ciselt assign2

8/19/2019 CiSELT Assign2

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CiSELT

Hin Hua High School

Assignment Title: LANGUAGE AWARENESS- TEACHHING VOCABULARY

Assignment Number: TWO

Name: SASTINA SEBASTIAN D/O SUNDRAM

By signing this document, I declare this lesson plan is my own work. All material not myown and subject to copyright has been acknowledged.

Signature: ate: 9.9.2015

!esson ate: 9.9.2015

!esson Time "Start #

$inish%:

Skills $ocus: (e.g.

L!"e##g$ Re%&#g$

W'"#g$ Se%)#g*

L!"e##g$ W'"#g %#& Se%)#g

Systems $ocus: (e.g.

G'%++%'$ V,%%'$

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&ethod o' (bser)ation:

◻ *eer◻ Senior Teacher◻ +ideo # Sel' ◻ (ther

*lease speci'y:

(bser)er Name: M! M%#

(bser)er Signature:


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Hin Hua High School

!esson plan co)er page

Brief description of

context

(time and length of lesson,

size of classroom, type of

furniture (xed /

moveable), resources

available, etc.)

Time and length

The lesson takes place on ednesday afternoon

at !"th and !!th period (!.##$%."#)$ last lesson of

the day. This &" minute lesson is usually left 'ith

" minute because students come from

di*erent original classes and + give %$ minutes

break in bet'een lesson.

Size of the classroom

+t is conducted in the classroom named rgentina

at -nglish anguage entre. +t0s 1uite spacious

and can t about %# students at a time. 2f the

four 'alls of the classroom, one of it partially

made up of glass, one has 'indo's all along the

'all and another is a 'hiteboard 'all.

Type of furniture

The movable chairs 'ith 3exible table tops make

activities easier to conduct. The classroom is

installed 'ith +T pro4ector and speaker. There

are also air$conditioners, 'hich make the

classroom cool all the time.

Facilities used5 the 'hite board cum markers , cd

player

Brief description of

learners

(ho' many, age, -nglishlevel, special needs /

behavioural issues etc.)

6y learners are 7unior % students (7% anberra),

'ho are !#$! years of age. There are !8 males

and !# females$total %% students in the target

class. They are basically from hinese speakingbackground 'ho have little exposure to using the

language other than in the classroom. ll of them


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Hin Hua High School

are using -+6% course book 'hich is theelementary to intermediate level of (-9:).

;o'ever


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Hin Hua High School

Etudents reach the optimum level of absorptionto'ards the end of the day in school as they

come in as early as &.


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Hin Hua High School

nous are and ho' they used 'hen they 'ere in

7unior 2ne itself.

The lesson is conducted mainly to check

students understanding of personality ad4ectives.

+n subse1uent lesson, students need to produce

'ritten 'ork (home'ork EC pg 8 -xercise f)

$earning outcome%s&

('hat are the main

learning aims in terms of

grammar, vocabulary,

language skills of this

lessonH)

fter completing the lesson the student 'ill beable 5$

!. to enhance their kno'ledge in the lexical

eld of ad4ectives of personality


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relation 'ith their pair or group

)roposed solutions

!. T set up signals$ ;olding one hand in the

air, and making eye contact 'ith students

is a great 'ay to 1uite the class and get

their attention on me.


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Hin Hua High School

%mins

ead$inJo T stands in a centralposition and 'aits untilshe has Es0 completeattention.

T starts the lesson by

telling the ss that they

are going to learn

personality ad4ectives

T 'rites her name

vertically (EET+G) on

the 'hite board (C)

T instructs ss to copy

her name vertically in

their exercise book.

T reads aloud her

students0 4ournal (Flease

see the attachment !).

T gives sample for the

rst letter AE0 ('rite the

'ord >sensible? next to

the letter >E?)

-g E$ sensible

T asks ss to continue

'ith the follo'ing letters

'hile listening to T

$ istening ,'riting K

speaking$ :esponding to

T0s 1uestions

T$E

T$E

To spark Es

interest in the

topic of

personality

ad4ectives


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Hin Hua High School

+nstructions

!. lright everyone, +

'ould like to share

one of my

students0 4ournal.


