TABLE OF CONTENT

No.

Subject

Page

1.

Declaration of Integrity

2.

Acknowledgement

3.

Question Paper

4.

Lesson Plan 1- Poem

5.

Justification- Poem

15

6.

Lesson Plan 2- Song

16

7.

Justification- Song

20

8.

Appendixes 1-9

21-30

9.

SBE Rubrics Form

31

10.

Appendix A

32

11.

Appendix B

34

12.

Reflection

35

13.

References

36

INSTITUT PENDIDIKAN GURU KAMPUS PERLIS

DECLARATION FORM I hereby declare that my assignment is an original piece of work prepared by myself in my own words and I did not copy or plagiarize any part of the paper that I have submitted. I hereby acknowledge, that I: i. have acknowledged all work and ideas in my research paper was taken from printed and electronically published resources; ii. did not copy from any other resources or another student; iii. did not allow another student to copy my assignment; and iv. have faithfully represented the views of authors cited in my paper. Therefore, I (students name) understand that if any of the above is found to be untrue, IPG KAMPUS PERLIS has the full right to take any disciplinary action that the Institute deems fit.

Name Matric No Date : Hazzmira Izzuraini binti Mat Hassim : 0610/ 1897 : 19th April 2013

ACKNOWLEDGEMENT This assignment requires me to cope with the creation of song, poem and microteaching. Micro-teaching manifests itself as a training or practice situation where we have to act like a teacher or be a teacher and conduct a teaching and learning session. The involvement of micro-teaching does not simply revolved upon us as a teacher, but the inclusion of the audience which the students is also important. In my opinion, this is such a tough task that I would love to acknowledge all people involved that have given help in guiding me completing this assignment. Firstly, I would like to express my gratitude to my lecturer, Mr Wahab bin Sulaiman for giving such a great guidance in accomplishing this assignment. His guidance has indeed eased the process of making this task that I succeed to produce a complete assignment on time. Besides, I would like to thank my friends especially my classmate for helping me finding the information and giving me lots of idea in order to complete this task. Though it is an individual assignment, our collaboration and discussion has given me a great assist as we believe many hands make light work. Thousand thanks to my mentor, Mr Wahab bin Sulaiman for giving a continuous support to his mentee, thank you so much. He has been a great father to us keep asking the progression regarding our assignment and giving moral support. Lastly, I would like to thanks my parent for giving moral support and cash for me in completing this assignment. Their support has given a great help especially during the last stage of the task. In a nutshell, everyone has given me a great help in doing this assignment. Without their guidance, I wont be able to produce a complete assignment on time

PROGRAM IJAZAH SARJANA MUDA PERGURUAN (TESL) PENDIDIKAN RENDAH AMBILAN JANUARI 2012 COURSEWORK

PROGRAMME: PISMP (TESL) COURSE: LGA3102 Short Coursework 1: Week 3 Short Coursework 2: Week 7

NAME: SEMESTER: 3 Short Coursework 1: Week 6 Short Coursework 2: Part I Week 9 Part II Week 12 Part III Week 13

DATE SET:

DATE DUE:

LEARNING OUTCOMES 1. Demonstrate an understanding of the characteristics of songs and poetry and their values in the primary ESL classroom (1.1, 1.5) 2. Select and evaluate songs and poetry for use in the primary ESL classroom based on pedagogical principles (3.3, 3.6, 6.3, 6.6) 3. Adapt activities and materials for use in the primary ESL classroom for language and aesthetic development (6.1, 6.2, 7.1) 4. Plan and implement ESL lessons using songs and poetry (8.4, 7.2, 2.4) SPECIFIC LEARNING OUTCOMES Students should be able to: 1. prepare a portfolio of materials based on different songs and poems suitable for the primary ESL classroom. Justify your selection; develop a teaching Kit which contains original or adapted songs that can be used in the ESL classroom; design lesson plans based on the selected song and poem; teach one of the lesson planned and document the implementation process with reflection; write reflections on the experience of developing the kit.

2.

3. 4.

5.

Short Coursework 1 Pair (30 marks) In pairs, you are required to develop a portfolio of songs and poetry for young learners for use in the primary ESL classroom. In your folio, you should have: an appropriate selection of 4 songs and 4 poems (that covers various genres/types); a justification for each of the selected songs and poems.

