oum

BACHELOR OF TEACHING (PRIMARY EDUCATION) WITH HONOURS MAJOR IN ENGLISH SEMESTER 3 HBEL 2103 TEACHING OF LISTENING AND SPEAKING

NAME MATRICULATION NUMBER IDENTITY CARD NUMBER TELEPHONE NUMBER EMAIL

: CRISTINA JOHNNY : 781226125338001 : 781226125338 : 012-8661887 : mrskennyfred@rocketmail.com crisfred@oum.edu.my

LEARNING CENTRE TUTOR

: OUM TAWAU (TAWAU LEARNING CENTER) : MR. RUDY BIN NORDIN

Cristina Johnny 781226125338001

Content 1.0 2.0 3.0 Table of Contents Introduction How to Make An English Language Lesson Interesting 3.1 3.1.1 3.1.2 3.1.3 3.1.4 Interpersonal Skills Approachable and Respectable Responsible Active and Proactive Have a sense of Humour and Understands The Students Expectations 3.2 3.2.1 3.2.2 3.2.3 3.3 3.3.1 3.3.2 3.3.3 4.0 5.0 6.0 Teaching and Learning Materials Suitable and Manageable Ample and Diverse Up-To Date and Challenging Teaching Attitude Reduce the Level of tasks Difficulties Promote Positive Attitudes toward English Learning Built Supportive Learning Environment My Chosen English Lesson The Findings Analysis Conclusion 78 9 9 10 10 - 11 12 12 12 -13 13 14 - 17 18 - 19 20 5 6 7 7 Page Number 1-2 3-4

Cristina Johnny 781226125338001

7.0 8.0 List of References Attachments Attachment 1 Attachment 2 21 22 23 24

Cristina Johnny 781226125338001

2.0 Introduction

According to Mohd. Rosli Ghani, Mohd. Iskandar Daud, Adnan Yusoff, et al in the HBEL2103 Teaching of Listening and Speaking Module, allows people to compare and contrast; to determine cause and effect; to get main ideas and supporting details; to sequence; and to infer. According to Emmert, listening is an active process by which people receive, construct meaning and respond to spoken and/or non-verbal messages. Learners need to understand what they are listening for in order for them to be able to respond or answer appropriately. The act of responding verbally is called speaking skill. Speaking skill, actually more often than not, come hand in hand with listening skill. Hence, we usually call them listening and speaking skills; together, rather than apart. According to Brown, speaking is an interactive process in which people produce, receive and process information. Listening and speaking are the skills that make communication possible. For ESL learners, communication is one of the most effective ways for them to learn. Listening and speaking skills is the basic skill that ESL (English as a Second Language) learners really need to master in order to be fluent in English; or in any other language for that matter. If listening and speaking skills being the foundation skill is not strong then the ESL learners ability in the reading and writing skills will be wavy as well. Yet, it is not uncommon for teachers to overlook this fact and focus more on writing; especially since it is more often than not, that the learners ability to write will be the ones that will get the grade, not their ability to listen or speak. In another word, the learners communication skill is being sacrificed to make way for drilling on how to answer examination questions. Hence, listening and speaking skills or communication skills, should be taught by teachers and learnt by learners, first, above other. Role play is one of the more traditional techniques used by teachers. This article suggested a few improvisation to the traditional technique by fragmenting a role play session and allowing more room for the learners to use their own creativity.

Cristina Johnny 781226125338001

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 that 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. Yet learning English has been a pretty major issue amongst Malaysian students. In urban areas, there are more people who use English Language as their first language whilst most people consider English Language as their second language. Yet, in most places especially in rural areas, the people acquire their mother tongue, for example the Kadazandusun Language, the Murut language and so on, as their first language, then as they began their early schooling they will learn Bahasa Melayu Language as their second language leaving English Language being only the third foreign language. This makes it thrice as hard for the people in rural areas to learn English Language. Still, as English teachers, we maintain the idea that our students are learning English as a second language and strive hard to deliver our English Language lesson successfully. According to Suthagar Narasuman, Ros Amisha Shabudin, Loke Khoon Ee, et. al, in the HBEL1103, Introduction To English Language Teaching Module, 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. The older one is when he or she started to learn a language the harder it will be for them to learn the language. So it will be hard for our students who only start to learn English in schools to master the language quickly. Motivation also 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. Inhibitions also affect our students a great deal as they will certainly feel embarrass to use English Language for fear of being mocked because of their incorrect use of the language. Students often have low self confidence when it comes to using 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.

