and

understood by my pupils.

While forming the check-list or evaluation form of my lesson, all the input that I

suggested in it basically leads back to what I have done during the process of selection and

adaptation. To be really sure, I refer to manuals suggested and used by countries like

America, Australia and Canada on how their education board evaluate textbook for their

learners and finally compare it to our Malaysian Standard Document for Kurikulum

Bersepadu Sekolah Rendah (KSSR) and found numbers of similarities in all documents

referred.

In evaluating my own lesson, based on the material I prepared, overall in section A,

General Appearance, I put my evaluation up to 3. This is because I feel that there is much

more improvement that I could offer if I had more time and resources. But overall, based onmy pupil’s level, they gained benefit from the material prepared compare to the material they

see in their textbook.

In layout and design segment, I focused on teaching grammar with simple past tense

as my main focus in my lesson. As I prepare my PowerPoint using the adapted story, my

pupils’ level of proficiency, needs and learning style was my main considera tions in building

the material. I try to vary the activity and exercise so they could enjoy the lesson and most

importantly learn the grammar rules highlighted in during the lesson.




Performing assessment from activity design based on the adapted material as I see it

still need some more improvement. This is due to the assessment outcome was not as I

expected. Out of 35 pupils, only 29 pupils manage to complete the task with acceptable

result. The reason is that I spend more time to assist 6 other pupils due their lacking in

English language. Overall, the pupils can complete the task provided they are given more

time and also their peer support.

(549 words)




PART D

Critical reflection

Based on your experience gained in Task 1,2 and 3,

discuss the impact of understanding the principles of

material selection and adaptation in creating effective

language learning resources in a Malaysian primary ESL

classroom.




One of the greatest challenges for teacher in creating effective language learning

resources in our primary ESL classroom is the language barrier. As English language here in

Malaysia is our second language or L2, teachers’ faces more challenge in producing ‘spot

on’ resource or language teaching material that can assist teacher in teaching.

What I have learned in task one really open my eye on the importance of doing

further research to enable me to come up with one graphic organiser. There were many

works by academician all over the globe regarding on material selection and adaptation.

Though their findings really help others (teachers) in the material selection and adaptation

process, the fact is that it can differ from countries to states.

The reason is that teachers in Malaysia such as I, tends to overlook the necessity of

our learners language needs. Apart from that, not many teachers are gifted in producing

outstanding materials simply because we are used to following or using what is being

prepared. Textbooks and activity book does ease burdens of teachers in preparing the

teaching and learning materials. The drawback of this is that the teacher will use and recycle

the material until new one emerges in the market.

Here the concerns about the effectiveness in of the materials in the market would

raise further questions such as the cost effectiveness of the material mentioned and the right

method to accompany the teaching of language skills. Having said this, the material selected

should be in par with the Malaysian curriculum ranging from its level, content and practicality.

Simplifying the content such as the text could raise up learners confidence and ability

to read a once difficult to understand text (Westwood, Peter 2005). He added that by shifting

the level of the difficulty of the selected material could revoke learners’ inferiority in learning

the language thus providing learners with readable text and benefit from the learningprocess.

In task 2, teachers need to be creative in associating lessons with materials they have

adapted. It is essential for a teacher to put the learners learning needs at all time. Although

our Malaysian curriculum has pre-set the objective of learning English language in Malaysian

ESL classroom, there is always room for improvement.



Nowadays, teachers are asked to venture new method of teaching but must coincide

with the Malaysian curriculum standard. Shifting the standard slightly higher will enable us to

use or even come up with more teaching materials that can be used to assist in our teaching

of the language. This might me good for the more proficient learners but could be severe for

the lesser ones.

Therefore teachers will always find it difficult unless the teacher is well equipping with

knowledge of some degree. Here, teachers also need to improve themselves by getting more

resources available and practicing it with different level of learners until the right method

achieved. One way to achieve this is by performing consistent check and balance or simply

by using checklist during and after lesson. This will ‘weed out’ method and technique which

are not relevant thus maintaining only the reliable technique.

Task 3 is equally important where I myself could point to my strength in my

preparation, administration and reflection to the lesson presented. I learn that I need to

improve in numbers of areas. This will serve as my benchmark on how effective my method

of selection and how well I adapt the materials to suit my learners learning needs.

Lastly, I should get to know my learners better in order to be able to produce much

better lesson plan in future. Learners need and style of learning must be address individually

and uniquely as this will better my planning of teaching and also improve on my material

selection and adaptation in future.

(633 words)

tsl3111 _developing and using resources for primary esl classroom

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