SUZANA REDZUAN

761112086424
HBEL1103

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FACULTY OF EDUCATION AND LANGUAGE

HBEL1103
INTRODUCTION TO ENGLISH LANGUAGE TEACHING
MAY 2014 SEMESTER

NAME : SUZANA BINTI REDZUAN
MATRIC NUMBER : 761112086424003
NRIC : 761112086424
TELEPHONE NUMBER : 0184051173
E-MAIL ADDRESS : anahani76@gmail.com

TUTORS NAME : MR. ZULKEFLI B. MOHD ZAIN
LEARNING CENTRE : SEAMEO RECSAM PULAU PINANG

May 2014 Semester

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CONTENTS
Acknowledgement 3
Introduction 4
Lesson Plan 1 (Teacher X) 6-13
Teaching Aids 14-16
Reflection 17
Lesson Plan 2 (Teacher Y) 18-25
Teaching Aids 26-28
Reflection 29
The Finding Analysis (Comparing/Contrasting the Lesson Plans)
Graphic Organizer 30
Discussion / Views on the Teaching Method, Strategies
& Teaching Aids 31-33
Conclusion 34
References 35
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ACKNOWLEDGEMENT
I would like to express my gratitude to all those who gave me the possibility and
encouragement to complete these assignments.
I deeply appreciate my respected lecturer, Mr. Ganesan a/l S. Kuppusamy whose help,
suggestions, knowledge, experience and guidance helped me in all the times of the tutorial
sessions. And also my e-tutor Mr. Zukkefli b. Mat Zain whose advice and guidance through
eforum really motivates me. It was a really good and knowledgeable experience with all their
courage given.
Not forgetting to all of my friends and colleagues in school for assisting me in
completing the tasks, sharing ideas and giving opinions always.
Most especially I am blessed to have a family for being supportive while I was working
on these assignments.
And importantly to Allah , who had always made all things possible in the journey of my life
always. Thank you.







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Introduction
The fact about English Language being one of the most important languages in the world
today is undisputed. In the Malaysian Times article written by Patsy Thomas, titled English
Language and its Importance to Malaysian Growth, English is important due to the fact it is
widely used in written and spoken language across the globe and also on the internet. So it is
acknowledged that English Language is the language of technology and used universally.
As English teachers, we maintain the idea that our students are learning English as a
second language and strive harder to deliver our English Language lesson successfully.
According to Suthagar Nausuman, Ros Amisha Shabudin, Loke Khoon ,in the HBEL1103,
Introduction to English language Teaching Modules there are several factors that affect second
language learning. Among the stated factors are age related issues, motivation, inhibition and self
confidence issues amongst our English learners.
Motivations plays a great role in the students attitude towards English Language
learning. They dont understand the importance of English Language through the course of their
lives. Inhibition also affect our students a great deal as they will certainly feel embarrass to use
English for fear of being mocked because of their incorrect use of the language. Students often
have low self confidence when it comes to use English language thus they will not try to venture
into it further. They often regard English language learning as boring and take no interest in it.
Hence, it is left to English teachers to change this attitude and the atmosphere. As English
teachers, it is our responsibility to make our English language lesson interesting.




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I had interviewed two dedicated English teachers in my school , SK Bandar Baru Perda,
Bukit Mertajam. Pulau Pinang.. Both are teaching for Level Two classes. The first teacher
(Teacher X) has 10 years of teaching experiences while the second teacher (Teacher Y) has 7
years of experience in teaching English Language. Both are teaching Year Five classes. Teacher
X is teaching the third class out of seven classes for Year 5 and Teacher Y is teaching the fourth
class. The pupils from third and fourth classes are in the same level of their understanding in
English Language. 80% of the pupils from these classes are not being exposed to English
Language at home. They just learn English in school and communicate in the language during
the English lesson. Another 20% loves reading English materials and watch lots of English
programme at home. 100% of the pupils are using Bahasa Melayu as their mother tongue.
I had discussed with them the same lesson that they had been carried out. Our discussion
was based on their way and rationale of approach, techniques, method and teaching aids that they
are using. Based on the discussion, I had design two lesson plan used by both teachers at every
phase of the lesson.