Cristina Johnny 781226125338001

Hence, it is left to English teachers to change this attitude and this atmosphere. As English teachers, it is our responsibility to make our English Language lesson interesting.

Cristina Johnny 781226125338001

3.0 How to Make an English Language Lesson Interesting

Teachers are the ones who will be able to make all the difference in an English Language Lesson. If the lesson is interesting, the students will definitely enjoy it thus the English Language learning can be optimized. There are three main components which should be taken into consideration when English teachers plan for their class as stated in the graphic organiser below;

3.0 (a)
Responsible Active and motivated

Approachable and respectable

Have a sense of humour Interpersonal Skills

What English Language Teachers Should Take Into Consideration?

Teaching and Learning Materials

Teaching Attitude

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

Cristina Johnny 781226125338001

3.1 Interpersonal Skills

Interpersonal skills are often referred to as people skills or communication skills. According to Wikipedia, the Free Encyclopaedia, interpersonal skills include persuasion, active listening, delegation and leadership. According to Makiko Ebata in her writing titled Motivation Factors in Language Learning published in April 2008 in the Internet TESL Journal, students prefer teachers who; a) know how to deal with pupils. b) do not force their ideas on students. c) are responsible with a sense of humour. d) are funny where necessary. e) caring, friendly and active. f) understand students expectations. g) trustworthy. I couldnt agree more with the writers opinion. I cited 4 interpersonal skills that an English teacher could make use of to try to make his or her lesson interesting as I had shown in the 3.0 (a) graphic organizer.

3.1.1 Approachable and Respectable Often students will say that along the course of their academic learning they are afraid of their English teacher and they feel like they could not approach them. They are too afraid that they will make mistakes and get scolded thus they will not participate much in the English lesson. This also means that students are too afraid of their English teachers to learn how to respect them. Hence, the change in the attitude of English teachers is much called for. 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

Cristina Johnny 781226125338001

often, tell them that making mistakes in learning is alright and guide them without losing patients in their learning journey. 3.1.2 Responsible English teachers should also be responsible and caring towards the students. All this while, with English Language being the killer subject in any major examinations in Malaysia, English teachers often would go all out to teach English to the students in order for them to pass the examinations. In our vigour, we tend to forget that students have feelings that we should take into account also. Yes, we want them 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 students. Maybe we didnt give them enough guidance or time to get into it; instead of blaming, we should give them motivation to continue learning.

3.1.3 Active and Proactive An active teacher will be able to stay focus on the lesson more and he or she will be able to urge the students to be active as well. The students will not feel like its a boring lesson if teachers themselves take part in the lesson actively as moderators and facilitators. Teachers who move around and gives ample guidance will certainly catch the students attention as oppose to teachers who only sit in one place and give instructions. The students will stay focus on the lesson and will not have time to wander off mentally.

3.1.4 Have a Sense of Humour and Understand the Students Expectations Teachers with great sense of humour will also attract students to participate in an English lesson. Teachers should allow themselves to be funny when necessary. A straight forward, too formal lesson is a boring lesson. Instead, if teachers put in a joke here and there or use funny idioms to describe certain situations, then the lesson will be more
8

Cristina Johnny 781226125338001

attractive. Students will be able to learn in a happy, nurturing and relaxed environment. Students will look forward to a lesson where they feel happy and relaxed. As it is written by Lakoros 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 students feel comfortable in the class that will ensure learning success for the students.

