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 plagiarism 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 students to copy our assignment; and
iv. Have faithfully represented the views of authors cited in my paper.
Therefore, I understand that if any of the above is found to be untrue, IPGM
Kampus Perlis has the full right to take any disciplinary action that the institute
deems fit as denoted under the latest Student Handbook or 'Buku Panduan
Pelajar terkini'.

..
NAME : ZAHIRAH BINTI DZANIMI
I/C NO : 920523-09-5072

ACKNOWLEDGEMENT

First and foremost I would like to offer gratitude to God for giving me health and
ability to complete this task Introduction to Linguistics. Without nature has given, I have
no way to complete this task.
In addition, I would like to thank our lecturer Mr Ahmad Zulkiply bin Mohd Yassin
who has provided guidance to me to complete this task. This is my first task in ELT
Methodology, so it becomes a little challenging. However, due to his endless guidance, I
am capable of this task successfully.
Furthermore, I also feel very fortunate and would like to thank to my classmates
who are providing assistance to me during completing this task. We often exchange
views and at the same time, an opinion to improve the quality of this task.
I also appreciate all the sacrifices made by my parents, especially in financial
terms have the moral support they extend. Without the support and assistance from
them, I can not able to carry out this responsibility well.
Finally, thanks to all those involved in helping me to complete this task.

CONTENT

Bil
l
1.

Item

Page

Declaration form

2.

Acknowledgement

3.

Content

4.

Lesson Plan

5.

Learning Theory

6.

References

12

A. Description of grammar/language skills lesson observed during

PBS II (5%).
Describe clearly and completely an English lesson of any Year
(Year 4-Year 6) that shows the teaching/learning of grammar or
one of the language skills.
ENGLISH LESSON PLAN
Subject

: English

Class

: Year 4, SK Machang Bubok II, Bt. Mertajam P. Pinang

Date

: 10 September 2012

Time

: 10.20am 11.20am

Theme

: World of Knowledge

Topic

: Transportation, Paddle Power Rigby Literacy

Focal Skills

: Listening, Speaking, Reading and Writing.

Integrated Skills

: 1. Listen to simple texts and recall details by

answering
simple Wh question.
2. Ask questions with the correct intonation.
3. Read aloud poems and simple stories clearly
and
expressively.
4. Write simple sentences with word and pictures
cues.
Learning Outcome

By the end of this lesson pupils will be able

to:
1.
Multiple Intelligence

Classifying the picture into correct group.

: Verbal-

linguistic,

interpersonal

and

intrapersonal.
Previous Knowledge

: Pupils know about bicycle.

Keywords

: Paddle, Bi, Cycle, Tricycle and Unicycle

Thinking Skills

: Inference, communicating, to identify, generating

idea and
to conclude.
Value and Citizenship

: Safety, saving energy and cooperation.

Teaching Aids

: LCD,

Laptop,

White

Board,

Mahjong

paper,

Picture and
Flash card.
Steps

Skill

Teaching and Learning Activity

Set induction

Knowledge
Listening
1. Teacher shows pictures of a circle.

MI:

(5 Minutes)

Speaking

2. Teacher shows the pedal.

Inte

3. Teacher asks question :

intr

- Where can you find a circle TS:

shape of an object?

TA:

- What is paddle uses for?

Presentation
(15 Minutes)

Reading

1. Teacher reads the book display at MI:

the power point.

Inte

2. Teacher asks the pupils, are there intr

any difficult words that they do TS:
not understand.

iden

3. Teacher asks the pupils to be in TA:

their group.
4. Teacher

pap

gives

each

group

mahjong paper. Teacher asks the

pupils to classify the picture into
correct group. (Riding for work,
Riding

for

fun

and

riding

for

racing)
5. Teacher asks pupils to display
5

their answer.
6. Teacher elicits and discusses the
Practise and development

Reading

(20 Minutes)

answer.
1. Teacher asks the pupils to stay in MV:
their group.