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LESSON PLAN 1
(TEACHER X)
TEACHING AIDS
REFLECTION
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HBEL1103

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Subject English Language
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Date 20 June 2014
Time 8.30 a.m. 9.30 a.m. (1 hour)
Class 5 Dedikasi
No. of pupils 33
Pupils level Intermediate
Theme World of Knowledge
Topic What Games Do You Play
Main Skill Reading
Integrated Skills Listening, speaking & writing
Curriculum
Specifications
Listening Skills:
1.2.3 Listen to and repeat simple poem, paying attention to pronunciation, stress
and intonation correctly.
Speaking Skills:
2.1.1 Repeat the following sounds in words correctly: (ix) diphthongs.
2.4.1 Recite simple poems with expression and appropriate gestures.
Reading Skills:
3.3.2 Read and understand words.
Writing Skills:
4.14 Write words phrases and sentences using clear and
legible handwriting
Educational
Emphases
Spelling, Categorizing, Visual-spatial Intelligences, Bodily-kinesthetic Intelligences,
Verbal-Linguistics Intelligences
Habits of Mind
(HOM)
Thinking interdependently
Grammar Grammar Adverbs of manner
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Vocabulary Vocabulary whisper, smile, write, cry, bark, shout, dance, dress,
softly, sweetly, neatly, bitterly, angrily, gracefully, smartly
Audio Visual Aids
(AVA)
Worksheets, picture cards, sentence strips, charts
Moral Value Respect, cooperation, diligence and discipline.
Previous Knowledge Students know and can show few of daily actions or verbs.
General Objectives Pupils should be able to know the appropriate adverbs for verbs used in daily lives.
Specific Objectives By the end of the lesson, pupils should be able to:
i) Listen to and repeat accurately the correct pronunciation of
adverbs.
ii) Spell the adverbs of manner correctly.
iii) Identify adverbs from a passage.;l;
iv) Construct simple sentences with guidance.
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STEP

CONTENT

TEACHING & LEARNING
ACTIVITIES
REMARKS
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Set Induction

+5 minutes

Poem chart

Example of Teachers
questions:
1. Lets recite a
poem with
actions.
2. Can you do the
actions
mentioned in the
poem?
3. Lets do it
together with your
friends.

1. Teacher displays a short
poem on adverbs.

2. Teacher reads to pupils.
3. Pupils need to listen and
repeat after teacher.
4. Pupils recite poem together.
5. Teacher asks questions on
the poem.
6. Pupils show few actions to
describe adverbs.









To set the mood and
mentally prepare pupils for
the lesson.

To integrate a poem as a
motivating component
Teaching aids
- Poem chart

Whole class activity
Moral Value
-Discipline


REMARKS
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STEP CONTENT TEACHING & LEARNING
ACTIVITIES
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Presentation

Step 1

+15 minutes

Pronunciation drill and
explanation of meaning
of words

1. Lets spell and
read these words
together.

2. What actions do
you see in the
picture?



1. Teacher explains in detail
on adverbs and show
examples using chart and
flash cards.

2. Pupils listen and read it
aloud with the teacher.

3. Teacher discusses the
sentences shown.

4. Teacher asks the pupils to
repeat and spell altogether
(drilling).





To activate pupils
previous knowledge

Teaching aids:
Flashcards of actions


CCTS - Identifying



Pair activity

Moral Value
-Responsibility





REMARKS
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761112086424
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STEP CONTENT TEACHING & LEARNING
ACTIVITIES
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Practice



+20 minutes

Matching activity.

Find adverbs for verbs
on a table.

Activity 1 (Individual)
1. Few pupils are called upon to the
front of classroom to match adverbs
to pictures.
2. Teacher guides while pupils assist
their friend.
3. Teacher checks answers with
pupils.
Activity 2 (Group)
1. Teacher divides the pupils into 5
groups.
2. Teacher conducts to the pupils to
find as many actions and adverbs
from the passage in the worksheet
provided.
3. Pupils to discuss in groups and
write in a manila card.
4. Representative of each group to
read the answers in front of class.

To enable students to
match the best adverb for
the verbs.