Your justification should discuss how the songs and poems are selected based on the following considerations: pedagogical principles; purpose with reference to the primary English language curriculum;

Your folio will be assessed on the following criteria: justification of selection of texts; presentation and organization of the folio; accuracy of language.

Short Coursework 2 (70 marks) Part I Individual (30 marks) Develop a kit which contains the following: one song (of a duration of 3 5 minutes) and one poem; for the song, you may either retain an established tune and create your own original lyrics or create your own tune as well as original lyrics; your song and poem must meet the requirements of the syllabus and the curriculum standards of the primary ESL classroom; provide a brief rationale/justification for your selection. one lesson plan for a duration of 60 minutes for each of the selected song and poem. your lesson plan should include worksheets, task sheets, etc. All teaching aids are to be submitted together with the lesson plan.

Your kit will be assessed on the following criteria: suitability of song and poem selected in relation to the lesson planned; originality and creativity of teaching ideas/activities designed; evidence of a gradation of activities that lead to successful learning of the intended learning outcomes; appropriate and variety of teaching materials.

You may present the kit in the following ways: in booklet form; in a ring file with clear separator; any other presentations which you deem to be effective and attractive

Part II: PBS 3 Task Songs and Poetry in the ESL Classroom Individual (30 marks) (a) Implement any one of the lesson plans prepared in Part I during your attachment in school for PBS 3. Document your implementation, taking note of the following: lesson objective(s) achieved? strengths and weaknesses of the lesson; suggestions for improvement.

You are advised to ask a friend to observe your teaching and make notes using the checklist provided. (Appendix A) Use the Documentation of Teaching-Learning Process template (Appendix B) to reflect on your teaching. Your work will be assessed on the following criteria: clarity of the documentation; ability to recognise strengths and weaknesses in lesson carried out; relevant/effectiveness of recommendation for improvement. [20 marks] (b) Prepare a 10-minute oral presentation on the lesson implemented in (a) above. Your presentation should include the following: a brief description of the lesson carried out (mention of the lesson objective(s), curriculum specification/standard, language skill(s) focused is mandatory); highlight the strengths and weaknesses of the lesson; state and justify your recommendation for improvement.

Your presentation will be assessed on the following criteria: ability in recognising and reflecting own strengths and weaknesses in the lesson carried out; suitability and effectiveness of the recommendation for improvement. [10 marks]

Part III: Reflection Individual (10 marks) Write a reflection which considers the following: what has the experience of building the kit taught you about pedagogical principles in relation to using songs in the primary ESL classroom? (You may wish to include relevant literature and what you have learnt in Semester 1). has the experience of moving away from the students desk to the teachers desk given you any new-found realizations or perspectives on teaching?

Your reflection will be assessed on the following criteria: maturity of thought in reflections and perspectives sensitive and critical appraisal of the experience of building the kit organization language

Your reflection should be about 500 words. It should be word-processed on A4 paper in Arial with font size 11, spacing 1.5 lines. 6

A GOOD ASSIGNMENT SHOULD SHOW 1. clear and critical understanding of the task; 2. originality in presentation; 3. appropriate use of language. DETAILED REQUIREMENTS FOR THE WRITTEN ASSIGNMENT 1. 2. 3. 4. Cite the source of the text and any references you used, using the APA format. No duplication of assignments from other coursework is allowed. Plagiarism is strictly prohibited. The cover page should have the following information: a. Name b. Index number and ID c. Class/Group d. Title of Essay e. Lecturers name 5. You should adhere to the deadline. Without an approved extension of time, late submissions will be dealt with severely.

MARKING CRITERIA The tasks will be marked against the marking criteria set for this coursework.

