ED241 - BACHELOR OF EDUCATION (HONS.

TEACHING ENGLISH AS A SECOND LANGUAGE

TSL552 - PEDAGOGY IN ESL II

TASK DEVELOPMENT ASSIGNMENT REPORT (READING)

NAME : MUHAMMAD AMIR HAKIEEM BIN AHMAD NAWAWI

STUDENT ID : 2019614564

GROUP : ED2415C

LECTURER : DR NAZEERA AHMED BAZARI

FACULTY : EDUCATION

PROGRAMME : BACHELOR'S DEGREE IN EDUCATION TESL

1.0 INTRODUCTION

For this assignment, a lesson plan is to be made for students with the usage of
Reading as its main skill. The students in question are form 4 students and thus, their English
proficiency based on the Common European Framework of References for Language (CEFR)
should be in between B1 and B2. Sülü (2014) has mentioned how the CEFR gives emphasis
on developing learner autonomy and self assessment. The theme for this lesson plan would be
Health and Environment and the topic that will be focused on is E-Services Technology. This
specific theme has a cross curricular element which is Science and Technology. Even though
the main skill that will be focused on during this lesson is reading, there is also a
complementary skill that the lesson will focus on which is writing. Most of the activities will
be using a worksheet. The reason for this is because worksheets allow simple and efficient
answering of questions in both the online and face-to-face way of learning. The worksheet
itself is adapted from the textbook, offering a variation from the original questions.

For this lesson plan, there will be three lesson objectives that will be focused on
during the whole lesson. The objectives are as followed:

● Students will comprehend main ideas related to the topic

● Students will be able to understand the main idea in texts
● Students will be able to identify specific information from texts
2.0 TASK DEVELOPMENT

2.1 TASK 1

STAGE: Pre-reading

TASK: Discuss the anecdote with the students

ALLOCATED TIME: 7 minutes

MATERIALS: Anecdote about phone applications such as Grab or FoodPanda

PROCEDURE: The task focuses on the students to help them give prior understanding of the
topic. The usage of an anecdote helps give context to the students in how the topic is utilised
in everyday situations.

The task as followed:

PRE-READING TASK

1. The teacher will begin the class by first greeting the students.

Rationale: It is important to show appreciation to the students whenever the class

begins. One small gesture that can be done by the teachers everyday is of course
greeting them.

Failure to greet the students may result in the students to lose attention during the
beginning of a class (Allday et al., 2011).

2. The teacher will then tell them that they are going to listen to a story first. Ask them
to listen attentively.

Rationale: The teacher announcing the beginning of their task will allow the students
to mentally prepare for their class.

A pre-reading task is important as it makes the reading task easier and connects the
new concept more meaningfully to prior knowledge (Alemi & Ebadi, 2010).

3. Then, the teacher will tell an anecdote regarding their experience in using phone
applications such as Grab and QRpay to the students in an enthusiastic manner.
 Rationale: Using an anecdote for pre-reading tasks will help the students in allowing
them to gain prior knowledge to the upcoming topic and also help brainstorm
unknown knowledge to help in the next task (Manuel, 2022).

4. Once finished with the story, the teacher will ask the students what had made the
teacher's life easier or what had helped the teacher.

Rationale: Asking the students questions is very important as questions act as means
to educate students by drawing out their understanding of a subject and then leading
them to discover a set of logical conclusions instead of lecturing them on what is true
or false (Vale, 2013).

5. As the students guess correctly, the teacher then introduce the topic of E-services to
the students. The teacher will continue by asking the students what they know of
E-Services and ask for examples.

Rationale: The introduction of the topic after questioning helps reinforce the students
knowledge regarding the topic and helps discover the logical conclusions as
mentioned by Vale (2013).

6. The teacher will draw a table on the whiteboard labelled advantage and disadvantage
and put the answers given by the students in it. Then the teacher will discuss the
advantages and disadvantages of the examples given by the students.