To provide communicative
practice.

Teaching aids:

-Manila card


Group activity


Moral Value
-Co-operation




REMARKS
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761112086424
HBEL1103

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STEP CONTENT TEACHING & LEARNING
ACTIVITIES
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Production

+15
minutes

Explanations and
instructions on the task
sheet.
1. An adverb is a
word that tells how
an action
happens.
2. Examples:
-The boy reads
quickly.
-How does the boy
read?
-Quickly tells how the
boy reads.
3.Directions by
teacher:
-Read the sentence. -
Then read the
question.
-Write the adverbs
on the line.

1. Teacher highlights on the usage of
adverbs.
2. Teacher distributes worksheet to
pupils.
3. Pupils are required to complete
tasks in worksheet individually.



To apply and transfer
knowledge learnt in the
lesson

To integrate science and
ICT in language learning

Innovation:
To encourage discussion
and innovation among
peers whereby they design
the best G. O. to classify
the animals.
Teaching aids:
Computer
HOM :
11. Creating, imagining,
and innovating
15. Thinking
interdependently
CCTS: Classifying
Group activity

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STEP

CONTENT

TEACHING & LEARNING
ACTIVITIES
REMARKS
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)


Closure

+5 minutes


Follow-up activity
Conclusion
-Evaluation
Remedial work.
-Identify and write the
names of the animals
correctly.

Summary of lesson


1. Teacher says an action and
pupils are to state the suitable
adverb as fast as they can.

2. Teacher collects worksheets to
be checked.

3. Pupils paste in their books

4. Teacher summarizes what has
been taught and also instills
values like being proud to be
Malaysians.



To reinforce content
knowledge learnt.


Teaching aids:
Remedial worksheets.


To help students realize the
value of kindness towards
animals and the importance
of conserving them for the
future generation.

Patriotism
-Proud to be Malaysian.





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SET INDUCTION - POEM









PRESENTATION FLASH CARDS










TEACHING AIDS
Jack and Jill were fighting.
Jill was talking rudely.
Jack worked slowly,
He should
work more quickly.
Jack cried sadly,and said Im sorry.
Jill said Its ok,
lets work happily.


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761112086424
HBEL1103

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PRACTICE TASK SHEET FOR EACH GROUP



Adverb Search
Read the paragraph. Circle all of the adverbs. Write the adverbs
In the clouds below.

Name: ________________________ Class: 5 Efektif

After the movie yesterday, we quickly walked out and went home. Before we went
inside, we wiped our feet cleanly.
I went to my room and was quite tired. So, I relaxed on my bed and slept soundly.
When I woke up, my mom had lovingly brought me some hot chocolate. She smiled
sweetly at me. What a nice day.








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PRODUCTION INDIVIDUAL TASK SHEET
Skill Adverb Name: ______________________
Adverb Adding to the Verb

An adverb is a word that tells how an action happens.
Examples: The boy reads quickly.
How does the boy read?
Quickly tells how the boy reads.

Directions: Read the sentence. Then read the question. Write the adverb on the line.

1. The boy ran ____________.
How did the boy run?
2. The girl talked ___________.
How did the girl talk?
3. The wind blew ___________.
How did the wind blow?
4. He _________ lifted the ball.
How did he lift the ball?
5. The fire burned ___________.
How did the fire burn?
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REFLECTION
The lesson Teacher X taught was on adverbs. She was really surprised at how well this lesson
went. The children really got into the discussion in groups and participated well in the whole of
the lesson. With the group discussion and practice stage the whole lesson ended up lasting for
one whole hour. The teacher was pleased to accomplish her goal for the first lesson. It was to
make sure students understood that adverbs add more expressions into verbs used in daily lives.
At first she was not sure if they would make the appropriate connections but the flashcards used
gave a better understanding to them.
The teacher was a little concerned that she would have to lead most of the discussion.
They used the knowledge they gained from the pictures and to compare and contrast the actions.
One thing she would have liked to change was that she wish that she would have had a video or
music to show on the movements of the actions. Unfortunately, she could not find one in this
area in a short time of moment. The time of day she taught this lesson was difficult also. At first,
she had to struggle to keep their minds focused on the lesson instead of socializing. They became
settled when she started giving them more tasks to work on and they were interactive as well.
Although English was not their mother tongue but their effort was good. Overall, she was
pleased with the lesson and how well the students reflected and participated in all stages.