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Hin Hua High School

T $ E

%mins Individual wor*

T asks ss to do the same

thing by using their

names.

+nstruction

!. 2kay no', 'rite

your name

vertically.


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Hin Hua High School

+L

!. hat are you

suppose to do in

your -nglish !H


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Hin Hua High School

T gives 4umbled strips of the 'ords (personalityad4ective)$in orangecolour strips and themeanings in yello'colour strips.

T asks Es to match the'ords 'ith the

meanings. (please referthe ppendix5 9igure


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Hin Hua High School

Es compare their

ans'ers 'ith other

group

Es check ans'er

E$E

!"mi

ns

oncept check

T highlights the 'ords

and do concept check

+nstruction

Eo, let0s have a look at

the meaning of these !"

personal ad4ectives.

e0ll start 'ith an easy

one @

Bossy ./bMsN/

Jo they do things for

youH

Jo they al'ays tellothers 'hat they

:esponding to T0s

1uestions

ns5 Go

ns5 Oes

T$E To ensure that

Es have

understood the

meaning

correctly 'ith

Ls


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Hin Hua High School

supposed to doH

Bad tempered

Jo they often get

angryH

Jo they have many

friendsH

Determined

Jo they change their

mind oftenH

Jo they have strong

need to do somethingH

T continues to concept

check 'ith other lexical.

ns5 Oes

ns 5 Go

ns 5 Go

ns 5 Oes

8

mins

Jrilling

T stands in central

position and models

each personal ad4ectivesfor Es clearly and loudly.

• Cossy

(gestures for Es to

repeat chorally).

T asks random

individuals to repeatuntil satised that Es

can pronounce the lexis

Es pronounce the

lexical chorally

and individually

T$ E

T$ E

To ensure that

Es can produce

the target

language

intelligibly.


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Hin Hua High School

correctly and naturally. Trepeats until all lexis

has been drilled.

<

mins

(Bocabulary @ Cingo

Dame )

Cingo instruction

+nstructions5

!. e are going to

play something

ne' today. +t is

called vocabulary

bingo game.C+GD2Q?R PJemo on

CR

istening and

responding to T0s

1uestions T$ E

+ntroduction to

the ne'

activity

ords become

brain cues to

help them

remember

information that

helps support

theirunderstanding

of the 'ord

itself.


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Hin Hua High School

Jo5

et0s try it together.

PJemo on CR

(> person 'ho likes to

give order.) C5 Cossy

The rst person to say

>C+GD2? 'ins.

+L5

Fair , 'hat are you

suppose to 'rite in the

boxH

hat are you suppose

to do after listening to

the meaningHFair C, 'hat are you

suppose to doH

hat do you say 'hen

you get % in a ro'Hns5 ords

ns 5 cross out

ns 5 call out the

vocabulary

denition

ns 5 (Eay

>CingoQ?)

T $ E


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Hin Hua High School

!"mins (Bocabulary @ Cingo +nprogress)

Jo

T 'alks around and

monitors the activity

Es perform thetask

riting, listening

and recalling

E$ E :evie' thelexical they

have learnt

through game.

!"mi

ns

9reer practice

conversation activity

+nstruction

!. + 'ant you to use

lexical that you0ve

learned no' to

talk to your

partner about

di*erent people in

your family.


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Hin Hua High School

T asks Es to do exercisefrom students book pg

8 exercise f

page


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e%!e ,+e"e "4! Ree",# A$T- , 4%7e "%g4" "4e e!!,# &e"%e& # ,' %#

%,7e. e%!e g7e e#,g4 &e"%! ", ',7e "4%" , 4%7e #&e'!",,& 64%" 6e#" 6e %#& 64

(#&e e7&e#e !4 %! ,' e%'#e'!8 'e%",#! %#& 4,6 , )#,6 "4%" "4e %4e7e& "4e

e!!,#8! %+!* %#& 64%" &" g, 6e %#& 64 (#&e e7&e#e !4 %! ,' e%'#e'!8

e4%7,' %#& 64 %# %+! 6e'e#8" %4e7e&*.

-e'lection

Re,ection

-hat went well#

-hy#

(refer to the learners,

learning outcomes and

stage aims, lesson

procedures, tasks /

activities and materials)

6anage to meet my ob4ectives

+ managed to meet my aims and conducted thelesson according to the plan rather successfully.

