SEPTEMBER SEMESTER 2021

HDPS32603

ENGLISH FOR YOUNG CHILDREN

MATRIKULASI NO :921231126628001

IC NO : 921231-12-6628

TELEPHONE NO : 016-801 2804

E-MAIL : aulia92@oum.edu.my

LEARNING CENTRE : OUM SANDAKAN

TOTAL WORD : 1255 WORDS

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PART 1. LESSON PLAN

Lesson Plan
Singing A Alphabet

Class                                       : 6 Melur

Date                                        : 22/10/2021 (Friday)

Time                                        : 8 a.m until 9 a.m ( 1hour)

No of students                         : 10 Students

Title                                         : Writing lowercase a, b, c and d

Main cord                               : Communication

Focus                                       : BI 3.0 Writing Skills

Content standard                    : BI 3.2 Develop writing skills

Learning standard                  : BI 3.2.1 Write recognisable letters

Integrated cord                   : KE 1.1.3 Sing the song according to the melody

Learning outcomes                : At the end of the lessons, student should be able to:-
                                                i. Write the lowercase 'a' according to the way the teacher
has                                              shown in front of the class correctly.
                                                ii. Write the lowercase 'b' according to the way the teacher
has                                            shown in front of the class correctly.
                                                iii. Write the 'c' lower case according to the way the teacher
has                                           shown in front of the class correctly.
                                                iv. Writing 'd' is based on the way the teacher has shown in
front                                        of the class correctly.

Existing knowledge                 : Knowing the alphabet

Learning                    : Worksheet, pencil and flashcard

Thinking skill                          : Analyze and apply

Value                                        : Hardworking

Multiple Intelligence               : Verbal-linguistics

Time / Steps Lesson content Learning activities Notes

Induction Show ABC songs 1. Teacher brings flashcard into MI
( 5  Minute) videos to students the classroom. Verbal-linguistics
2. Teacher quizzes with the

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 student about what they want to
learn.

Step 1 Show the correct 1. Teachers show and introduce MI

 ( 10  Minute) way to write
lowercase letters
lowercase a, b, c and d on flash Analyze
cards.
2. Teachers demonstrate the IM
correct way to write lowercase Verbal-linguistics
letters on flash card.

Step 2 Writing the letter 1. Teachers prepare worksheets LM

 ( 10  Minute) 'a' for pupils. Worksheet
2. Teacher asks the students to
write the letter 'a' on the TS
worksheet. Apply
3. Teachers make observations on
the work of students. V
Hardworking

MI
Verbal-linguistics
Step 3 Writing the 'b' 1. Teachers prepare worksheets LM
( 10   Minute) for pupils. Worksheet
2. Teacher asks students to write
'b' on the worksheet. TS
3. Teachers make observations on Apply
the work of students.
V
Hardworking

MI
Verbal-linguistics
Step 4 . Writing the 1. Teachers prepare worksheets LM
(  10  Minute) letter 'c' for pupils. Worksheet
2. Teacher asks pupils to write 'c'
on the worksheet. TS
3. Teachers make observations on Apply
the work of students.
V
Hardworking

MI
Verbal-linguistics
Step 5 Writing the 'd' 1. Teachers prepare worksheets LM
(  10  Minute) for pupils Worksheet
2. Teacher asks students to write
'd' on the worksheet. TS
3. Teachers make observations on Apply
the work of students.
V

3
 Hardworking

MI
Verbal-linguistics
Closing Show the results 1. Teachers ask each student to MI
(   5 Minute) of each work show their respective work. Verbal-linguistics

Teacher reflection     :

Advantages: It can improve the subtle psychomotor development of pupils while writing the
alphabet on the whiteboard.
Weaknesses: Can not train pupils the way to write correctly because students need to stand
up to write the alphabet learned on the whiteboard.
Improvement: Teachers should provide activities that can train students to write in the right
way.
CODE CONSTRUCT ACHIEVEMENT STANDARD
LEVEL OF INTERPRETATION
MASTERY
ENGLISH LANGUAGE

BI 5 BI 3.2  Write words 1 Able to copy recognisable words.

and phrases
2 Able to write words in legible print.
3 Able to write words and phrases neatly
in legible print.
CREATIVITY AND STATE
KE 1 KE 1.1 Sing songs 1 Can sing songs with guidance.
from various
repertoire
2 Can sing the song.
3 Can sing the song according to the
melody with the correct and clear
pronunciation.

Performance Standards / Assessment

SKILLS
No Students
name Item 1 Item 2 Item 3 Item 4
Write the Write the Write the 'c' lower Writing 'd' is
lowercase 'a' lowercase 'b' case according to the based on the way
according to the according to the way the teacher has the teacher has
way the teacher way the teacher shown in front of the shown in front of
has       shown in has shown in class correctly the class
front of the class front of the class correctly.
correctly correctly

4
PART 2 : TEACHING STRATEGIES

Teaching English is no easy feat . With a variety of different skill levels in every
classroom , teachers must employ effective strategies that allow each student to learn the
material. Whether the class focuses on literature, grammar, or language skills, these teaching
strategies will come in handy for many English teachers. In more ways than one ,teacher’s
approach to the teaching task is largely determined by his belief about second language
acquisition . The overriding assumption here is if we know how a child acquires language ,
we shall then know how to teach it . Hera a some teaching strategies to improve children’s
English proficiency that can we use .

1. Make It Fun
Fun, fun, fun! This is one factor that really matters to kids. And that goes for kids on
the playground as well as those in the classroom. I’ll never forget what my nephew said after
his first day of kindergarten: “We didn’t learn anything. We just played!” And though I’m
sure his class contained some academics, they were hidden well beneath a thick layer of fun.
That’s right. It’s entirely possible to teach a fun and educational class. With inbuilt video
quizzes and interactive flashcards, your students will be able to learn real English through
context and games. Some educators believe that kids learn best through play. And what is
true of English-speaking children, in this case, will also be true of your English-learning
students. Here are some ways you can make learning more fun with your students .
Games are a great way to make learning fun. Not only do games play on the competitive
nature of most children, but games also give them a goal to accomplish. When you win a
game, you have really done something, and you can feel good about your success.

2.Be Creative
Doing the same things in class every day is boring for your students, and you’re liable
to fall asleep on the job, too. So be creative with your plans. Change things up on a regular
basis. Rearrange your students’ seats so they get a different inspirational view from time to
time. Give your students the test before you teach the material, and let them answer the
questions as they learn. Invite guest speakers in whenever you get the chance. You can keep
the same basic schedule every day, but vary the types of exercises you do. Rotate between
doing exercises from the textbook, having students work on the computer on social
media or ESL learning websites, and giving them real-life materials to work with rather than
ESL materials. Try a poem by Robert Frost rather than a simple reading passage. You can also
have students come up with their own games, activities and exercises. Have your
students write quiz question for each other, or give them some simple game supplies and
let them make thier own review game for the latest grammar point. You might be surprised at
how creative students can be.

(498 Words)

5
PART 3 : TEACHING DEMONSTRATION

_______________________________________________

REFERENCE

Aukrust, V. G. (2007). Young children acquiring second language vocabulary in preschool

group time: Does amount, diversity, and discourse complexity of teacher talk matter? Journal
of Research in Childhood Education, 22, 17-38.

Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in
the early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse
for English Language Acquisition.