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LESSON PLAN 2
(TEACHER Y)
REFLECTION
TEACHING AIDS
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Subject English Language
Date 16 June 2014
Time 9.30 a.m. 10.30 a.m. (1 hour)
Class 5 Cekal
No. of pupils 34
Pupils level Intermediate
Theme World of Knowledge
Topic What Games Do You Play
Main Skill Reading
Integrated Skills Listening, speaking & writing
Curriculum
Specifications
Listening Skills:
1.2.4 Listen to and repeat simple poem, paying attention to pronunciation,
stress and intonation correctly.
Speaking Skills:
2.1.2 Repeat the following sounds in words correctly: (ix) diphthongs.
2.4.2 Recite simple poems with expression and appropriate gestures.
Reading Skills:
3.3.3 Read and understand words.
Writing Skills:
4.14 Write words phrases and sentences using clear and
legible handwriting
Educational
Emphases
Spelling, Categorizing, Visual-spatial Intelligences, Bodily-kinesthetic Intelligences,
Verbal-Linguistics Intelligences
Habits of Mind
(HOM)
Thinking interdependently
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HBEL1103

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Grammar Grammar Adverbs of manner
Vocabulary Vocabulary whisper, smile, write, cry, bark, shout, dance, dress,
softly, sweetly, neatly, bitterly, angrily, gracefully, smartly
Audio Visual Aids
(AVA)
Worksheets, picture cards, sentence strips, charts
Moral Value Respect, cooperation, diligence and discipline.
Previous Knowledge Students know and can show few of daily actions or verbs.
General Objectives Pupils should be able to know the appropriate adverbs for verbs used in daily lives.
Specific Objectives By the end of the lesson, pupils should be able to:
i) Listen to and repeat accurately the correct pronunciation of
adverbs.
ii) Spell the adverbs of manner correctly.
iii) Identify adverbs from a passage.;l;
iv) Construct simple sentences with guidance.
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STEP

CONTENT

TEACHING & LEARNING
ACTIVITIES
REMARKS
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Set Induction

+5 minutes

Poem chart

Example of Teachers
questions:
1. Lets recite a
poem with
actions.
2. Can you do the
actions
mentioned in the
poem?
3. Lets do it
together with your
friends.

1. Teacher displays a short
poem on adverbs.
2. Teacher reads to pupils.
3. Pupils need to listen and
repeat after teacher.
4. Pupils recite poem together.
5. Teacher asks questions on
the poem.
6. Pupils show few actions to
describe adverbs.




To set the mood and
mentally prepare pupils for
the lesson.

To integrate a poem as a
motivating component
Teaching aids
- Poem chart

Whole class activity
Moral Value
-Discipline








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761112086424
HBEL1103

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STEP

CONTENT

TEACHING & LEARNING
ACTIVITIES
REMARKS
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Presentation

Step 1

+15 minutes

Pronunciation drill and
explanation of meaning
of words

1. Lets spell and
read these words
together.

2. What actions do
you see in the
picture?



1. Pupils do actions based on the verbs
given in the poem.

2. Pupils add the suitable adverbs
describing the previous verbs
chosen by pupils.

3. Teacher asks the pupils to
repeat and spell altogether the
adverbs
(drilling).











To activate pupils
previous knowledge

Teaching aids:
Chart of poem


CCTS - Identifying

Moral Value
-Responsibility









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HBEL1103

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STEP

CONTENT

TEACHING & LEARNING
ACTIVITIES
REMARKS
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Practice



+20 minutes

Matching activity.

Find adverbs for verbs
on a table.

Group Activity
1. Pupils are divided into 5
groups.
2. Pupils are given a list of verbs
and adverbs (paper strips)
3. Pupils paste the adverbs to the
verbs on a mahjong paper.
4. Representative of each group
read the answers in front of the
class and teacher checks pupils
answer.