Cristina Johnny 781226125338001

3.2 Teaching and Learning Materials

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. There are three components that I believe English teachers should really consider when they are preparing teaching and learning materials for their lesson.

3.2.1 Suitable and Manageable As good English teachers, we should know our students 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 that they will find the teaching materials to be fruitful instead of confusing. For example, our students are all Malay students wearing tudung and songkok, it would not be suitable to use picture cards with pictures of skimpily clad girls, would it? Instead, we can use pictures of people that our students can relate to well. 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. 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 learning materials will be of no use if we ourselves do not know how to present the materials well to our students. For example, we ourselves do not know how to surf the internet well but we ask our students to do a quiz online and then when our students need guidance, we ourselves do not know what to do- that would be a waste of time. Theres no point in trying to incorporate a teaching material that is too hard for us to manage.

10

Cristina Johnny 781226125338001

3.2.2 Ample and Diverse 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 leaning materials that are able to be used by the 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 involve all of our students and provide teaching and learning materials for all of them. Yes, this probably means hard work as we have to prepare more teaching materials but the attitude towards of the students towards English lesson will be better and that is the main objective. Apart from providing ample teaching and learning materials, we should also take into consideration the diversity of our teaching and learning materials. For example, we can use combinations of picture cards, word cards then ask the pupils to wear masks and do role plays after they listened to a pre-recorded story. The use of printed and non-printed materials as well a little bit of electronic materials will definitely be more interesting than the use of only printed materials.

3.2.3 Up-To-Date and Challenging 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. I am talking about the computer and the internet, of course. But bear in mind, before we ask our students to use the computer and the internet, we ourselves must first learn how to use them. Dont deprive our students of this experience simply because we feel like we are too old to learn. Our students will be left behind if dont expose them to technology-based teaching and learning materials. After we learn how to use, for
11

Cristina Johnny 781226125338001

example, online interactive games on the internet then we must teach the pupils bit by bit. We cant ask them to simply get into the interactive games without guidance. And this will be an ongoing process in which we cant be content with only using it once but use it over and over again in the future lessons. As time goes by, the students will be more and more knowledgeable about computers and internet.

12

Cristina Johnny 781226125338001

3.3 Teaching Attitude

According to Wikia, in the Psychology Wiki, teachers attitude means the characteristic or component of a personality. Thus teaching attitude, for me, means the style or the way we try to deliver a lesson. Its more about the characteristic of our teaching style and not our personal style. Nguyen Minh Hue, in her writing titled Encouraging Reluctant ESL/EFL Learners to Speak in the Classroom published on the Internet TESL Journal, said that there are three components to consider when applying good teaching attitude; reduce the level of tasks difficulties, promote positive attitudes and build supportive learning environment.

3.3.1 Reduce the Level of Tasks Difficulties We must be very careful when we are conducting our lesson because what we had planned in our lesson plans might not work as well in the real learning environment, thus we must be flexible in our lesson. We must be able to change the difficulties of the task that we ask our pupils to do if we see that the task is too hard for them. Or if only a certain number of students are able to do the task, then for the rest who arent, we can improvise the task to suit their ability. In this way, all our students will be able to gain knowledge from the lesson.

3.3.2 Promote Positive Attitudes toward English Learning We must encourage our students to use English continually not only in our English class but also outside of the classroom and in their everyday life. Students must be given opportunity on how they can improve their English. For example, promoting English reading by preparing a mini library corner, where all the books are in English or organising English competitions often. When students are exposed more to English, they will

13

Cristina Johnny 781226125338001

gradually feel that English Language is not foreign anymore and that English Language is not that hard to learn after all, instead they feel like learning English is fun.

3.3.3 Build Supportive Learning Environment English teachers should persuade students to help and motivate each other in their English Language learning. Mocking is strictly prohibited so that the attitude of the students towards English will change. Apart from the environment where students support each other, we should also persuade our fellow teachers to support English Language learning. For example, we can make one day in a week as an English Speaking day, where all school members, teachers, students and even the non-teaching staff will be using English in the school. Parents can contribute as well by doing a similar activity at home, where parents will make one day as an English Speaking day for the whole family. The objective is not to speak grammatically correct sentences but only to expose our students to English learning environments.