Prepared

Verified by

Hj.Ideris b. Hj.Abu Bakar Component Leader Date: 21 Januari 2013

Head of Department

Date: 08 Februari 2013

LESSON PLAN 1: POEM

LESSON PLAN 1 : POEM : 19th April 2013 : English : Year 4 Adil : Average : 37 (17 Boys, 20 Girls) : 8.40 am 9.40 am : World of Self, Family and Friends : Friends : Speaking : Listening and Writing : Grammar, Vocabulary, Rhythm, Intonation : Language Art : Active Listening Skill, Cognitive skill, Cooperative, Interaction, Questioning, interpersonal, intrapersonal. Moral values Previous knowledge : Appreciation towards friends, Love, Kindness, Care : Pupils have learned about the characteristics of poem in previous lesson. Teaching Aids Multiple Intelligences : Flash card, Mah-jong Paper, Marker pen, LCD : Bodily-kinaesthetic, visual-spatial, interpersonal, intrapersonal, naturalistic, verbal-linguistic

Date Subject Class Level Number of Pupils Time Theme Topic Focus skills Integrated skills Language Input Integrated subject Educational Emphasis

Curriculum Specification

: World of Self, Family and Friends

1.2.3 Listen to and repeat simple rhymes and songs paying attention to pronunciation, stress and intonation correctly. 2.1.3 Say aloud phrases, expressions and exclamations with the correct stress and intonation. 4.5.3 Construct simple sentences and compound sentences.

Learning outcomes :

By the end of the lesson, pupils will be able to : 1. Pupils gain communication skills, self-control, build listening skills 2. Pupils able to make sentences correctly 4 from 5 sentences. 3. Pupils able to pronounce words and speak confidently with the correct stress, rhythm and intonation 4. Pupils able to enjoy and appreciate rhymes, poems and songs, through performance

Stage / Time

Content

Teaching and Learning Activities

Rationale

Remarks

Set Induction

Teacher question pupils about

1. Teacher shows

1. To allow

Resources: Flashcard of a friends (Appendix 1) Multiple Intelligences:

pupils flashcards of pupils to enjoy a person with his friends. 2. Teacher asks pupils to identify and recognize what the picture is all about. 3. Teacher asks pupils to tell about the pictures to their 3. To instill the friends using simple words. 4. Teacher explains to pupils about the importance of practicing good moral value in friendship. 5. Teacher asks other pupils to pay respect among each other when their friends are speaking. 2. To allow the topic and appreciate their teachers.

(5 minutes)

their friends. (Speaking skills)

Verbal-

pupils to speak linguistic, correctly and fluently. visual-spatial,

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attention when their friend tells the story in front of the class.

Stage / Time

Content

Teaching and Learning Activities

Rationale

Remarks

Presentation

Recite the poem

1. Teacher begins by writing the poem in the whiteboard. 2. Teacher distributes the poem. 3. Teacher plays an audio material to the pupils and asks the pupil to listen first then try to follow the intonation from the audio material. 4. Teacher recites the poem aloud with correct intonations and rhythm in front of the class. 5. Teacher asks the pupils repeat

1. To enhance listening skills,

Resources: Poem

(25 minutes)

Talking point Group discussion (Reading, listening and speaking skills)

focusing and the (Appendix 2) right way to pronounce the words and to attract the interest in study language. Multiple Intelligences Visual-spatial, verbal2. To enhance the pupils understanding about the poem. linguistic, interpersonal, intrapersonal, Audio material Pictures

Moral Value: Gratitude

11

the poem. 6. Teacher chooses one of the pupils to recite the poem in front of the class. 7. Teacher shows pictures to the pupils.

12

Stage / Time

Content

Teaching and Learning Activities

Rationale

Remarks

Production (20 minutes)

Making sentences (Writing skill) Group discussion

1. Pupils are divided into five groups. 2. Teacher provides mahjong paper to each group. 3. Teacher asks the pupils to create a simple poem about their friends. 4. Each group presents their poem aloud with correct intonation and rhythm in front of the class.

1. To encourage pupils to create poem using a simple and compound sentences.

Resources Mah-jong paper

Moral Value: Co-operation, diligence

2. To encourage them to enhance their pronunciation and to increase their confidence level to speak in English.

Multiple Intelligence: Bodilykinesthetic, interpersonal, verbal-linguistic

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Stage / Time Closure (10 minutes)

Content

Teaching and Learning Activities 1. Teacher makes sure that pupils will be able to create simple poems using simple and compound sentences. 2. Teacher asks the pupils the moral value of the poem. 3. Teacher provides worksheets for students as their homework. 4. Teacher praises the pupils.

Rationale

Remarks

To ensure pupils understand the poems.