Cy designing varieties and balance range of

activities 'hich cater to my students0 needs and

intelligence + 'as also able to drag my students0

attention into the lesson.

Etudents sho' active participation in the activities

Etudents 'ere 1uite excited and enthusiastic

throughout the lesson. ;ence, they en4oyed

ABocabulary Cingo Dame0 session because they

'ere competing among each other to see 'ho

'ins the game. The students 'ho seem to least

engaged in the previous lessons suddenly found

their place in the classroom..

Through cooperation (pair and group 'ork)$

ctivities 'ent 'ell

6atching and Bocabulary Cingo game activities

'ent 'ell as + planned. Etudents 'ere managed to

follo' the 3o' especially for the Bocabulary Cingo

game as some of them 'ere helping to elicit the

'ords by using facial expression and miming.

Through my observation, + also realized that

students 'ere able to cooperate 'ith their

classmates and peers and being able to sharetheir ideas and connect throughout lesson.


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ble to produce the target language accurately in

the speaking activity

Ipon observing their speaking activity, + noticed

that ma4ority of them 'ere able to use the lexical

they have learnt to talk about di*erent people in

their family.

Etudents feel the senses of belonging

The activities used in this lesson are mainly

students0 centered. Therefore students took active

participation in every activities throughout the

lesson. Gaturally the class became more e*ective

because the students could feel that sense of

belonging.

-hat didn.t go well#-hy#

(refer to the learners,

learning outcomes and

stage aims, lesson

procedures, tasks /

activities and materials)

Time$management

6y biggest 'eakness is the Time$management$ to

do a lot in a little amount of time especially during

the activity time can be 1uite challenging. Eome

time + tend get excited and get carried a'ay 'ith

the activities. This is something + strive to improve

through my continued experiences in the class.

Diving instruction

+ overlooked this part in lead$in stage. + assumed

that students understood my instruction and

started the activity 'ithout checking it 'hich

eventually got messed$up a little during the initial

stage

Goise and cheating

Eome students especially boys 'ere 1uite noisy


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Hin Hua High School

and not serious during the activity. They 'erecheating during the activity by simply crossing out

the 'ords.

Time given for speaking activity 'as not enough

+ found that, the pace of the activities (especially

speaking activity) 'as too fast to half of them$

Etudents like the activity but 'ere a bit frustrated

not to given enough time to speak as long as they

could.

-hat changes will I

ma*e next time#

-hy#

Gext time, + 'ill make sure to follo' my lesson as

it is planned and do not 'aste my time on

unnecessary task.

+ 'ill also make sure to check my instructions after

giving it, so that students 'ill be more organized

and follo' the 3o' of the activities 'ithout any

confusion.

Jisruptive students$ +dentifying them in advance

and splitting them in di*erent groups 'ill help

them to maintain their discipline.

+ 'ill give more time for students during speaking

activity as it gives students the opportunity to use

the 'ord they have learnt

+t 'ould be more productive to slo' do'n and

then maybe ask them to make a card or poster outof their notes about their families members and

put it on the classroom 'all.


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Hin Hua High School

Re,ection -ord /ount

(must be bet'een #"$##" 'ords)5

#8 'ords


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Hin Hua High School

Assessment riteria:

Assessment riteria 'or !esson *lans

S 1. Le!!,# %#!S 2. U#&e'!"%#&#g , e%'#e'!8 #ee&! # %###gS . T4e !e , %','%"e +%"e'%! %#& 'e!,'e! 644 +%"4 e!!,# %#!

Assessment riteria 'or -e'lection

S :. A#%!! , 64e"4e' e%'##g %#& !"%ge %+! 6e'e +e" %#& e7%%",# , e!!,# %#S 5. A" ", 'ee" ,# "4e e!!,# %#& g%# #!g4" ", +',7e e','+%#e # "4e "'e◻ ;. T4e %%",# , )#,6e&ge %#& !)! g%#e& ',+ "4e 6,')!4,!/#"!

Trainer.s"moderator.s comments0 advice and suggestions

Result:

Trainer.s "

'oderator.s 1ame:

Signature:2at

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ciselt assign2

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