MI:

2. Teacher gives another question Inte

regarding to the passage.

intr

3. Teacher asks the pupils to reuse TS:

the mahjong paper given to them Inde

by using the other side of it.

TA:

4. Teacher asks the pupils to answer pap

this question. How to take care of
a bicycle?
5. Teacher asks the pupils to display
their answer and discusses the
correct
Production
(15 Minutes)

Reading

answer

by

displaying

through the LCD.

1. Teacher asks the pupils to stay in MV:
their group.

MI:

2. Teacher gives another mahjong Inte

paper and asks the pupils to intr

answer
three.

the

group

activity

no TS:

What must you do for Gen

Road Safety?

and

3. Teacher elicits the pupils answer TA:

and gives the correct answer by pap

displaying through the LCD.
4. Teacher

gives

homework

by

asking the pupils to find five

different picture of a bicycle and
paste it through their E1 book.
6

Closure

Listen

(5 Minutes)

Speaking

1. Teacher asks the pupils what they MI:

have learnt for today lesson.

Inte

2. Once again teacher stress up the Intr

moral value of saving energy and MV:

safety on the road.

safe

B. Discussion of one learning theory with reference to the lesson

observed. (15%).
Learning theories are conceptual frameworks that describe how information is
absorbed, processed, and retained during learning. Learning brings together cognitive,
emotional, and environmental influences and experiences for acquiring, enhancing, or
7

making changes in one's knowledge, skills, values, and world views. that learning
theories are descriptive, describing how learning occurs. They are descriptive in the
sense that they attempt to provide a deeper understanding of the effects that result from
phenomena.
In contrast, theories that are design oriented are usually prescriptive in nature
offering guidelines as to what method(s) to use to achieve a particular goal. Instructional
design theories are design oriented. Like George Siemens writes Theory informs and
gives rise to practice (even legitimates it). Practice in term evaluates and extends
theory, Reigeluth comments that descriptive theories are very useful to practitioners
because they provide an etiological basis for understanding why a particular design
oriented theory works or provide a basis for the creation of a new design theory where
none exists.
There are many different theories of how people learn. What follows is a variety
of them, and it is useful to consider their application to how your students learn and also
how you teach in educational programs. It is interesting to think about your own
particular way of learning and to recognise that everyone does not learn the way you
do. Burns (1995) conceives of learning as a relatively permanent change in behaviour
with behaviour including both observable activity and internal processes such as
thinking, attitudes and emotions. It is clear that Burns includes motivation in this
definition of learning. Burns considers that learning might not manifest itself in
observable behaviour until some time after the educational program has taken place.
Based on four learning theories, I suggested that my lesson plan is closely
related to social constructivism. Constructivist learning is based on students' active
participation in problem-solving and critical thinking regarding a learning activity which
they find relevant and engaging. They are "constructing" their own knowledge by testing
ideas and approaches based on their prior knowledge and experience, applying these
to a new situation, and integrating the new knowledge gained with pre-existing
intellectual constructs.

Constructivism is an educational philosophy which holds that learners

ultimately construct their own knowledge that then resides within them, so
that each person's knowledge is as unique as they are. Among its key
precepts are it is situated or anchored learning, which presumes that most
learning is context-dependent, so that cognitive experiences situated in
authentic

activities

such

as

project-based

learning,

cognitive

apprenticeships, or case-based learning environments result in richer and

more meaningful learning experiences. It also involves social negotiation of
knowledge, a process by which learners form and test their constructs in a
dialogue with other individuals and with the larger society as well as
collaboration as a principal focus of learning activities so that negotiation
and testing of knowledge can occur. Constructivist philosophy is often
contrasted with 'objectivist' philosophy and practice as embodied by
instructional

designers,

especially

ISD

(Instructional

Systems

Design)