Resources Worksheets (Appendix 3) Multiple Intelligence: Verballinguistic, Visual-spatial

14

JUSTIFICATION POEM In the first activity, the teacher will encourage the pupils to respond towards the pictures that have being shown to them. This will help to stimulate the pupils to speak in the class. The pupils will then tell what they see in the picture such as Jack with his friends. This will enhance their observation skills and also their vocabulary. They will also be able to talk about their friends in the class. Then, pupils will be listening when the teacher plays the audio material and recite the poem. This is so that the pupils will be able to hear the correct pronunciation of the words. There are some words in the poem that may be difficult for them to say it. The pupils will also be able to hear the correct tone and rhythm of the poem. Next, the pupils will have to create poems of their friends. This activity is done to enhance their creativity to express their thoughts and to let their imagination run free. Aside than creativity, the pupils will also learn how to describe something using creating poem. After the creating poem was done, they will then show it to the whole class. This is done so that they can justify their poem. They will also gain confidence to talk in front of the class. This activity can also make sure that they practice the language since the only time that they will be able to talk English is in class. After that, they will be given a worksheet. The purpose of this worksheet is for them to test whether they can understand the meaning of the word in blank and stick it where it belongs. This will show either the students understand the meaning of the word or they just remember the word but did not know what it was.

15

LESSON PLAN 2: SONG

16

LESSON PLAN 2 : SONG Subject Focus Theme Topic Content Standard English Singing ( Language Arts ) World of Knowledge Animals in farm 4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs, through performance. Learning Standard Objectives 4.1.2 Able to recite nursery rhymes and jazz chants, sing action songs with correct pronunciation and rhythm. By the end of the lesson, pupils will be able to (i) Sing the song with correct pronunciation and rhythm including actions. (ii) Able to identify the animals within the characteristics given. (iii) Able to draw the masks of particular animals. (iv) Able to act the role play as the animals using the given dialogue. Time Teaching Aids 60 minutes a) LCD b) Mah-jong paper c) Laptop d) Scissors e) Colouring pencils f) Audio Visual Aids

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Activity

Teaching and Learning Strategies Reinforcement of previous knowledge

Notes

1) Teacher displays the lyrics and video presentation using the LCD. 2) Teacher asks the students to listen to the song. 3) Teacher provide new lyrics but using the same tune as Old McDonalds 4) Teacher asks the students to listen as he is going to sing the song.

-Refer to appendix 4 1. I would like you to listen to this song.

Listening

-Refer to appendix 5 2. Listen very carefully of what I am going to sing.

5) Teacher asks the students to sing along with him. 6) Teacher introduces the actions that represent the lyrics.

Singing

4. Lets sing the song together. 5. I would like you to watch my actions when I sing the song. Then, we are going to sing the song with actions together. 6. What is the animal that has the long trunk? etc

Show and tell Integration of Listening and Speaking

7) Teacher asks the students to identify the animals based on the characteristics given by the teacher. (with guidance) 8) Teacher guides the students to divide themselves into groups which contain 7 people in the group and named them.

Identify and name the animals correctly

Pupils create their own masks Completing activities according to the instruction given

7. Please be in a groups of seven. I will give this mah-jong paper to each one of you.

9) Then the teacher distributes the mahjong paper and asks them to draw

Acting and Speaking

Then you have to draw the masks of the animals that we have identified before.
18

the masks of the respective animals.

-Refer to appendix 6

10) Teacher gives flash cards containing dialogue to the pupils to act out.

8. Choose the correct dialogue to act out according to your masks. -Refer to appendix 7 9. I want group A to come in front and act the role play using the dialogue.

11) Teacher invites Speaking each of the group to in front of the class Role play and acts the role play using the given dialogue.

Remedial Drilling of problematic sounds and words with pupils Repetition through drilling Pronounce the problematic words. Provide worksheets. -Refer to appendix 8

Enrichment 1. Give extra worksheets. -Refer to appendix 9

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JUSTIFICATION SONG

The activity that I had plan using this song is mostly on trying to attract the students and keeping their interest throughout the lesson. The pupils will be able to understand what is being taught to them more easily if they know the song. They will also be able to do the action that was sung in the lyric. This activity can make them practice their motor skills and can make them understand more and will be able to visualize about the action that contain in the lyrics. By exposing them to these animals, they will also be exposed to the characteristics of the animals such as its sharp claw and have tail. This will enhance their observation skills and also their vocabulary. I also divide them into smaller groups so that they can communicate with each other and practice both their communication and leadership skills. They will also be able to learn how to cooperate in a group. The activity was also planned to test their creativity by making mask of the animal. Moreover, they can practice their observation skills here where they have to draw significant parts of the animals that they are making mask of such as whiskers and sharp teeth. The lesson is then continued with the pupils doing role play based on the mask that they had make. This is so that they will be more confident in public speaking and give them courage to talk in front of other pupils. This can also make them interested in the language because they will be able to practice it.