14

Cristina Johnny 781226125338001

4.0 My Chosen English Lesson

I had chosen one activity that I had presented earlier, to carry out in class to see how my students react to my English lesson using that particular activity. The graphic organiser below shows the flow of my lesson and the activities I conducted. 4.0 (a)
Class : 5 Berlian Date : 3rd October 2012 (Wednesday) No. Of Pupils : 31 Time : 8.15am 9.45am (1 hour 30 minutes) Theme : World of Self and Personal Relationships Topic : Where Do You Live Skills and Specifications : 1.3.1 Listen to key words and phrases in stories, recounts, and descriptions heard. 3.6.6 Use words that show comparison. 4.4.2 Construct simple sentences and compound sentences based on a given stimulus. Induction Set (15 minutes)

Teaching and Learning Materials; 1) Picture cards 2)flannel board

1) I came into class smiling and asked my students how they are doing that day. 2) We exchanged simple stories of how felt and then I told them that I will start the lesson. 3) I showed the pupils a few pictures of different sized houses and the students respond to the pictures by saying what they saw. Some of the responses were; A big house! A double-storey house, like mine! 4) I took out a flannel board that had three columns; adjective, comparative and superlative and asked my students whether they still remember what adjectives are. If they did I told them to past the pictures in their correct columns. 5) A student put up his hand and said he did and I asked him to try and pasted the pictures in the correct column. 6) He did and it was correct. 7) Then I guided my pupils to come up with a sentence to describe the pictures. 8) After my guidance, the students managed to say sentences like; A big house. A bigger house. The biggest house. 15

Cristina Johnny 781226125338001

Practice Stage (30minutes) Teaching and Learning Materials; 1) Lap-top, speakers and text book 2) Pre-recorded story 3) Picture cards and word cards

1) I proceeded to ask the students to sit in a relaxed manner as I was about to let them listen to a story (which I had pre-recorded earlier using different tones to my voice to differentiate characters). 2) I set up my lap-top and speakers and then let them listen to the story of Mr. Big, Mr. Green and Mr. Blue. The text is actually in the students text book page 136. 3) The students and I listen together to the story and I can see them smiling as they heard my voice changed according to the characters I tried to portray. 4) After the students listened to the story I asked them whether they can remember some of the details in the story by asking questions such as; Does Mr. Big have a house? Is it bigger than Mr. Blues house? 5) Some of the pupils managed to give correct answers but some of them needed more guidance to come up with the answers. 6) Then, I told the students to turn to page 136 in their text book. The pupils then read the story quietly to understand it better. 7) Next, I told the students that the activity were going to do next is a role play activity. I told the students to nominate three of their friends to play the characters, one other student to be the story teller and the rest of them will be the picture cards and word cards holders who will come out along the course of the story, when they are mentioned by the characters. For example; The story teller will read, Mr. Greens house is as big as Mr. Blues. Mr. Bigs house is bigger than Mr. Greens house. The picture cards holder of the mentioned houses will go and stand next to the characters of Mr. Big, Mr. Green and Mr. Blue, followed by the word cards holder. 8) In the end, all of the picture cards and word cards will be standing behind the characters who owned them. 9) Then, I played the story, which I had recorded, to them once again. I asked the characters to look at the picture cards and word cards they had; whether they are all in the right places or not. 10) From the 13 word cards 3 were misplaced and from the 9 picture cards only one was standing behind the wrong owner. Nevertheless, the students took the initiative to collaborate among themselves so that everybody was standing where theyre supposed to be. It was fun to watch. I moved around and giving little guidance because the students seemed to be able to do the corrections themselves. 11) I thanked and praised the students for their efforts and collaboration in making the activity a success. 12) The students gave themselves a big round of applause. The pictures on this stage is as put in the attachment section. 16