practitioners, many of whom see constructivism either as nothing new or as

not truly related to instruction.
By referring to the lesson plan above, we can see that the teacher acts
as a facilitator by guiding the pupils to answer the question and respond to
the lesson. In constructivism, the transition of the teacher's role from "sage
on the stage" (fount/transmitter of knowledge) to guide the pupils in class.
As stated in the lesson plan, in presentation teacher asks the pupils, are
there any difficult words that they do not understand and asks the pupils to
be in their group. Teacher also gives each group a mahjong paper. By doing
this, the teacher is assisting the pupils on how to manipulate the lesson that
they have learned and to apply it into their next lesson. This is related to
constructivism where teacher is teaching "higher order" skills such as
problem-solving, reasoning, and reflection. For example, generative learning
that

enable learners to learn how to learn and more open-ended evaluation of

learning outcomes and, of course, cooperative and collaborative learning
skills.
In the classroom, the constructivist view of learning can point towards
a number of different teaching practices. In the most general sense, it
usually means encouraging students to use active techniques (experiments,
real-world problem solving) to create more knowledge and then to reflect on
and talk about what they are doing and how their understanding is changing.
The

teacher

makes

sure

she

understands

the

students'

preexisting

conceptions, and guides the activity to address them and then build on
them. Constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding. By questioning themselves
and their strategies, students in the constructivist classroom ideally become
"expert learners." This gives them ever-broadening tools to keep learning.
With a well-planned classroom environment, the students learn how to learn.
Thus, in the lesson plan, teacher refers to the pupils prior knowledge before
introducing a new knowledge to them. New information is linked to prior
knowledge, thus mental representations are subjective.
In giving the pupils a constructivist learning, the example is they are
divided into several groups. Groups of students in a class are discussing a
problem in physics. Though the teacher knows the "answer" to the problem,
she focuses on helping students restate their questions in useful ways. She
prompts each student to reflect on and examine his or her current
knowledge. When one of the students comes up with the relevant concept,
the teacher seizes upon it, and indicates to the group that this might be a
fruitful avenue for them to explore. They design and perform relevant
presentations. Afterward, the students and teacher talk about what they
have learned, and how their observations and experiments helped (or did not
help) them to better understand the concept. Clearly, learning is active
rather than passive. Learners confront their understanding in light of what
10

they encounter in the new learning situation. If what learners encounter is

inconsistent with their current understanding, their understanding can
change to accommodate new experience. Learners remain active throughout
this process: they apply current understandings, note relevant elements in
new learning experiences, judge the consistency of prior and emerging
knowledge, and based on that judgment, they can modify knowledge.

As a conclusion, through social constructivism learning theory teaching

cannot be viewed as the transmission of knowledge from enlightened to
unenlightened; constructivist teachers do not take the role of the "sage on
the stage." Rather, teachers act as "guides on the side" who provide
students

with

opportunities

to

test

the

adequacy

of

their

current

understandings. Other than that, if learning is based on prior knowledge,

then teachers must note that knowledge and provide learning environments
that exploit inconsistencies between learners' current understandings and
the new experiences before them. This challenges teachers, for they cannot
assume that all children understand something in the same way. Further,
children may need different experiences to advance to different levels of
understanding. Teachers can ensure that learning experiences incorporate
problems that are important to students, not those that are primarily
important to teachers and the educational system. Teachers can also
encourage group interaction, where the interplay among participants helps
individual students become explicit about their own understanding by
comparing it to that of their peers.

11

REFERENCES
Nesamalar Chitravelu, Saratha Sithamparam & Choon, T.S. (2005). ELT
Methodology
Principles and Practice (2nd ed.). Shah Alam: Herald Printers Sdn. Bhd.
Chen, I. (2005). Retrieved from https://viking.coe.uh.edu/~ichen/ebook/etit/constr.
on 2 September 2012.
Hoover, W. A. (1996). Retrieved from
http://www.sedl.org/pubs/sedletter/v09n03/practice on 2 September
2012.
Learning Theories Knowledgebase. (2008). Retrieved from
http://www.learning-theories.com/constructivism. on 3 September
2012.
Educational Broadcasting Corporation. (2004). Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.

12

on 3 September 2012.

13