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APPENDIX 1 (Teaching Kit Flashcard)

21

APPENDIX 2 (Teaching Kit Audio)

Friend I have a friend Who I can walk and talk with Together as classmates And we learn happily

But I'm always there Giving support to you And love when you may fail And sad in this world

22

APPENDIX 3

Friend 1. My best friends name is? _____________________________________ 2. I like to be friend with him/her because _____________________________________ _____________________________________ 3. What do you want to do with your friend in the weekend? _____________________________________ _____________________________________ _____________________________________ _____________________________________

23

APPENDIX 4 (Teaching Kit Video)

Old MacDonald
Old Macdonald had a farm, ee-i-ee-i-o And on his farm he had a cow, ee-i-ee-i-o With a moo-moo here, and a moo-moo there Here a moo, there a moo, everywhere a moo-moo Old Macdonald had a farm, ee-i-ee-i-o

Old Macdonald had a farm, ee-i-ee-i-o And on his farm he had a goat, ee-i-ee-i-o With a baa-baa here and a baa-baa there Here a baa, there a baa, everywhere a baa-baa Old Macdonald had a farm, ee-i-ee-i-o

Well, old Macdonald had a farm, ee-i-ee-i-o And on his farm he had a chicken, ee-i-ee-i-o With a cluck-cluck here, and a cluck-cluck there Here a cluck, there a cluck, everywhere a cluck-cluck Old Macdonald had a farm, ee-i-ee-i-o

Old Macdonald had a farm, ee-i-ee-i-o And on his farm he had a pig, ee-i-ee-i-o With an oink-oink here, and an oink-oink there Here a oink, there a oink everywhere an oink-oink Old Macdonald had a farm, ee-i-ee-i-o

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APPENDIX 5
Animal sounds song
The dog goes woof, woof, woof, woof (Woof! Woof! Woof!) The cow goes moo, moo, moo, moo (Moo! Moo! Moo!) The duck goes quack, quack, quack, quack (Quack! Quack! Quack!) And the dog goes woof, and the cow goes moo, and the duck goes quack, everywhere.

The cat goes meow, meow, meow, meow (Meow! Meow! Meow!) The bird goes tweet, tweet, tweet, tweet (Tweet! Tweet! Tweet!) The pig goes oink, oink, oink, oink (Oink! Oink! Oink!) And the cat goes meow, and the bird goes tweet, and the pig goes oink, everywhere..

(Tune : Old McDonalds)

25

APPENDIX 6 (Teaching kit Mask)

APPENDIX 7 (Teaching Kit Flashcard)

26

APPENDIX 8
Worksheets 1-REMEDIAL
1. Match the sound of animals with the names of the animals. COW QUACK!

SHEEP

WOOF! !

CHICKEN

MOO! !

DOG

BAA! !

DUCK

CLUCK! !

27

Name : Class :

Date :

WORKSHEET 2 1. Rearrange the alphabets below to form the name of the animals in the pictures.

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APPENDIX 9
Worksheet 1 Unscramble the letters

1. nteleahp An _____________has 4 legs.

2. kdcu __________is in yellow in colour.

4. wco _____ has black and white spots in its body.

5. gdo ____ has 4 legs.

6. cnekcih _______has 2 legs and brown in colour.

29

Worksheet 2
1. Fill in the blanks.

This is an _________. The _______ is very big. It has a long _________. The elephant also has a long and sharp _______. It has four _____ and a tail.

This is a ________. The _______ has two legs. It has a pair of _________.

30

RUBRICS FOR SHORT COURSEWORK 2 (60 marks) (Part II: Simulated Teaching 20 marks)

CHECKLIST
Name ______________________________________ Date _____________

Each of the following criteria is assigned a score of 1 4, with 4 being the highest.