To enable students to
match the best adverb for
the verbs.

To provide communicative
practice.

Teaching aids:

-Manila card
-Word strips


Group activity


Moral Value
-Co-operation



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STEP

CONTENT

TEACHING & LEARNING
ACTIVITIES
REMARKS
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)

Production

+15
minutes

Explanations and
instructions on the task
sheet.
1. An adverb is a
word that tells how
an action
happens.
2. Examples:
-The boy reads
quickly.
-How does the boy
read?
-Quickly tells how the
boy reads.



1. Pupils listen to teacher on how
to construct simple sentences
using the correct adverbs.
2. Pupils do written exercise.
(worksheet).
3. Pupils are picked randomly and
answer the questions orally in
front of the class.
4. Pupils check the answer.

To apply and transfer
knowledge learnt in the
lesson

To integrate physical
education and ICT in
language learning

Innovation:
To encourage discussion
and innovation among
peers whereby they design
the best G. O. to classify
the types of games..
Teaching aids:
Worksheet
HOM :
11. Creating, imagining,
and innovating
15. Thinking
interdependently
CCTS: Classifying
Group activity
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STEP

CONTENT

TEACHING & LEARNING
ACTIVITIES
REMARKS
(Rationale, AVA, EE,
Moral values, HOM,
Innovation)


Closure

+5 minutes


Follow-up activity
Conclusion
-Evaluation
Remedial work.
-Identify and write the
names of games
correctly.

Summary of lesson


1. Pupils are divided into two
groups.
2. Each group take turns to ask
and answer the suitable adverbs.
E,g, Group A ; dance
Group B : gracefully
3. Teacher summarizes what has
been taught and also instills
values like we must feel
grateful because we are healthy.






To reinforce content
knowledge learnt.


Teaching aids:
Remedial worksheets.
To help students realize the
value of keeping healthy

.









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SET INDUCTION - POEM



















TEACHING AIDS
Jack and Jill were fighting.
Jill was talking rudely.
Jack worked slowly,
He should
work more quickly.
Jack cried sadly,and said Im sorry.
Jill said Its ok,
lets work happily.


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PRACTICE TASK SHEET FOR EACH GROUP



Adverb Search
Read the paragraph. Circle all of the adverbs. Write the adverbs
In the clouds below.

Name: ________________________ Class: 5 Cekal

After the movie yesterday, we quickly walked out and went home. Before we went
inside, we wiped our feet cleanly.
I went to my room and was quite tired. So, I relaxed on my bed and slept soundly.
When I woke up, my mom had lovingly brought me some hot chocolate. She smiled
sweetly at me. What a nice day.







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PRODUCTION INDIVIDUAL TASK SHEET
Name: ______________________
Construct simple sentences based on the phrases given.
1. barked fiercely
The dog barked fiercely at the postman.
2. Think wisely
________________________________________.
3. Playing noisily
_________________________________________.
4. cried sadly
____________________________________________
5. dance gracefully
____________________________________________
6. listen attentively
____________________________________________
7. drive carefully
____________________________________________
8. sleep soundly
____________________________________________
9. drive recklessly
____________________________________________
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10. eat hungrily

REFLECTION
The lesson Teacher Y taught was on adverbs. She felt satisfied at how well this lesson went. The
pupils gave fully cooperation in the discussion groups and participated well in the whole of the
lesson. With the group discussion and practice stage the whole lesson ended up lasting for one
whole hour. The teacher was pleased to accomplish her goal for the first lesson. It was to make
sure students understood that adverbs add more expressions into verbs used in daily lives. At first
she was not sure if they would make the appropriate connections but the action showed rather
than the flash card used gave a better understanding to them.
The teacher was a little concerned that she would have to lead most of the discussion. But
the atmosphere was good because when they made the action the whole class enjoyed it and they
really having fun. The pupils really felt happy that they got involved in the lesson even though
only as mahjong papers holder. They felt like they were a part of the lesson and teacher didnt
discriminate them and this gave the pupils more motivation to learn. The involvement of the
pupils also gave the pupils less time to wander off mentally and participate in the lesson actively
thus they were able to pay attention to the lesson more. One thing she would have liked to
change was that she wish that she would have had a video or music to show on the movements of
the action. Although English was not their mother tongue but their effort was good. Teacher Y
was satisfied with the lesson that day but she think that there were still much room for
improvement. She knew that she could do better and that there were certain things that she can
add in her lesson to make it more interesting.