Rationale: Discussions during a classroom activity is very important in that it helps

the students to understand the different views of their classmates. This requires a
teacher who displays committed impartiality. Teachers are not only required to
balance classroom discussion to be inclusive of different views but also participate in
the discussions with a personal position on the issue (Carrasco & Torres Irribarra,
2018).
2.2 TASK 2

STAGE: While-Reading Stage

TASK: Read the passage and answer the worksheet

ALLOCATED TIME: 15 minutes

MATERIALS: Worksheet with included passage

PROCEDURE: This task requires the teacher to give out a worksheet that has a passage
included which allows the ease of distribution in both online and offline classrooms.

The task as followed:

WHILE-READING TASK

1. The teacher will now distribute a printed worksheet to all the students

Rationale: The teacher being the one to directly distribute the worksheet allows the
students to receive it without any problems. If the teacher were to use a third-party
website, the chances of the website failing increase as there are multiple ways it could
fail and for a variety of reasons (Padmanabhan et al., 2006).

2. As the worksheet is finally distributed to all the students, the teacher will now ask the
students to read the passage included properly and answer the questions within 10
minutes.

Rationale: It is important that the teachers give clear instructions to the students so
that they can fully comprehend what they need to do in the classroom (Barile, 2020).

3. The teacher will keep an eye on the students and assist them as their facilitator if the
students are facing difficulties

Rationale: The importance of the teacher being a facilitator allows the teacher to
improve themselves through improvement of teaching and participatory decision
making which allows for a greater sense of effectiveness in teachers (Ellerani &
Gentile, 2013).
4. Once the students are done with the worksheet, discuss the answers with the students.

Rationale: Discussions with the students allows the teachers to nurture the students’
critical thinking skills, help them understand each other and reduce
closed-mindedness (Carrasco & Torres Irribarra, 2018).

5. The teacher will explain any misunderstanding that the students face when doing the
worksheet.

Rationale: Through explanations and corrections, the teacher will help the students to
understand the topic better. This will also nurture teacher student relationships as it is
assumed that better instructional teaching quality improves achievement in part
because it positively impacts achievement-related student factors (Dietrich et al.,
2020).
2.3 TASK 3

STAGE: Post-Reading Stage

TASK: Write a short passage after gaining knowledge of the topic

ALLOCATED TIME: 8

MATERIALS: A piece of paper

PROCEDURE: As the worksheet is answered, the students will now gain an opportunity to
help reinforce their knowledge of the topic through writing and brainstorming.

The steps as followed:

POST-READING TASK

1. Once finished with the worksheet, the teacher will ask the students to take out a piece
of paper to write on.

Rationale: The teacher will help direct the students onto their next task with simple
instructions.

2. With the knowledge gained from the activity prior, the teacher will ask the students to
write a short passage on how to improve E-Services technology in 5 minutes

Rationale: As mentioned earlier, teachers giving clear instructions to the students is

important so that they can understand their task better (Barile, 2020).

3. The teacher will facilitate the students and assist them any way possible

Rationale: The teacher facilitating the students will help the students work better as it
is known that teacher facilitators help in improvement in teaching and allows a greater
sense of effectiveness (Ellerani & Gentile, 2013).

4. As the students are done, ask for volunteers to share what they have written to the
other students.
 Rationale: Asking for volunteers in the classroom will help in many ways. Such as to
improve the student’s ability to present in front of their classmates and also to improve
their English (Muthusamy, 2019).

5. The teacher will discuss the suggestions that the students have given within the
available time left.

Rationale: As mentioned earlier, discussions with the students allows the teachers to
nurture the students’ critical thinking skills, help them understand each other and
reduce closed-mindedness (Carrasco & Torres Irribarra, 2018).
3.0 CONCLUSION

In Conclusion, the process of teaching is very important in aiding the students to

achieve their goals in the classroom. However, teachers do not always have to look at their
lesson to be an effective teacher. A few ways that teachers can also help the students are
through their attitude in teaching, especially through enthusiasm and motivation.