Elements 1. RELEVANCE Is it worth teaching? Comment ______________________________________________________ 2. CLASSROOM PRESENCE Interaction with students; voice; enthusiasm. Comment ______________________________________________________ 3. ORGANIZATION Well-sequenced; logical; kept to time limit. Comment ______________________________________________________ 4. PREPARATION -- Evidence of planning; materials well-organized. Comment ______________________________________________________ 5. EFFECTIVENESS Clearly explained; good pace; good language model. Comment______________________________________________________ TOTAL SCORE 1 1 1 1 1

Score 2 3 4

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Appendix A Peer Observation Checklist Date / Day: Class: The Lesson Learning Outcome/Content Standard: Time: Pupils Age:

Curriculum Specification/Standard:

Objectives:

Theme: Language Skill(s) Focused: Language Content:

Topic:

Make these observations during the session, and review with the observee in the follow-up meeting. Bil. Aspects Observation 1. The set induction.

2.

The lead-in.

3.

The activities. (a) (b) (c) Etc.

4.

Closure.

5.

Aspects for special comment. (Which part of the lesson you are particularly impressed with or dislike most? Justify your comment.)

32

6.

Enhancing practice: what were the strengths and aspects of good practice?

7.

Enhancing practice: what aspects of practice might be enhanced, and how?

We agree that this is a fair record of the teaching session. Signature of Observer Signature of Observee

Observers Name Date

Observees

Name

33

Appendix B Documentation of Teaching-Learning Process Stages Set Induction Teaching-Learning Activities Implementation Reflection

Pre- / Presentation

While / Practice

Post / Production

Closure

34

REFLECTION
LGA 3102 Song and Poetry for Young Learners focuses on an overview of childrens literature; songs and poetry for young learners and pedagogical principles of teaching songs and poetry to young learners. Thus, selection and adaptation of the song in every activities is crucially needed to encourage aesthetic development among students that they will be able to learn English in such a bliss fun and enjoyable. However, the effectiveness of a song as a learning tool depends entirely on the pedagogical principles culture, content, interest, values, age, resources and proficiency level. Therefore, in establishing the demand of short coursework 2 where we need to create a new song (lyrics), I have been focusing on three major elements in pedagogical principles in teaching song and poetry which are culture, age and proficiency level. In order to fulfill the requirement of the assignment, I have created a new song entitled The Animal Sounds by constructing a new lyrics based on an established tune of Old MacDonald Had a Farm. The reason why I have chosen and selected the tune of Old Macdonald Had a Farm is because the song is widely spread worldwide. Through my experience with kids especially during School Based Experience (SBE), everybody knew this song. Though some of them are clueless and does not know how to sing the whole lyrics of the song, yet they still possess the ability to hum the tune of this song which is very familiar to them. I believe this factor is closely related with the element of culture in pedagogical principle. Being familiar with the song or rhymes in a foreign language will help pupils to feel closer to the foreign culture and its language. Besides, it will be easier to teach them to sing the new lyrics of the song when they are familiar enough with the tune. The next element that I emphasized in creating The Animal Sounds song is age. Every song has its own stories. However, too complicated and difficult stories may discourage the interest of the students to learn. Therefore, I have done a deep research on the content of song which is appropriate for year 3 students by referring to their text book so that I will always stay on track. The last elements that been highlighted is proficiency level where the speech used should be appropriate with childrens level. Therefore, I have been using lots of repetition so it will be easier for the pupils to catch the lyrics thus understand the content and message of the song. The process of implementing and conducting the lesson plan in school is such a great experience for me. This task has given me an oppurtunity to handle a teaching slot where I have gained lots of knowledge. The main thing that I learned is it is easier to plan rather than implementing the plan. The teaching experience has opened my eyes on how tough it is to 35

be a teacher teaching and controlling the class at the same time. I also learned on how to be patient when minority of the students starts to lose their focus and passion in giving cooperation to join the activity as they are all getting tired. So as a teacher, the fertilization of patience in oneself is crucial. Overall, this assignment has benefited me in many ways theoretically and practically. Besides gaining academic input regarding the usage of song and poetry in teaching, I have also been given a chance to apply what I have learned in a real life that I realized teaching is not an easy task. Therefore, this assignment has motivated me to improve my skills in teaching thus help me to be a good teacher soon.

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