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The Finding Analysis (Comparisons Of the Two Lesson Plans)
There are three main components which should be taken into consideration when English
teachers plan for their class as stated in the graphic organizer below;














jj

What English Language Teachers
Should Take Into Consideration?
Interpersonal Skills
Teaching attitude Teaching and
learning materials
Approachable
and respectable
Have a sense of
humour
Active and
motivated
Responsible
Suitable and
manageable
Up to date and
challenging
ample and
diverse
Reduce the level
of tasks
difficulties
Build
supportive
learning
environment
Promote
positive attitude
towards English
learning
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Interpersonal skills are often referred to as people skills or communication skills.
According to Wikipedia, the Free Encyclopedia, interpersonal skills include persuasion ,active
listening, delegation and leadership. Makiko Ebata in her writing titled, Motivation Factors in
Language Learning published in April 2008 in the Internet TESL Journal, students prefer
teachers who know how to deal with pupils. Teachers who do not force their ideas on students,
responsible with sense of humour, funny where necessary, caring, friendly, active, understand
students expectations and trustworthy. Teacher Y had shown these criteria by doing more
actions to show adverbs by herself. Her interpersonal skills are more exposed compared to
Teacher X. These criteria can be seen in presentation stage.
English teachers should present a much better picture of themselves. Do not be too
formal or strict or aloof that the students feel like we arent approachable. Always take time to
greet our students often. Tell them that making mistakes in learning is alright and guide them
without losing patients in their learning journey. Both teachers had shown that they are
approachable and respectable. This can be seen in all stages of their lesson.
As an English teacher, we should also be responsible and caring towards the pupils.
English Language is always being the killer subject in any major examinations in Malaysia. We
want the pupils to pass the examinations but we should also be responsible for their feelings. If
they dont catch up with the lesson as quick as we want to, do not simply blame it all on the
pupils. Instead of blaming, we should give them motivation to continue learning. For both
teachers in practice stage, we can see that they motivated the pupils to present their work by
talking in front of the class and as a result, it will builds pupils confidence to talk using the
English Language.
An active teacher will be able to stay focus on the lesson more and he or she will be able
to urge the pupils to be active as well. The pupils will not feel like its a dull lesson if teachers
themselves take part in the lesson actively as moderators and facilitators. Teacher Y had proven
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this by doing the action by herself compared to Teacher X who just using flash cards to describe
the adverbs. Teachers who move around and gives ample guidance will certainly catch the
pupils attention as oppose to teachers who only sit in one place and give instructions. The pupils
will stay focus on the lesson and will not have time to wander around
Teachers with great sense of humour will also attract pupils to participate in an English
lesson. Teacher should allow themselves to be funny when necessary. A straight forward and too
formal lesson is a dull lesson. As it is written by Lakaros Tsiplakades and Areti Keramida in
their writing titled, Promoting Positive Attitude in ESL/EFL Classes, published in The Internet
TESL Journal, that it is how teachers are able to make pupils feel comfortable in the class that
will ensure learning success for the pupils. Teacher Y did the actions by herself in the
presentation stage and she really makes the pupils enjoyed it. For Production stage, Teacher Y
also motivated pupils to answer the questions orally and it really help the pupils to learn to
understand the topic as well as to build their confidence.
According to Beth Lewis in the Elementary Education website, teaching and learning
materials refer to a spectrum of educational materials that teachers use in the classroom to
support specific learning objectives, as set out in their lesson plans. As good English teachers, we
should know our pupils well to understand what they need so that they will be able to gain the
optimum knowledge from our lesson. A good lesson should provide suitable teaching and
learning materials for students. We must understand the context of our culture and the students
background so they will find the teaching materials to be fruitful instead of confusing. The
students must also know how to use the teaching materials for them to use it in their learning.
For example, if the students have never ever been introduced to the internet, we cannot expect
them to participate well in an interactive game online. We should take into consideration all of
these things before we come up with our teaching materials. For example, Teacher X used flash
cards and computer in production stage. The pupils from the class already have the basic and
general knowledge about ICT. 60% of the pupils even have the Facebook account. So, it is not a
problem to teach them using the computer and Internet.
Apart from that, our teaching and learning materials should also be manageable not only
by our students but also by us, as the moderators and facilitators of the lesson. The teaching and
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learning materials will be of no use if we ourselves do not know how to present the materials
well to our students.
English teachers should also provide ample and diverse teaching and learning materials to
cater for the needs of all the students in the class. Ample teaching and learning materials mean
that the materials will be able to get all the students in the class to be involved in the lesson, not
at once but stage by stage. English teachers should try to provide teaching and learning materials
that are able to be used by all of the students and not a selective number of students only. We
should minimize the feeling of being left behind amongst our students. The notion that teachers
only choose those who are good in English to hold or use the materials should be stopped.
Instead, we must involved all of our students and provide teaching and learning materials for all
of them. Teacher Y did a good job by selecting lots of pupils to participate in all the activities.
For group activity, both teachers involved all the pupils to participate in the activity and all the
pupils gave their best contribution to answer the questions as to make sure their group will be the
best.
We must always remember that in this day and age, we can no longer be content using
the same old teaching and learning materials in our teaching anymore. We must learn how to
make use of the technology to take advantage of it and use it as our teaching and learning
materials no matter how challenging it might be. Teacher X is good because she used the
computer in production stage compared to Teacher Y who just used a worksheet.