In the classroom, teachers ought to be enthusiastic during their teaching to make sure
that the students do not feel bored during classes. It is too common for teachers to be
lethargic and monotone during classes. It is time to change that. When teachers are exciting,
the student becomes excited. And this overall increase in mood will help the students learn
better than their usual state. So, teachers must always find a way to be enthusiastic for their
students.

Another way to help students is for the teachers to be motivating. It is important for
teachers to find ways to motivate the students to want to learn during classes through
engaging activities that the students participate in. Not only that, but encouraging words can
also help greatly for the students. A few compliments here and there will surely help boost
the students’ mood for the whole classroom session and will definitely increase productivity.

All in all, students are humans and we should treat them like humans. It does not help
their growth when teachers keep shoving words upon words into their brain until the end of
the school session. It is important for teachers to make the classroom session fun and
engaging so that the students will find it fun and engaging.
4.0 APPENDIX

Passage
Worksheet
5.0 REFERENCES

Alemi, M., & Ebadi, S. (2010). The effects of pre-reading activities on ESP reading
comprehension. Journal of Language Teaching and Research, 1(5).
https://doi.org/10.4304/jltr.1.5.569-577

Allday, R. A., Bush, M., Ticknor, N., & Walker, L. (2011). Using teacher greetings to
increase speed to task engagement. Journal of Applied Behavior Analysis, 44(2),
393–396. https://doi.org/10.1901/jaba.2011.44-393

Barile, N. (2020, January 7). A guide to giving clear instructions to students (that they
will actually follow). Hey Teach! Retrieved January 21, 2022, from
https://www.wgu.edu/heyteach/article/guide-giving-clear-instructions-students-that-the
y-will-actually-follow2001.html

Carrasco, D., & Torres Irribarra, D. (2018). The role of classroom discussion. IEA
Research for Education, 87–101. https://doi.org/10.1007/978-3-319-78692-6_6

Dietrich, L., Zimmermann, D., & Hofman, J. (2020). The importance of teacher-student
relationships in classrooms with ‘difficult’ students: A multi-level moderation analysis
of nine Berlin Secondary Schools. European Journal of Special Needs Education,
36(3), 408–423. https://doi.org/10.1080/08856257.2020.1755931

Ellerani, P., & Gentile, M. (2013). The role of teachers as facilitators to develop
empowering leadership and school communities supported by the method of
Cooperative Learning. Procedia - Social and Behavioral Sciences, 93, 12–17.
https://doi.org/10.1016/j.sbspro.2013.09.144

Kır, E., & Sülü, A. (2014). LANGUAGE TEACHERS’ VIEWS ON CEFR.

International Online Journal of Education and Teaching, 1(5), 358–364.

Manuel, J. (2022, January 19). 15 examples of pre-reading activities. EnglishPost.org.

Retrieved January 21, 2022, from
https://englishpost.org/examples-of-pre-reading-activities/

Muthusamy, A. (2019, May). The importance of presentation skills in institutions of

Higher Learning: Sunway University press. The Importance of Presentation Skills in
Institutions of Higher Learning | Sunway University Press. Retrieved January 21, 2022,
from
https://press.sunway.edu.my/blog/importance-presentation-skills-institutions-higher-lear
ning#:~:text=Presentation%20skills%20help%20create%20innovative,can%20help%20
develop%20students'%20confidence.

Padmanabhan, V. N., Ramabhadran, S., Agarwal, S., & Padhye, J. (2006). A study of
end-to-end web access failures. Proceedings of the 2006 ACM CoNEXT Conference on
- CoNEXT '06. https://doi.org/10.1145/1368436.1368457

Vale, R. D. (2013). The value of asking questions. Molecular Biology of the Cell, 24(6),
680–682. https://doi.org/10.1091/mbc.e12-09-0660