Cristina Johnny 781226125338001

Production Stage (35minutes)

Teaching and Learning Materials; 1) Whiteboard and markers 2) Drawing book/ folio 3) Colour pencils

1) I ask the students to paste the picture cards and the word cards on the flannel board that I had presented earlier. 2) I put the flannel board in front of the class where the students can see it. 3) Then I asked the students to take out the materials that I had to make a picture book depicting the story of Mr. Big, Mr. Blue and Mr. Green. 4) I also wrote the instruction of the next activity on the whiteboard. The instruction that I gave was; Make a picture book about the three friends; Mr. Big, Mr. Blue and Mr. Green. Introduce the characters and the things they owned in words and draw the pictures of the characters and things they own too. 5) I told them that the picture book is more or less like whats on the flannel board only with longer and complete sentences rather than phrases. 6) I wrote a sentence on the whiteboard and pasted one of the pictures as an example;

Mr. Big has the biggest

7) The pupils did the activity individually and managed to finish their picture books by the end of the allocated time. 8) I had to move around to check on their progress from time to time as well as giving them encouragement and motivation.

17

Cristina Johnny 781226125338001

Teaching and Learning Materials; 1) Students 2) Teacher people

Closure (10 minutes)

1) I asked the students to say how they felt about the friendship between Mr. Big, Mr. Blue and Mr. Green. I was happy that the students were observant enough that they knew that even though the three friends had different things, they were not envious of each other. Amongst the students answers were; They were very friendly. Even though Mr. Big is the richest, he is still humble. 2) Then I asked them to think about their everyday lives, whether they had been applying the same principles as the characters in the story. 3) I gave situations and asked the pupils to respond to the situations emphasizing on the values. The situations that I gave them were; 1) What do you do when you meet a new friend? 2) If you like your new friend, would you leave your old friends behind? 3) What are the things that you have in life, which you should be thankful for? 4) The students managed to answer with simple sentences and even when they gave answers in phrases or with many grammatical errors, I accepted them because the purpose for a closure is the values. 5) I emphasized again, about the students take on the values they should cherished in life. The students agreed that they should be thankful for whatever they had in their lives and that they should not be envious of other peoples possessions.

18

Cristina Johnny 781226125338001

5.0 The Findings Analysis

At the end of my lesson, I had distributed to each of my students a feedback form about what they thought of the lesson that day. The feedback form sample is as I put in the attachment section. I stated clearly to the students that they should be honest in their feedback and that there was no need for them to write their names on it. I told them that the feedback form was aimed to evaluate the lesson that day so that I could improve my next lesson with them. From the 31 students in 5 Berlian Class, 28 of them had handed back the form to me within the week. From the feedback form, which they had answered, I was able to say that the lesson that day was a success. The students really liked the idea of me, their teacher, to record the story using different tones. It really made it easier for the pupils to carry out the role play without feeling shy as I had done the role play myself. In another word, they felt confident to do variation in their tones because they had heard me do it first. The students really felt happy that they got involved in the lesson even though only as picture cards holders. They felt like they were a part of the lesson and that I didnt discriminate them and this gave the students more motivation to learn. The involvement of the students also gave the students less time to wander off mentally and participate in the lesson actively thus they were able to pay attention to the lesson more. The students also liked the individual activity that I had devised for them, which was making a picture book. They students liked producing a work instead of just answering worksheets. They seemed to enjoy making the picture book and although I did help some of them with their sentences, nevertheless I think learning did happen in a much quicker way than usual. It was really satisfying seeing them doing their work with smiles on their faces as they looked at each others picture book and praising each other. Their feedback also clearly stated this. As for me, I was satisfied with my English lesson that day but I did think that there were still much room for improvement. I knew that I could do better and that there were certain things that I can add in my lesson to make it more interesting.
19

Cristina Johnny 781226125338001

Firstly, I think role plays should be played more than once. Maybe I can organise role plays to be carried out in groups in the future and the masks of the characters will be made by the students themselves instead of me, providing the masks for them. I think giving more students the opportunity to be the lead characters will motivate them further. Secondly, the class is a bit too crowded for the students to carry out the role play, and I think in the future I should take the students some place else, with more space for us to carry out the activity. For example, I can take them to the hall or under the trees near the field. I think, the lesson will be delivered in a much smooth way, without the tables and chairs getting in the way. Finally, I can make the lesson more interesting by organising the role play as group competition and I will video-tape their performance. We will take time to watch the performance later on. This will create a competitive situation and urge the students to give it their best.