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Conclusions
As English teachers , we must build a real relationship with our pupils to shake off the
notions that English teachers are cold, too strict and unapproachable. Once we present ourselves
as friendly and motivated teachers, the pupils will definitely pay more attention to us. This isnt
exactly hard to do, even calling our pupils by their names with a smile would be enough to grow
the bonding. Before entering the class, English teachers should make enough preparations to
ensure that the lesson will be able to catch the interest of the pupils and the objectives achieved.
The teachers interpersonal skills, teaching and learning materials and also teaching attitude
should be taken into real consideration. Teaching and learning materials are also a vital part of
making our lessons interesting and meaningful. When we enter the class well prepared, then the
lesson will surely attract the pupils participation. Our teaching attitude will also ensure that we
deliver a successful lesson. Even though we had made plans on what we are going to teach, we
should be flexible when we conduct the real lesson. Engaging the pupils to learn English not
only in the class but also outside the class will also promote English learning amongst our
students. This definitely need team effort by participation by the rest of the school and also
parents at home. Yet, it should be up to the English teachers to start with these steps. The
teaching of English Language should not be taken lightly. We must really give it our best to
make our lessons interesting and meaningful.









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LIST OF REFERENCES
Makiko Ebata. (Vol XIV / April/2008),Motivation Factors in Learning. The Internet TESL
Journal. Cocomaki4@hotmail.com. Digital Hollywood University. Tokyo.Japan
Lakoros Tsiplakkides. Areti Keramida. (Vol XV1/January/2012. Promoting Positive Attitude in
ESl/EFL Classes. The Internet TESL Journal. tsiplakkides@hotmail.com. Loannina.Greece
Jack C. Richards. David Bohlke.(2011). Creative, Effective language Lessons. Cambridge
University Press.New York. USA
Patsy Thomas. English Language and Its Importance to Malaysias Growth. The Malaysian
Times. http://www.themalaysiantimes.com.my/english-language-and-its-importance-to-
malaysia%E2%80%99s-growth/
Nguyen Minh Hue. (Vol.XV1/march/2012). Encouraging Reluctant ESL/EFL Learners to Speak
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Universiy,Hanoi.Vietnam.
Suthagar Narasuman. Ros Amisha Shahbudin.Loke Khoon Ee.Quah Seok Hoon. Dr Normla
Othman. (Third Edition/ December/2012) HBEL1103 Introduction to English Language
Teaching. Open University Malaysia. Malaysia.
http://k6educators.about.com/od/educationglossary/g/gtlm.htm