20

Cristina Johnny 781226125338001

6.0 Conclusion

The Teaching of English Language should not be taken lightly. English is hard enough for our Malaysian students to learn as it is, so we must really give it our best to make our lessons interesting. Before entering the class however, English teachers should make enough preparations to ensure that the lesson will be able to catch the interest of the students. A boring lesson will not be a fruitful lesson, thus the teachers interpersonal skills, teaching and learning materials and also teaching attitude should be taken into real consideration. As English teachers, we must build a real bonding with our students to shake off the notions that English teachers are cold, too strict and unapproachable. Once we present ourselves as friendly and happy teachers, the students will definitely pay more attention to us. This isnt exactly hard to do, even knowing our students by names and greeting them with a smile would be enough to break the ice. Teaching and learning materials are also a vital part of making our lessons interesting. If we come into the class prepared with enough teaching and learning materials that are suitable and diverse enough for our students, then the lesson will surely attract their participation. The activities that we carry out must also be outlined clearly, with us being effective moderators and facilitators. The students participation in the activities will ensure that we get their full attention and hopefully they will learn better. 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. If we see that there are things we should improvise or we should change a bit during the course of the lesson, we shouldnt hesitate to do so. This will help our students in their understanding of the English Language. Engaging the students 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; 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.
3499 words (excluding the graphic organiser)

21

Cristina Johnny 781226125338001

7.0 List of References Makiko Ebata. (Vol XIV/ April/2008). Motivation Factors in Language Learning. The Internet TESL Journal. Cocomaki4@hotmail.com. Digital Hollywood University. Tokyo. Japan. Nguyen Minh Hue. (Vol.XVI/ March/ 2012). Encouraging Reluctant ESL/EFL Learners to Speak in The Classroom. The Internet TESL Journal. nguyenmhue@yahoo.com. Vietnam National University. Hanoi. Vietnam. Suthagar Narasuman. Ros Amisha Shahbudin. Loke Khoon Ee. Et. al. (Second Edition/ December/2011). HBEL1103Introduction To English Language Teaching. Open University Malaysia. Malaysia. Lakoros Tsiplakides. Areti Keramida. (Vol XVI/January/2012). Promoting Positive Attitude in ESL/EFL Classes. The Internet TESL Journal. tsiplakides@hotmail.com. Loannina. Greece. Jack C. Richards. David Bohlke. (2011). Creative, Effective Language Lessons. Cambridge University Press. New York. USA Patsy Thomas. (3rd August 2012). English Language and Its Importance to Malaysias Growth. The Malaysian Times. Can be read at http://www.themalaysiantimes.com.my/englishlanguage-and-its-importance-to-malaysia%E2%80%99s-growth Karen a. Carrier. (November/2005). Key Issues for Teaching English Language Learners1 in Academic Classrooms. Middle School Journal. Association For Middle Level Education. Can be reached at http://www.amle.org/Publications/MiddleSchoolJournal/Articles/November2005/Article1/tabid/6 34/Default.aspx Beth Lewis. (n.d). Teaching and Learning Materials. Elementary Education. Can be reached at http://k6educators.about.com/od/educationglossary/g/gtlm.htm

22

Cristina Johnny 781226125338001

8.0 1. 2. Attachment Sample of Feedback Form Pictures of the Activities Conducted

23

Cristina Johnny 781226125338001

Attachment 1

24

Cristina Johnny 781226125338001

Attachment 2 Pictures of the Activity Conducted

25